1. Relationships and Sex Education in primary schools Our school’s approach

2. Aims During this presentation we aim to:
inform you about the RSE we deliver
show you the resources to be used
answer any questions you may have
give you advance notice of changes to RSE in 2020 and how we plan to implement these

3. Structure of meeting Presentation outlining the RSE we deliver
Time for questions*
Opportunity to look at resources
*If you would prefer to ask questions privately please approach a member of staff at the end of the presentation or leave a note in the question box with your name and contact details
Supply a question box with slips of paper for parents that do not want to ask questions in an open forum.

4. Things that will help the meeting
Questions at allocated time
Showing respect and consideration for all
Get the information you need
Questions at allocated time – this is important so that everyone gets the full information they need – we will cover all aspects of the programme during the presentation which will hopefully answer any concerns you may have. The question time then allows for clarification of anything covered.
Showing respect and consideration for all – our school is a diverse community, we welcome all children and families and celebrate difference. We want to ensure that this meeting is a safe space for all to find out about the RSE programme. We ask you to be mindful of this and consider the feelings of others when asking questions about the programme. We will not tolerate behaviour that we goes against out school ethos and values.
Get the information you need – we only have an hour so if you do not get all the information you need please book a meeting with a member of staff to discuss further.

5. Why do we deliver RSE in our school?
Fits with our school ethos/aims/mission
Gives children the knowledge and skills to keep safe
Prepares children for the changes of puberty
Prepares children for adult life
Children seek this information and may find it from unreliable sources if not from school
There is legislation and guidance that supports this work
Fits with our school ethos/aims/mission – it is very important to outline why you have chosen to provide RSE at your school and how this fits in with your whole school ethos. You could add a separate slide with these on to detail RSE links – eg. Diversity, equality, reaching full potential, emotional wellbeing.
Gives children the knowledge and skills to keep safe – We are committed to safeguarding the children in our school, we know there are lots of risks to children’s safety nowadays including inappropriate imagery and information on the internet, sexual abuse, sexual exploitation, bullying and so on. We want to ensure that we prepare children well by giving them information about these risks in an age appropriate way so as not to scare them and also allowing them to practice skills like seeking help from a trusted grown up. From research we know that programmes that teach children about how to protect themselves against abuse increased children’s knowledge of how to keep safe and gave them skills to keep themselves safe.
Research shows that receiving good quality comprehensive RSE through their school life means young people are more likely to delay first sexual activity. More information on evidence base here: and here
Prepares children for puberty – we know that some children start puberty earlier than others (some in year 4, or insert relevant info relating to your school). It is important that they all children are informed about physical and emotional changes and how to deal with these before they start puberty.
Prepares children for adult life - we teach children about how human babies are made and born in year 6 (whenever you teach it) to prepare them for adult life and their future learning at secondary school.
Legislation and guidance Ofsted look at personal development of pupils and safeguarding.

6. What do we teach and when?
We use …..(insert scheme)
We follow good practice and legislation
Some teaching happens through Science
Other teaching/opportunities
We use…– outline the scheme or resources you use to deliver RSE. If this is the Christopher Winter Project scheme – this has been used by many City schools and others across the Country for over 10 years. It provides 3 lessons for each year groups – the themes within these build year on year.
We follow good practice and legislation – We look at what has worked in other schools and what is recommended nationally. We follow guidance issued by the local authority and by national organisations working in the field. The current legislation is the RSE guidance of 2000 which states that all schools must have an RSE policy, Primary schools can decide what RSE they provide outside of NC Science.
Science teaching - Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. (KS1, age 5-7) - notice that animals, including humans, have offspring which grow into adults (KS1, age 5-7) - describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird (Yr5, age 9/10) - describe the life process of reproduction in some plants and animals. (Yr5, age 9/10) - describe the changes as humans develop to old age (includes puberty) (Yr5, age 9/10)
Other teaching/opportunities – assemblies, anti-bullying week, circle time – these might cover friendships, feelings, celebrations, families – all of which will contribute to our work around RSE.

