Relationship and Sex Education Policy

Ratified by Governing Body February 2015


Introduction and Definitions

This policy and scheme is written in response to the following publications; DfEE -Sex and relationships -Guidance for schools 2000, OFSTED -Sex and Relationships 2002 and the Kent County Council document- Relationships and Sex Education 2005

Within this policy, the term “pupils” can be taken as referring to pupils and students. The term “parents” can be taken as including parents and carers.

DFEE Guidance “Sex and Relationships Education Guidance” published in July 2000 defines Sex and Relationships Education as ‘a lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health. It is not about the promotion of sexual orientation or sexual activity – this would be inappropriate teaching’.

At the Foreland School, Relationships and Sex Education (RSE) has close links to Personal, Social, Health and Citizenship Education (PSHCE) and Science. This policy should therefore be read in conjunction with the policies for those subjects.

See also the following policies - Child Protection, Equal Opportunities, Health and Safety and Behaviour.

Following discussions with the Head and Deputy Head teachers, members of staff with responsibility within the school for PHSE met with parents to discuss updating the RSE policy. (November 2014)

What is Relationships and Sex Education at our school?

Relationships and Sex Education forms an integral part of our school curriculum with pupils learning to form different relationships and skills to keep them safe and healthy on a daily basis. Sex education is part of safety and health education for pupils and it is important that these sensitive issues are addressed if pupils are to gain skills to deal with life - its joys as well as its hazards. Dedicated time is given to this area of the curriculum. It is important that RSE teaching is sensitive to the different needs of individual pupils and the school recognises that this education will need to evolve and adapt over time as the pupil population changes.
Pupils with profound and multiple learning difficulties will be able to experience areas of RSE such as self awareness, body recognition and privacy.

The content of RSE teaching as pupils move up through the school is explained in section 4 of
this policy.

Aims and objectives

Relationships and Sex Education within the Foreland School aims to provide opportunities for pupils to develop the skills, knowledge and understanding that they need to lead confident, safe and healthy lives with as much independence as possible. Information will be delivered in an accepting and honest way which is appropriate to their level of understanding. Parents will be fully informed of policy and practice.

At any time, if a particular pupil needs individual or small group support with regards to an aspect of RSE, we aim to provide, with the agreement of parents, ‘Girls’ and Boys’ groups. These run with the support of external agencies such as the School Nursing Assistant and the Community Nurse.

Working with Parents and Families

DfES Guidance “Sex and Relationship Education Guidance” published in July 2000 states that:-
“Parents have the right to withdraw their children from all or part of the sex and relationship education provided at school except for those parts included in the statutory National Curriculum. Schools should make alternative arrangements in such cases.”
However, our aim is to ensure that the curriculum is appropriately differentiated for all pupils and that parents will feel able to work with teachers to ensure that each individual pupil’s needs are met.

After discussions with parents at our Summer Term Goal Planning meetings about the content to be taught, we will give parents the opportunity, by completing a permission letter, to withdraw their son or daughter from RSE lessons. Although there is no requirement to give reasons if pupils are withdrawn, it will help us in our future planning if parents can provide this information.

Parents have a right to be consulted on the content of Relationships and Sex Education Programmes.
Although the school has a RSE curriculum, this is only the starting point for devising programmes, as pupils have very different needs. Given the highly individual nature of our pupils, it is crucial that what is taught to pupils is relevant to their needs, abilities and disabilities. What may be highly important for one pupil may not be for another, and, particularly as pupils reach secondary age, it is important that we reach a clear understanding with parents of what is proposed to be taught to their son or daughter and that they are in full agreement with this.

Parents can ask to look at the RSE curriculum in full and to discuss this with their son or daughter’s class teacher by appointment. Teachers meet with parents at “Goal Planning” meetings three times a year and in the Summer Term meeting will discuss the RSE curriculum. Parents and staff are encouraged to discuss the issues openly.

Parents are kept informed about the policy through the school’s prospectus and on the website. An annual meeting about ‘growing up’ is provided for parents and families. A copy of the policy and useful information is available in the ‘Coffee Chatter’ area. A range of books and leaflets for parents is also available to support parents in these sensitive aspects of their child’s life. We emphasise appropriate behaviour being taught from an early age.

