It is a legal requirement to teach those aspects of RSE which are statutory parts of National Curriculum Science.

The DFE guidance defines RSE as “lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage and family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health.”

It is about the development of the pupil’s knowledge and understanding of her or him as a sexual being, about what it means to be fully human, called to live in right relationships with self and others and being enabled to make moral decisions in conscience.

Our Mission Statement commits us to the education of the whole child (academic, moral and spiritual) and we believe that RSE is an integral part of this education. We endeavour to raise pupils’ self-esteem, help them to grow in knowledge and understanding and to recognise the value of all persons and develop caring and sensitive attitudes. In the teaching of relationships, staff are mindful of different viewpoints surrounding these, including those of various faith groups and therefore teach respect and tolerance of different views, treating these issues sensitively as they arise and always in line with our Anti bullying policy which states:

All staff have a duty to challenge bullying (including Homophobic, Bi-phobic or Transphobic ( HBT) bullying and language) report bullying, be vigilant to signs of bullying and play an active role in the school’s efforts to prevent bullying in the planning of their curriculum and in their day to day interactions with pupils.

It is in this context that we commit ourselves, in partnership with parents, to provide children and young people with a positive and age-appropriate Relationship and Sexual Education.

However, the latest DFE guidance, (February 2019) states:

In any school that provides SRE/RSE, parents have the right to withdraw their children from all or part of SRE (excluding learning about reproduction and human development within national curriculum science). 

Before granting any such request, parents (and, as appropriate, the child) are invited into school to clarify the nature and purpose of the curriculum. This involves discussing with parents the benefits of receiving this important education and any detrimental effects that withdrawal might have on the child. This could include any social and emotional effects of being excluded, as well as the likelihood of the child hearing their peers’ version of what was said in the classes, rather than what was directly said by the teacher. School documents this process to ensure a record is kept.

The DFE identifies three main elements to RSE:

• attitudes and values,
• personal and social skills and
• knowledge and understanding.

Since September 2020, we have adopted the ‘Growing up with Yasmine and Tom’ programme (published by the FPA and endorsed by the PSHE Association) to deliver the RSE across Key stages 1 and 2. This high quality resource ensures that staff and parents alike are aware of which elements parents can opt to withdraw their child from.

To develop the following attitudes and virtues:

· respect for the dignity of every human being – in their own person and in others;

· responsibility for their own actions and a recognition of the impact of these on others;

· recognising and valuing their own sexual identity (as and when it arises) and that of others;

· celebrating the gift of life-long, self-giving love;

· recognising the importance of (though not exclusively) marriage and family life;

· fidelity in relationships.

To develop the following personal and social skills:

· making sound judgements and good choices which have integrity and which are respectful of the individual’s commitments;

· loving and being loved, and the ability to form friendships and loving, stable relationships free from exploitation, abuse and bullying;

· managing emotions within relationships, and when relationships break down, with confidence, sensitivity and dignity;

· managing conflict positively and recognising the value of difference;

· cultivating humility and compassion; learning to forgive and be forgiven.

To develop self-esteem and confidence, demonstrating self-respect and empathy for others;

• building resilience and the ability to resist unwanted pressures,
• recognising the influence and impact of the media, internet and peer groups and so developing the ability to assess pressures and respond appropriately;
• being patient and learning to recognise the appropriate stages in the development of relationships;
• assessing risks and managing behaviours in order to minimise the risk to health and personal integrity.

To know and understand:

• the physical and psychological changes that accompany puberty;
• the facts about human reproduction, how love is expressed and how physical love plays an essential role in life.