7. The CWP scheme – Reception
Sex and Relationships Education in Primary Schools
The CWP scheme – Reception
Our day
Routines of the day and how to look after themselves
Keeping ourselves clean
Why hygiene is important and basic hygiene routines
Families
Recognise that all families are different and understand how family members can help each other
Note to teacher: The following slides detail the Christopher Winter project programme – if you use something else please insert details on the scheme you use

8. The CWP scheme – Reception vocabulary
Sex and Relationships Education in Primary Schools
The CWP scheme – Reception vocabulary
Dress, undress
Clean, smelly
Flannel, sponge, towel, hands, toothpaste, toothbrush, hairbrush, comb
Family, mum, dad, brother, sister, grandma, grandad, stepmum, stepdad

9. Sex and Relationships Education in Primary Schools
The CWP scheme – Year 1
Keeping clean
Basic washing and cleanliness
Growing and changing
To know that people change and grow, to understand that babies become children and then adults, to know the difference between boy and girl babies (pictures)
Families and care
To know which people to ask for help, to know there are different types of families

10. The CWP scheme – Year 1 vocabulary
Sex and Relationships Education in Primary Schools
The CWP scheme – Year 1 vocabulary
Clean
Similar, different
Family, boy, girl, male, female
Body parts, penis, vagina

11. Sex and Relationships Education in Primary Schools
The CWP scheme – Year 2
Differences between boys and girls
Describe the differences between boy and girl babies, to talk about similarities and differences between boys and girls in relation to gender stereotypes.
Differences between males and females
To describe differences between male and female animals
Naming the body parts
(pictures)

12. The CWP scheme – Year 2 vocabulary
Sex and Relationships Education in Primary Schools
The CWP scheme – Year 2 vocabulary
Similar, different
Sex, gender roles, stereotypes
Boy, girl, male, female
Body parts, penis, vagina

13. Sex and Relationships Education in Primary Schools
The CWP scheme – Year 3
Differences between males and females
Name body parts and discuss similarities and differences (worksheet)
Personal space
To talk about appropriate and inappropriate touch and to learn about personal space
Family differences
To understand who to go to for support, to understand that families are different and have different members

14. The CWP scheme – Year 3 vocabulary
Sex and Relationships Education in Primary Schools
The CWP scheme – Year 3 vocabulary
Stereotypes, gender roles, similar, different
Male, female, body parts, penis, vagina
Family, fostering, adoption, relationships

15. Sex and Relationships Education in Primary Schools
The CWP scheme – Year 4
Growing and changing
To understand the human lifecycle and to describe the body changes that happens when a child grows up
Body changes and reproduction
To understand basic facts about puberty, reproduction and pregnancy
What is puberty?
To learn about the physical and emotional changes associated with puberty

16. The CWP scheme – Year 4 vocabulary
Sex and Relationships Education in Primary Schools
The CWP scheme – Year 4 vocabulary
Puberty, lifecycle, reproduction, pregnancy
Physical, breasts, sperm, egg, pubic hair
Emotions, feeling

17. Sex and Relationships Education in Primary Schools
The CWP scheme – Year 5
Talking about puberty
To discuss the main physical and emotional changes that occur during puberty
Male and female changes
To describe how to manage physical and emotional change
Puberty and hygiene
To explain how to keep clean and to know how to get help and support during puberty

18. The CWP scheme – Year 5 vocabulary
Sex and Relationships Education in Primary Schools
The CWP scheme – Year 5 vocabulary
Puberty, physical changes, emotional changes
Moods, menstruation, periods, tampons, sanitary towels
Wet dreams, semen, erection
Sweat, breasts, spots, pubic hair, facial hair, underarm hair
Sexual feelings

19. Sex and Relationships Education in Primary Schools
The CWP scheme – Year 6
Puberty and reproduction
To describe how and why the body changes during puberty in preparation for reproduction
Relationships and reproduction
To explain how babies are made and the types of adult relationship
Conception and pregnancy
To know some basic facts about pregnancy and conception. To describe the decisions that have to be made before having a baby.
Online safety, Female Genital Mutilation

20. The CWP scheme – Year 6 vocabulary
Sex and Relationships Education in Primary Schools
The CWP scheme – Year 6 vocabulary
Womb, egg
Sperm, conception, fertilisation, contraception, pregnancy, sexual intercourse
Twins, fostering, adoption
Relationships, friendships, love, consent, intimacy
Communication, personal/private information, internet safety

