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Relationships, Sex and Health Education Policy (RSE) 26~27

Co-op Academy Friarswood

Relationships, Sex and Health Education Policy

Policy details

● Date approved - 10/07/26

● Applicable from- 01/09/2026

● Next review date - 01/09/27

● Policy owner - Co-op Academy Friarswood

Co-op Academy Friarswood

Abbots Way

Newcastle

Staffordshire, ST5 2ES

01782 470401

Website: https://www.friarswood.coopacademies.co.uk/

Contents

1. Aims 2 2. Statutory requirements 2 3. Policy development 3 4. Definition 3 5. Curriculum 3 6. Delivery of RSE 4 7. Use of external organisations and materials 7 8. Roles and responsibilities 8 9. Parents’ right to withdraw 9 10. Training 9 11. Monitoring arrangements 9

Appendix 1: Curriculum map 10 Appendix 2: By the end of primary school pupils should know 11 Appendix 3: Parent/carer form requesting their child’s withdrawal from sex education within RSE 21 Appendix 4: Supporting parents to speak to their children about sex education 22

1. Aims

The aims of relationships and sex education (RSE) at our school are to:

● Provide a framework in which sensitive discussions can take place

● Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene

● Help pupils develop feelings of self-respect, confidence and empathy, and cultivate positive characteristics such as kindness and integrity, rooted in the Co-op Ways of Being

● Create a positive culture around issues of sexuality and relationships

● Teach pupils the correct vocabulary to describe themselves and their bodies

2. Statutory requirements

As a primary academy, we must provide relationships education to all pupils under section 34 of the Children and Social Work Act 2017.

We don’t have to follow the National Curriculum, but we are expected to offer all pupils a curriculum that is similar to the National Curriculum including requirements to teach science. This would include the elements of sex education contained in the science curriculum.

In teaching RSE, we’re required by our funding agreements to have regard to guidance issued by the secretary of state, as outlined in section 403 of the Education Act 1996, which is applicable to mainstream and special schools.

We also have regard to legal duties set out in:

● Sections 404 to 407 of the Education Act 1996

● Part 6, chapter 1 of the Equality Act 2010

● The Public Sector Equality Duty (PSED) (as set out in section 149 of the Equality Act 2010). This duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities

At Co-op Academy Friarswood, we teach RSE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, pupils and parents/carers. The consultation and policy development process involved the following steps:

1. Review – a central trust working group reviewed all relevant information including relevant national and local guidance

2. Approval – the template policy was approved by the trustees

3. Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations

4. Parent/stakeholder consultation – parents/carers and any interested parties were invited to attend a meeting about the policy

5. Pupil consultation – we investigated what exactly pupils want from their RSE

4. Definition

For the purpose of this policy:

RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

RSE involves a combination of sharing information, and exploring issues and values.

5. Curriculum

Our RSE curriculum is set out as per Appendices 1 and 2, but we may need to adapt it as and when necessary.

We have developed the curriculum in consultation with parents and carers, pupils and staff, and taking into account the age, developmental stage, needs (such as cultural and religious needs) and feelings of our pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so that pupils are fully informed and don’t seek answers online.

We will share all curriculum materials with parents and carers on request.

Aspects of the curriculum underpinned by law:

It is important for secondary pupils to know what the law says about certain topics covered in RSE, particularly in relation to the law and young people. This will help pupils identify what is right and wrong, and can provide a foundation of knowledge for deeper discussion. These topics include, but are not limited to:

● Marriage, including forced marriage and civil partnerships

● Consent, including the age of consent

● Domestic abuse, stalking, rape, sexual offences, female genital mutilation (FGM), ‘virginity testing’ and hymenoplasty

● Sexual abuse, harassment and exploitation, including public sexual harassment and harmful sexual behaviour

● Online behaviours including image and information sharing (including sexual imagery, youth-produced sexual imagery and including AI-generated sexual imagery and deepfakes). Pupils should understand the law about online sexual harassment and online sexual abuse, including grooming and sextortion

● Pornography

● Abortion

● The protected characteristics

● The age of criminal responsibility

For more information about our RSE curriculum, see Appendices 1 and 2.

We may amend our curriculum content to respond to the needs and context of our pupils, to discuss issues affecting them in an age-appropriate manner. We will inform parents and carers of any deviation from our published policy in advance, and share any relevant materials on request.

