1. Protective Behaviours in the PSHE / Relationships and Sex Education Curriculum Sam Beal – Partnership Adviser: Health and Wellbeing Sarah Jackson -PSHE Lead teacher Isabel Reid - PSHE Lead teacher SIT IN YEAR TEAMS

2. Warm-up – sort the animals. Which are feeling safe? Which aren’t? How do we know? Year 1 Lesson 1

3. By the end of the workshop participants will: Understand what protective behaviours are Be confident to create a safe learning environment for the teaching of Protective Behaviours Be familiar with the Feeling Good Feeling Safe resource Have considered how to answer questions arising from Protective Behaviour lessons Intended outcomes

4. Ground-rules for the workshop Respect the diversity of the group and rights to express different views Challenge appropriately, explore assumptions and misunderstandings Confidentiality Look after self – right to pass Support participation of others

6. Protective Behaviours – 4 week programme

7. Protective Behaviours’ core themes

8. Protective Behaviours in a nut shell Safety scale Fun to feel scared Risking on purpose Early warning signs Stop, Think, Go Helping hands Unsafe secrets

9. Protective Behaviours – 4 week programme

10. Active learning based on books and resources easily available to schools

11. Keeping children safe in education; Statutory guidance for schools and colleges, DfE 2015 Governing bodies and proprietors should consider how children may be taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum. This may include covering relevant issues through personal, social health and economic education (PSHE), and/or – for maintained schools and colleges – through sex and relationship education (SRE). Why teach Protective Behaviours?

12. Ofsted School Inspection Handbook, 2015 – Inspectors will consider: the effectiveness of safeguarding the effectiveness of leaders’ and governors’ work to raise awareness and keep pupils safe from the dangers of abuse, sexual exploitation, radicalisation and extremism and what the staff do when they suspect that pupils are vulnerable to these issues. (p39) Why teach Protective Behaviours?

13. In a primary school, teaching Protective Behaviours within a planned programme of PSHE and relationships and sex education can contribute to the prevention of and disclosure of: Sexual abuse and sexual exploitation Domestic violence and abuse Female genital mutilation It supports all pupils to manage the risks involved in growing up and becoming more independent. Why teach Protective Behaviours?

14. We need to equip children with the skills to understand the feeling of safety, to know how to manage risk safely and how to tell someone if they are not feeling safe. To summarise :

15. Worst case scenarios What if any are your concerns or worries about teaching Feeling Good, Feeling Safe? What could go wrong?

16. Look at the Feeling Good Feeling Safe lesson plan for your year group and reflect on the following questions and scribe your ideas: 1.What needs to happen before the lesson to ensure a safe, learning environment for all? 2.What needs to happen during the lesson? 3.What questions might be asked by pupils? 4.What might need to happen after the lesson? Be ready to feedback on the HIGHLIGHTED section of your sheet. Creating safe learning environments:

17. These need to be age appropriate and may include: Listen Right to pass Right to feel safe and responsibility to keep others safe Ask for help if you need it Try not to make assumptions No personal questions Confidentiality (unless someone is being hurt or harm)

18. We also need to consider: Children who have or may have experienced abuse School safeguarding policy and procedures for managing disclosures How to keep ourselves safe (trigger issues) Importance of parents and carers being made aware of when these lessons are being taught (p158)

19. Year 2 – Lesson 2 - Feeling Unsafe and Early Warning Signs Year 3 - Lesson 3 - Body Awareness Secrets and Telling Year 5 - Lesson 3 Body Awareness Secrets and Telling Year 6 - Lesson 4 - Telling and Networks A closer look at 4 lessons:

20. Early Warning Signs Fun to feel scared Choice – control – time limit Year 2 – Lesson 2

28. Sort the photos into safe and unsafe touch? What makes a safe or unsafe touch? Types of touch

29. Year 5

30. Year 6

32. Practice in your teams! Answering questions

33. As part of planned programme of PSHE (ie as part of relationships and sex education, safety education, SEAL) Whole school delivery over 4 weeks (including assemblies?)* *preferred model PB Curriculum - models of delivery?

34. What are your next steps as: A school An individual member of staff? Feedback and discussion

35. All staff need to read the introduction to pack thoroughly and the appropriate lessons plans (additional materials on www.pier2peer.org.uk)www.pier2peer.org.uk Consider using lessons from lower year groups in the first year or so of delivering the programme Year group teams to complete the safe learning environments activity, and to prepare scripts and or rehearse answering tricky questions and how to deal with disclosures Prepare resources including photo-packs and buy books Plan for how to inform and share with parents and carers (Safety Net workshop?) Recommended next steps 1

36. Consider your cohort and consult your SLT/inclusion managers or SENCo about specific children’s needs and alternative ways to deliver learning (121, small group, etc.) Pilot in 2016 and evaluate Embed in PSHE education programme 2016-2017 Consider further training in PSHE / Relationships and sex education pshe@brighton-hove.gov.ukpshe@brighton-hove.gov.uk Consider further Protective Behaviours training from Safety Net email training@safety-net.org.uktraining@safety-net.org.uk Recommended next steps 2

37. Relaxation and evaluation 3 Minute Relaxation: https://www.youtube.com/watch?v=CLIyCUr23yQ