21. How is RSE taught? Teachers have received training Safe environment
Balanced, factual, and in line with ethos of school
We acknowledge different views and faith perspectives
Adapted to suit the needs of all children
Includes all children and families
Teachers have received training – We provide training as required to support teachers in delivering RSE (detail any recent training if relevant.
Safe environment – use of group agreement, question box, supporting inclusion of all. Children are told not to share their learning with younger children on the playground and are given ideas of who would be a suitable person to talk to if they want to discuss further.
Balanced, factual and in line with ethos of school – teachers do not give their own views or share their own experiences
Acknowledge different views and faith perspectives – we have a range of diverse faiths and cultures in school. In RSE we do not teach in detail about any particular faith (alter if a school with a faith character) however we do acknowledge different faith perspectives that are relevant to the teaching.
Adapted to suit the needs of all children – children with learning disabilities or ASD may need additional work to understand some of the key concepts in RSE – they will be supported to access the RSE programme on an individual or small group basis.
Includes all children and families – as a school we want all children and families to feel included, therefore as part of our programme when/where relevant we will explore the variety of relationships and families that exist in society, for example we may use a storybook that looks at different families, including ones with a single parent, foster parents or same-sex parents. During the programme we will explore gender and gender stereotypes, as part of this we may use a story to explore the fact that sometimes people feel uncomfortable with the gender they were given at birth. We do not promote any particular sexual orientation or gender identity. We aim to be inclusive and represent all children and families in our school. This is something that we have always done and fits in with the Equalities Act 2010.

22. Answering children’s questions
Children are curious, they ask questions!
Our strategies:
Group agreement
Question box
Whole class answers
Private answers
Involve parents/carers
Children are curious – our teachers will have planned lessons however as with any other learning children will have their own questions and will want to clarify things. We cannot always anticipate what children may ask so we use a range of strategies to help us.
Strategies – at the start of lessons we always set a group agreement which outlines how we expect children to behave, as part of this we include the statement ‘no personal questions’ – this protects the teacher and other children from being asked personal questions that are not relevant to the learning. On the group agreement children are told to write down any questions they have and put them in the question box during the lesson – this allows the teacher time to consider an age appropriate answer. The teachers may feel that some questions are best answered in a private conversation with a child or they may feel they want to involve parents/carers. Teachers will use their professional judgement when answering questions in an age-appropriate way.

23. Partnership with parents
We want to work in partnership with our parents, we do this in several ways;
Consult with you whenever we change our programme
Support you to understand the content and delivery of our programme
Let you know when RSE will be taught
Let you know how you are able to withdraw your child from RSE lessons
Consult – if/when we change the programme we will consult with you
Let you know when it will be taught – explain school procedures, eg letter or text sent home
Withdrawal – Parent have the right to withdraw their child from RSE that takes place outside of national curriculum Science. We hope that you will be able to talk to us if you have concerns and that you will take the time to look at the resources to be used. We welcome the opportunity to talk to you about the programme. If you would prefer to deliver the RSE to your child yourself you are able to withdraw your child from the sessions. Children withdrawn from sessions will be given other work to complete.

24. New RSE Guidance 2020
You may have heard things about the new guidance and what it means for schools. Here are some of the facts:
3 new subjects (Relationships and Sex Education for secondary, Relationships Education for primary, Health Education for both)
Applies to all schools
Parents have the right to withdraw from Sex Education (Primary automatic agreement, secondary discussion with parent up to 3 terms before child turns 16)
Implementation from September 2020
Guidance will be reviewed every 3 years

25. Our approach to the new guidance
We will look at the new guidance over the next academic year (2019/20)
On first inspection there will not be many changes to our current curriculum
We will consult with parents on any changes to be made before they are implemented
Key thing to stress here is that the school’s work is mainly already in line with the new guidance as there are not that many changes to content at primary.

26. Relationships Education
Families
Healthy family life
Diversity
Marriage and civil partnerships
Stable, caring relationships
Caring friendships
Importance and characteristics of friendships
Healthy friendships
Ups and downs
Who to trust
You do not have to go through these slides they just give parents an idea of what is included if they are interested/concerned. Stress that these changes will be fully consulted upon and that there is no need to fear these as the school is already teaching much of the content through RSE and other subjects/opportunities.

27. Relationships Education
Respectful relationships
Respecting others
Courtesy and manners
Self-respect
Anti-bullying
Stereotypes
Permission seeking

28. Relationships Education
Online relationships
Behaviour online
Keeping safe
Be critical of friendships/information
How data is shared and used
Being safe
Appropriate boundaries in friendships
Privacy and secrets
Each person’s body belongs to them
Responding to adults they don’t know
Getting help and advice

29. Health Education Mental wellbeing Internet safety and harms
Physical health and fitness
Healthy eating
Drugs, alcohol and tobacco
Health and prevention
Basic first aid
Changing adolescent body (before onset)

30. Sex Education
The Department continues to recommend...that all primary schools should have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes adolescence brings and how a baby is conceived and born.

31. Useful links for parents
New RSE guidance from
Provide a link to the school’s RSE policy here