Intent    

At St. Mary’s, we believe that Relationships, Health and Sex Education (RSHE) is an integral part of a child’s education. RSHE is about understanding the importance of family life, stable and loving relationships and respect for others, love and care, alongside learning about the world around us and how to be a citizen in our world. It teaches about caring for our own physical and mental health through healthy choices.  We take care to ensure there is no stigmatism of any child based on their home circumstances and we do not use RSHE as a means of promoting any form of sexual orientation.  Our curriculum meets statutory obligations for the new requirements from Spring 2021 (formerly 2020).  

By means of Relationships, Health and Sex Education, the curriculum intends to:  

a) the physical development of their bodies as they grow to adulthood, including conception 

b) respect for the views of others  

c) respect for their own and others’ bodies   

d) the importance of family life   

e) relationship issues.   

RSHE is lifelong learning about emotions, relationships and all health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. RSHE has a key part to play in the personal, social, moral and spiritual development of young people. It begins informally in the home with parents and carers long before any formal education takes place at school. Young people’s entitlement to RSE is enshrined in the terms of the Education Act (1996)  

 Implementation    

RSHE is taught both within other curriculum subjects, and also as a discrete subject.  Biological aspects are taught within the science curriculum, and other aspects are included in religious education (RE).  Pupils also receive stand-alone sex education sessions delivered by a teacher with appropriate training. Across all Key Stages, pupils will be supported with developing the following skills:   

· Communication, including how to manage changing relationships and emotions  

 · Recognising and assessing potential risks  

 · Assertiveness, including consent 

 · Seeking help and support when required  

 · Informed decision making   

· Self-respect and empathy for others  

 · Recognising and maximising a healthy lifestyle  

 · Managing conflict  

• Discussion and group work. RSE discussions are conducted in a sensitive, confidential manner. However, if a pupil discloses something that is cause for concern, the staff concerned will deal with the matter in line with the safeguarding policies of the school.   

• The governing body will approve the RSHE policy and hold the Headteacher to account for its implementation. The Headteacher is responsible for ensuring that RSHE is taught consistently across the school and for managing requests to withdraw pupils from non-statutory / non-science components of RSHE.   

Staff are responsible for:   

• Delivering RSHE in a sensitive way  

• Modelling positive attitudes to RSE   

• Responding to the needs of individuals, including pupils whose parents wish them to be withdrawn from the non-statutory components of RSHE   

• Pupils are expected to engage fully in RSHE and when discussing issues related to RSHE, treat others with respect and sensitivity.  

 Impact    

The impact of a quality RSHE curriculum is not something that can be reduced to numerical data.  We will assess what the children have learned where it is possible to quantify this, but the real impact is qualitative: changes in attitude, awareness and aspirations.  It is a basis for learning about the world in which we live and the people with whom we live, and successfully developing as valuable citizens of that world.