These areas of learning are taught within the context of family life, taking care to make sure that there is no stigmatisation of children based on their home circumstances (i.e. families can include single-parent families, same-sex parents, families headed by grandparents, adoptive parents and foster parents among other structures), along with reflecting sensitively that some children may have a different structure of support around them (for example, looked-after children, young carers or kinship carers).

Across our school, we will also be mindful of the law and legal requirements, taking care not to condone or encourage illegal activity, such as violent action against people, criminal damage to property or hate crime.

6. Delivery of RSE

At Co-op Academy Friarswood we use SCARF, a comprehensive scheme of work for PSHE and Wellbeing education. An overview of SCARF can be found in our appendices1. It covers all of the DfE's new statutory requirements for Relationships Education and Health Education, including

1 SCARF long term planning document https://www.coramlifeeducation.org.uk/scarf/lesson-plans/policy-and-planning 4

non-statutory Sex Education, and the PSHE Association’s Programme of Study’s recommended learning opportunities, as well as contributing to different subject areas in the National Curriculum.

We follow the six suggested half termly units and adapt the scheme of work where necessary to meet the local circumstances of our school, for example, we may use our local environment as the starting point for aspects of our work. The school council are also consulted as part of our planning, to ensure pupil voice in considered and fed into the planned programme.

Our PSHE subject lead, Ms S. Cooper, works in conjunction with teaching staff in each year group and the phase leads (EYFS, KS1 and KS2) and is responsible for ensuring that all staff are equipped with the knowledge, skills and resources to deliver PSHE education confidently. Teachers can access a range of teaching support resources within SCARF, including guidance documents and teacher training films. Any teacher wanting further support should contact the PSHE subject lead in the first instance to discuss their training needs.

Class teachers follow the suggested six half termly units provided by SCARF for each year. Lessons can be a weekly standalone PSHE lesson or be cross curricular. The lesson plans list the specific learning objectives for each lesson and provide support for how to teach the lessons; class teachers and our PSHE lead often discuss this on an informal basis.

We have chosen SCARF as our PSHE resource because the lessons build upon children’s prior learning; we have assessed the content and feel that it is relevant and sensitive to the needs of the children. There is planned progression across the SCARF scheme of work, so that children are increasingly and appropriately challenged as they move up through the school. Assessment is completed by the class teacher using the SCARF Summative Assessment ‘I can…’ statements, alongside the lesson plan learning outcomes to demonstrate progression of both skills and knowledge.

At Co-op Academy Friarswood we use SCARF, a comprehensive scheme of work for PSHE and Wellbeing education. An overview of SCARF can be found in our appendices. It covers all of the DfE's new statutory requirements for Relationships Education and Health Education, including non-statutory Sex Education, and the PSHE Association’s Programme of Study’s recommended learning opportunities, as well as contributing to different subject areas in the National Curriculum.

support should contact the PSHE subject lead in the first instance to discuss their training needs.

What is being taught

In the appendices the SCARF long term planning for both Key stage 1 and 2 and the Early Years Foundation Stage can be found.

RSE Long term plan

Please note that the highlighted lessons relate to the new updated content. Community Focus Curriculum

Following annual consultation with parents, we adapt our long term plan to include community focus lessons. These are taught half termly and respond directly to parental concerns regarding issues in our local area and those that may affect their child. PSHE/RSE Community Focus Lessons 25/26

The Early Years Foundation Stage

In the Early Years Foundation Stage, PSHE education is about making connections; it’s strongly linked to child-led activities, including play. PSHE is taught through activities that are part of topics, as well as on an individual basis to develop personal skills such as dressing, feeding and toileting. Positive experiences are built through daily opportunities, to share and enjoy a range of different activities. Children are given the opportunity to engage in social activities, as members of a small group or occasionally during whole-school activities.

KS1 and KS2

The SCARF programme divides the year into 6 themed units:

1. Me and My Relationships: includes content on feelings, emotions, conflict resolution and friendships;

2. Valuing Difference: a focus on respectful relationships and British values; 3. Keeping Myself Safe: looking at keeping ourselves healthy and safe 4. Rights and Responsibilities: learning about money, living the wider world and the environment;

5. Being My Best: developing skills in keeping healthy, developing a growth mindset (resilience), goal-setting and achievement;

6. Growing and Changing: finding out about the human body, the changes that take place from birth to old age and being safe.

RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).