“Contact a Family” (CAF) have also produced useful guidance for parents, young people and schools on the teaching of RSE to young people with disabilities. Copies of this guidance are available from the school or the following website:

Content of the Relationships and Sex Education Curriculum and the organisation of lessons.

Great care is taken at all times that what is taught is appropriate to pupils’ ages and abilities.
The following are examples of what is taught as part of RSE in each Key Stage.
In Key Stages 1 and 2, this is usually an integral part of particular Science and PSHE units, with a focus on puberty for older KS2 pupils in the Summer Term.

In Key Stage 3, there is one PSHCE lesson a week with a focus on RSE in the Summer Term.
In Saxon House, students take a number of modules with an RSE focus as part of the broader PHSE/RSE/C Curriculum.

EYFS/ Key Stage 1 – Infant Department

In EYFS/ Key Stage 1, all RSE Education is carried out as part of the PSED curriculum and carefully structured child initiated play. It is not taught as a specific area of the curriculum. Pupils develop an awareness of themselves as a member of different groups. They are encouraged to express their own feelings. As part of the topic work they investigate people of different ages. They become aware of pregnancy, babies and growth through observation. In the topic ‘Ourselves,’ they become aware of the names of different external parts of the body. They learn how to care and be responsible for living things, including themselves.
At routine times of the day and during care routines, names for parts of the body are taught.

The units contain teaching material at a variety of levels, with suggestions for work with pupils who have PMLD, meaning teachers can select that most appropriate to pupils.

Key Stage 2- Junior Department

In Key Stage 2 pupils take part in a weekly PHSE lesson which is are normally delivered to mixed sex class groups, which tend to be ability based. In the Summer Term these lessons have an RSE focus. At times, when there is a need, material from particular units will be taught at an earlier age, or to a particular group of pupils, in partnership with the parents of these children.

As part of their topic work pupils learn to name the sex organs in both plants and animals. They will learn about pregnancy and baby care and in simple terms the preparation of a woman’s body for birth.
They learn about healthy relationships, responding to risky or negative relationships and saying ‘no’. They learn about different types of relationships - including families, friends, marriage and partnerships. They learn about growth and body changes and at the end of the Key Stage they will learn about the physical and emotional changes that occur at puberty. They will learn about personal hygiene.
The units contain teaching material at a variety of levels, with suggestions for work with pupils who have PMLD, meaning teachers can select that most appropriate to pupils.

Key Stages 3 – Senior Department

In Key Stage 3, pupils take part in a weekly PHSCE lesson with an RSE focus in the summer term. Units on relationships include “Changing Relationships”, “Respecting Others”, “Being Myself” and “Lifestyles”. Units with a greater emphasis on Sex Education include “My Changing Body”, “Personal Sensitivity” and “Human Development”. Lessons are normally delivered to mixed sex class groups, which tend to be ability based. At times, when there is a need, material from particular units will be taught at an earlier age, or to a particular group of pupils, in partnership with the parents of these children.

The units contain teaching material at a variety of levels, with suggestions for work with pupils who have PMLD, meaning teachers can select that most appropriate to pupils.

14-19 -Saxon House

In Saxon House, as part of the wider PHSE curriculum, students in Saxon House study modules of work on “Changing Friendships”, which includes exploring issues around having a boyfriend or girlfriend, “Our Changing Bodies”, which explores issues about growth, development and sexual relationships and private/ public behaviour and “Risks and Responsibilities”, including looking at contraception and personal safety issues.
They also learn about dealing emotionally with difficult situations and planning for the future.

Leadership of Relationships and Sex Education

There is one PSHCE/RSE Curriculum Leader who oversees the subject in all parts of the school. The heads of Key Stage will have oversight of the whole curriculum including RSE on a day to day basis. Teaching Assistants play an informal but key role as they are often involved in intimate care. The school’s approach to delivering RSE forms part of the induction training for all new members of staff. They then have an awareness of the issues involved in RSE, such as the language used and some familiarity with the messages and methods of the RSE curriculum.

The Governing Body of the school is responsible for ensuring that the school has an up-to- date Relationship and Sex Education Policy. To be reviewed September 2017.


Governing Body Approval

Relevant Governors Committee: Learning & Development

Ratified by Full Governing Body on 9th February 2015

Term Dates
Headteacher Welcome