Children are encouraged to engage in activities that promote an understanding of themselves as growing and changing individuals, and as members of a wider community, based on their own first hand experiences. These activities also encourage pupils to understand how their choices and behaviours can affect others. They are encouraged to play and learn alongside – then collaboratively with – their peers. They may use their personal and social skills to develop or extend these activities. Children are also given the opportunity to make choices about their health and environment and are encouraged to develop a caring attitude towards others.

Sometimes we invite external agencies into school to support in the delivery of PSHE education, alongside SCARF. We ensure that the teaching delivered by the visitor(s) reflects the school’s values and ethos, and fits with our planned programme and published policy.

We ensure all activities and visiting external agencies adhere to our Safeguarding policy and procedures.

Some of our regular external agencies include:

Tweensafe, Staffordshire Safeguarding team, Glo, local PCSOs, NSPCC.

It is not our school’s policy to withdraw pupils with special educational needs from PSHE education to catch up on other national curriculum subjects: these aspects of personal and social development are as important to all pupils as their academic achievement, and contribute to it. Lesson plan content will be adapted and extra support provided where necessary to ensure all pupils are enabled to develop key skills, attributes and knowledge developed through the PSHE education programme. Work in PSHE takes into account the targets set for individual children in their Pupil Passports.

SCARF lesson plans are flexible and allow for teachers, who are skilled in adapting curriculum content to meet the needs of the children in their class, to adjust their content in order to meet the learning outcomes.

The school will make sure that:

● Core knowledge is sectioned into units of manageable size

● The required content is communicated to pupils clearly, in a carefully sequenced way and within a planned scheme of work; key content is repeated to deepen understanding and support pupils to remember important knowledge

● Teaching includes sufficient and well-chosen opportunities and contexts for pupils to embed new knowledge, so that it can be used confidently in real-life situations

Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

● Families and people who care for me

● Caring friendships

● Respectful, kind relationships

● Online safety and awareness

● Being safe

Years 5 and 6

Within National Curriculum Science in Y2, the children learn that animals, including humans, have offspring that grow into adults. They should be introduced to the concepts of reproduction and growth, but not how reproduction occurs. In Y5, children are taught about the life cycles of humans and animals, including reproduction. They also learn about the changes that happen in humans from birth to old age. This includes learning what happens in puberty.

It is important that the transition phase before moving to secondary school supports pupils’ ongoing emotional and physical development effectively. The DfE recommends that all primary schools should have a sex education programme, tailored to the age and the physical and emotional maturity of the pupils. Within our non-statutory sex education that takes place in Y6 children will learn about how a baby is conceived, whether through sexual intercourse or IVF. This information builds on content they have previously learnt in the programme about relationships, puberty changes and reproduction; it lays the foundations for their ongoing Relationships and Sex Education in their secondary phase.

Throughout each year group we will use appropriate material to assist learning, such as: ● Diagrams

● Videos

● Books

● Games

● Discussions and practical activities

Teachers will make sure that all pupils’ views are listened to, and will encourage them to ask questions and engage in discussion. Teachers will answer questions sensitively, honestly and appropriately for the age of the pupils.

How PSHE/RSE is monitored, evaluated and assessed

The school will make sure that all teaching and materials are appropriate for the ages and needs of the pupils including any additional needs, such as special educational needs and disabilities (SEND).

We use the following methods of monitoring and assessing learning within PSHE at Co-op Academy Friarswood:

SCARF Progress

Monitoring is used to evaluate progress, record key points and identify areas for further development (individual class or whole school). Feedback is given to individual staff.

SCARF Success

At the end of each lesson teachers and children consider a range of ‘I can' statements, which summarise children’s learning against the unit's key learning outcomes.

This method of recording also enables the teacher to make an annual assessment of progress for each child, as part of the child’s annual report to parents. We pass this information on to the next teacher at the end of each year.

The monitoring of the standards of children’s work and of the quality of RSHE education is the responsibility of the RSHE subject lead. The work of the subject lead also involves supporting colleagues in the teaching of RSHE education and being informed about current developments in the subject.

The RSHE education subject lead gives the head teacher and Local Community Council an annual summary report in which teaching and learning of the subject is evaluated. Areas for development are also identified. The RSHE education subject lead has specially-allocated regular management time, enabling them to review evidence of the children’s work and monitor any assessments made.

For more information about our RSE curriculum, see Appendices 1 and 2.

6.1 Inclusivity

We will teach about these topics in a manner that:

● Considers how a diverse range of pupils will relate to them

● Is sensitive to all pupils’ experiences

● During lessons, makes pupils feel:

o Safe and supported

o Able to engage with the key messages

We will also:

● Make sure that pupils learn about these topics in an environment that’s appropriate for them, for example in:

o A whole-class setting

o Small groups or targeted sessions

o 1-to-1 discussions

o Digital formats

● Give careful consideration to the level of adaptation needed

6.2 Use of resources

We will consider whether any resources we plan to use:

o Are aligned with the teaching requirements set out in the statutory RSE guidance o Would support pupils in applying their knowledge in different contexts and settings o Are age-appropriate, given the age and maturity of the pupils

o Are evidence-based and contain robust facts and statistics

o Fit into our curriculum plan

o Are from credible sources

o Are compatible with effective teaching approaches

o Are sensitive to pupils’ experiences and won’t provoke distress

We will make sure that when we consult parents/carers we provide examples of the resources that the school plans to use.

7. Use of external organisations and materials

We will make sure that an agency and any materials used are accurate, age and stage appropriate and unbiased and in line with our legal duties around political impartiality.

We will:

● Make appropriate checks and engage with external agencies to make sure that their approach to teaching about RSE is balanced, and it and the resources they intend to use:

o Are age-appropriate

o Are in line with pupils’ developmental stage

o Comply with:

▪ This policy

▪ The Teachers’ Standards

▪ The Equality Act 2010

▪ The Human Rights Act 1998

▪ The Education Act 1996

● Only work with external agencies where we have full confidence in the agency, its approach and the resources it uses

● Make sure that any speakers and resources meet the intended outcome of the relevant part of the curriculum

● Review any case-study materials and look for feedback from other people the agency has worked with

● Be clear on:

o What they’re going to say

o Their position on the issues to be discussed

● Ask to see in advance any materials that the agency may use

● Know the named individuals who will be there, and follow our usual safeguarding procedures for these people

● Conduct a basic online search and address anything that may be of concern to us, or to parents and carers

● Check the agency’s protocol for taking pictures or using any personal data they might get from a session

● Remind teachers that they can say “no” or, in extreme cases, stop a session ● Make sure that the teacher is in the room during any sessions with external speakers

● Inform all external organisations that the school is legally obliged to share all content with parents and carers

● Make available all external materials with parents and carers

We won’t, under any circumstances:

● Work with external agencies that take or promote extreme political positions ● Use materials produced by such agencies, even if the material itself is not extreme ● Work with agencies who don’t allow their material to be shared with parents and carers

8. Roles and responsibilities

8.1 The Trust Board

The Trust Board will approve the RSE policy, and will delegate the responsibility for holding the headteacher to account for its implementation to the relevant Regional Director and CEO.

8.2 The Headteacher and RSHE Lead

The Headteacher and RSHE lead are responsible for making sure that RSHE is taught consistently across the school, for making all resources and materials available to parents and carers, and for managing requests to withdraw pupils from [non-statutory/non-science] components of RSE (see section 9).

8.3 Staff

Staff are responsible for:

● Delivering RSE in a way that is sensitive, high-quality and appropriate for each year group ● Modelling positive attitudes to RSE

● Monitoring progress by checking on and assessing pupils’ understanding of the intended curriculum

● Responding to the needs of individual pupils

● Responding appropriately to pupils whose parents/carers wish them to be withdrawn from the [non-statutory/non-science] components of RSE

● Modelling positive behaviour and avoiding language that might perpetuate harmful stereotypes, and being conscious of everyday sexism, misogyny, homophobia and stereotypes

● Reporting any safeguarding concerns or disclosures that pupils may make as a result of the subject content to the school’s designated safeguarding lead (DSL) Mrs J Williams.

Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher (Mrs Wilmer) and the DSHE lead (Mrs Dickens).

8.4 Pupils

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

9. Parents’ right to withdraw

Parents/carers do not have the right to withdraw their child from relationships education.

Parents/carers have the right to withdraw their child from the [non-statutory/non-science] components of sex education within RSE.

Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.

Alternative schoolwork will be given to pupils who are withdrawn from sex education.

10. Training

Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.

The headteacher will also invite visitors from outside the school to provide support and training to staff teaching RSE.

11. Monitoring arrangements

The delivery of RSE is monitored by Mrs Dickens (RSHE lead) through the following methods:

SCARF Progress

Monitoring is used to evaluate progress, record key points and identify areas for further development (individual class or whole school). Feedback is given to individual staff.

SCARF Success

At the end of each lesson teachers and children consider a range of ‘I can' statements, which summarise children’s learning against the unit's key learning outcomes.

Pupils’ development and knowledge in RSHE is monitored by class teachers as part of our internal assessment systems.

This policy will be reviewed by the Trust central team on an annual basis, or when relevant guidance changes . At every review, the policy will be approved by the Trust Board.

Appendix 1: Curriculum map

Relationships, sex and health education curriculum map

RSE Long term plan 2026 / 2027

Protected Characteristics mapping:

Age

Disability

Gender

assignment

Marriage and

civil partnership

Pregnancy and Maternity

Race

Religion/ belief

Sex/sexual

orientation

Au1

Au2

Sp1

BV - Democracy

BV Tolerance

BV Individual

(link to school council +

Liberty

SCARF units on

democracy)

Valuing difference

Keeping safe

Me and my

relationships

Sp2

BV Rule of Law

Rights and respect

Sum1

Basic First Aid

Being my best

Sum2

BV Mutual

Respect

Growing and

changing

Nursery

1. Marvellous me 1. Me and my 1. People who help

1. Looking after

1. What does my

1.Growing and

2. I’m special

friends

me and keep me

3. People who are

2. Friends and

safe

special to me

family

2. Safety indoors

4. Community

3. Including

and outdoors

focus lesson

everyone

3. What’s safe to

4. Community

go into my body

focus lesson

4. Community

focus lesson

myself

2. Looking after

others

3. Looking after my environment

4. Community

focus lesson

body need?

2. I can keep trying 3. I can do it!

4. Community

focus lesson

changing in nature 2. When I was a baby

3. Girls, boys and families

4. Community

focus lesson

Rec - 38 lessons 1 - 38 lessons

1)British values

1) British values

1)British values

2) All about me &

2) I’m social,

2) what's safe to

What makes me

you're special

go onto my body

special

3) Same and

3) what's safe to

3) Me and my

different

go into my body

special people &

4) families

4) safe indoors

people who keep

5) homes

and outdoors

me safe

6) I am caring & I

5) Listening to my

4) Who can help

am a friend

feelings

7) Community

6) Community

5) My Feelings 1

focus

and 2

6) Community

focus

1) British Values

2) Why we have

2) Same or

2) Who can help?

classroom rules

different?

3) Super sleep

3) How are you

3) Unkind, tease or

4) Good or bad

listening?

bully? & Who can

touches?

4) Our feelings

help (2)

5) What could

1)British Values

2) Looking after

my special people and friends

3) Being helpful at home and caring for our classroom 4) Caring for our world

5) Looking after

money 1 and 2

6) Community

focus

1) British Values 2) Harold has a

bad day

3) Around and

about the school 4) Taking care of

1)Basic First Aid 2) Being my best unit - Bouncing

back when things go wrong

3) Yes I can

4) My healthy mind 5) Move your body and a good night's sleep

6) Community

focus

1)Basic First Aid 2) I can eat a

rainbow

3) Harold’s wash and brush up and Catch it! Bin it! Kill

1)British Values

2) Life stages 1

3) Life stages 2

4) Where do

babies come from? 5) Getting bigger 6) Me and my

body

7) Community

focus

1) British Values 2) Healthy me

3) Taking care of a baby

4) Surprises and secrets

5) Feelings and

4) Harold’s school

Harold do?

bodies

rules & It’s not fair

6) Harold loses

6) Good friends

5) Who are our

Geoffrey

7) Community

special people?

7) Community

focus

6) Community

focus

something

5) Harold’s money + how should we look after our

money?

6) community

focus

it!

4) Harold learns to ride his bike

5) Pass on the

praise!

6) community

focus

5) Keeping private privates

6) Community

focus

2 - 38 lessons

1) British Values

2) How are you

2) What makes us

2) Harold’s picnic

feeling today?

who we are?

3) How safe would

3) Let’s all be

3) My special

you feel?

happy

people

4) I don’t like that!

4) Being a good

4) How do we

5) Fun or not/

friend

make others feel?

should I tell?

5) Types of

& When someone

6) Community

bullying & Don’t do

is feeling left out

focus

that

5) An act of

6) Community

kindness

focus (valuing

6) Community

difference)

focus

1) British Values 2) Getting on with others

3) When I feel like erupting

4) Feeling safe

5) Harold saves for something special 6) How can we

look after our

environment?

7) Community

focus

1)Basic First Aid 2) You can do it! & A helping Hand

(from Growing & Changing)

3) My day

4) Harold’s

postcard

5) Harold’s

bathroom

6) Community

focus

1) British Values 2) What does my body do?

3) Sam moves

away

4) Haven’t you

grown?

5) My body your body/ respecting privacy

6) Some secrets should never be kept

7) Community

focus

3 - 38 lessons

1) British Values

2) As a rule

2) Respect and

2) Danger or risk/

3) Looking after

challenge

the risk robot

our special people

3) Family and

3) Super Searcher

4) Thunks

friends

4) Help or harm? /

1) British Values 2) Helping each

other to stay safe 3) Recount task

4) Our helpful

1)Basic First Aid 2) Poorly Harold 3) Body team work 4) For or against 5) I am fantastic!

1) British Values 2) Relationship

tree

3) Body space

4) None of your

5) Dan’s dare

4) My community

Alcohol and

6) Community

& Our friends and

cigarettes: the

focus

neighbours

facts

5) Let’s celebrate

5) Community

our differences

focus

6) Zeb

7) community

focus

volunteers

5) Can Harold

afford it? &

Earning money

6) Harold’s

environment

project

7) Community

focus

6) Community

focus

business

5) Secret or

surprise

6) My changing

body

7) Community

focus

4 - 38 lessons

5 - 38 lessons

1) British Values

2) Human

2)Can you sort it?

/What makes me

machines

3) What would I

me? (Being my

3) Ok not to be ok

do?

best)

1 and 2

4) The people we

2) Danger, risk or

4) an email from

share our world

hazard & How

Harold

with

dare you! &

5) Different

5) That’ such a

Keeping yourself

feelings

stereotype

safe

6) Under pressure

6) Islands

3) Picture wise /

7) Community

Traffic Lights

focus

4) Medicines,

check the label

5) Community

focus

1) BV

2) Collaboration /

2) Kind

2) Spot bullying

1) British Values 2) It’s your right

and How do we

make a difference? 3) In the news

4) Safety in

numbers

5) Why pay taxes? 6) Community

focus

1) Community

focus

1)Basic First Aid 2) Making choices 3) SCARF hotel

4) Seven R’s /

school community 5)Volunteering

6) Community

focus

1)Basic First Aid 2) Different skills

1) British Values 2) My feelings are all over the place 3) All change

4) Preparing for

puberty

5) Secret or

surprise?

6) Together

7) Community

focus

1) BV

2) How are they

give and take

conversations /

3 & 4) Play, like,

3) How good a

qualities of

share (1&2)

friend are you? &

friendships

5) decision

Relationship cake

3) happy being me

dilemmas / Ella’s

recipe

4) the land of the

diary dilemma

4) our emotional

red people

6) Vaping: healthy

needs

5) Is it true?

or unhealthy &

5) being assertive

6) Stop, start,

Would you risk it?

6) Community

stereotypes

7) Community

focus

7) Community

focus

2) What's the

story?

3) Fact or opinion? 4) Rights, respect and duties

5) Spending wisely / lend us a fiver

6) Community

Focus

3) My school

community

4) It all adds up & Independence and responsibility 5)

star qualities

6) Community

focus

feeling? / Taking notice of our

feelings

3) Dear Ash

4) Growing up and changing bodies & Changing bodies and feelings

5) Help! I’m a

teenager

6) Community

focus

6 - 41 lessons 1) BV

2) solve the

friendship problem

3) behave yourself

4) assertiveness

skills

5) Don’t force me

6) Acting

appropriately

7) Community

focus

1) BV

2) Ok to be

different / more in common than not 3) Respecting differences

4) Tolerance and respect for others 5) Advertising friendships

6) Boys will be boys

7) Community focus

1)BV

2)Think before you click / To share or not to share

3) Rat park

4) What sort of drug is?

5) Drugs it's the law / alcohol: what is normal

6) community

focus

1) BV

2) 2 sides to every story

3) Fakebook

friends

4) What's it worth? 5) happy shoppers - caring for the environment

6) Democracy 1 and 2

7) Community focus

1)Basic First Aid 2) This will be your life

3) Our

recommendations 4) What’s the risk 1 & 2

5) Five ways to well being project 6) Community focus

1) BV

2) I look great

3) Media

manipulation

4) Pressure online 5) Helpful or

unhelpful

6) Is this normal? / Making babies 7) Online sexual content

8) Community

focus

Community Focus Lessons 26/27

PSHE Community Focus Lessons 26/27

A1 A2 Sp1

Sp2

Su1

Su2

Internet safety Anti-bullying Kindness

Looking after our environment

LGBQ

(to coincide with Pride month -

June)

Summer holiday safety

Y6 - Online Sexual Content (lesson from Scarf)

2	Underagesmoking /vaping
3
4
5
6

Yrs4,5and6

Relationships

withoutFear-

GlowProject

27/6/27 RSEDay

Cove r

illega l

drug

use

Scien

Datestonote16/11/26 OddSocksday

Anti bullyingweek

16-20November

9/2/27

Safer InternetDay

SCARF medium term plan guidance

Appendix 2: By the end of primary school pupils should know

Relationships education: content to be covered by the end of primary

TOPIC

PUPILS SHOULD KNOW

Families and

people who

care for me

● That families are important for children growing up safe and happy because they can provide love, security, stability and sense of belonging

● The characteristics of safe and happy family life, such as commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives. ● That the families of other children, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. This will include reference to: same-sex, single parent, grandparent, kinship, young carers, adoptive and foster families. ● That stable, caring relationships are at the heart of safe and happy families and are important for children’s security as they grow up. Relationships require compromise.

● That marriage and civil partnerships represent a formal and legally recognised commitment of two people to each other which is intended to be lifelong.

● How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed. Abuse in families can include physical, sexual, emotional abuse and neglect. Abuse in a family can be harmful to anyone who knows about it, not just the person being abused.

TOPIC

PUPILS SHOULD KNOW

Caring

friendships

● How important friendships are in making us feel happy and secure, and how people choose and make friends. ● That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. Pupils should learn skills for developing caring, kind friendships.

● That not every child will have the friends they would like at all times, that most people feel lonely sometimes, and that there is no shame in feeling lonely or talking about it.

● The characteristics of friendships that lead to happiness and security, including mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties. ● That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened. Relationships require compromise.

● How to manage conflict, and that resorting to violence or emotional manipulation/control is never right. ● How to recognise when a friendship is making them feel unhappy, unsafe or uncomfortable, how to get support when needed

● Skills for ending friendships with kindness and managing the difficult feelings that endings might bring, including disappointment, hurt or frustration.

TOPIC

PUPILS SHOULD KNOW

Respectful, kind relationships

● How to pay attention to the needs and preferences of others, including in families and friendships. Pupils should be encouraged to discuss how we balance the needs and wishes of different people in relationships and why this can be complicated.

● The importance of setting and respecting healthy boundaries in relationships with friends, family, peers and adults. ● How to communicate effectively and manage conflict with kindness and respect; how to be assertive and express needs and boundaries; how to manage feelings, including disappointment and frustration. This should include the principle of consent, how to ask for it and decision-making on whether to grant it.

● Pupils should have opportunities to discuss the difference between being assertive and being controlling, and conversely the difference between being kind to other people and neglecting your own needs.

● That they can expect to be treated with respect by others, and the importance of respecting others, including those who are different (for example, physically, in character, personality or backgrounds), or make different choices, or have different preferences or beliefs.

● Practical steps they can take and skills they can develop in a range of different contexts to improve or support their relationships.

● The conventions of courtesy and manners, respecting cultural differences

● The importance of self-respect and how this links to their own happiness. Pupils should have opportunities to think about how they foster their own self-esteem and build a strong sense of their own identity, including through developing skills and interests.

● The different types of bullying (including racist, sexist, homophobic, ableist and online bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult), and how to get help.

● What a stereotype is, how stereotypes can be unfair, negative, destructive or lead to bullying and how to challenge a stereotype. This should include in relation to sex, race, age and disability.

● How to seek help when needed, including when they are concerned about violence, harm, or when they are unsure who to trust.

TOPIC

PUPILS SHOULD KNOW

Online safety and awareness

● That people should be respectful in online interactions, and that the same principles apply to online relationships as to face-to-face relationships, including where people are anonymous. For example, the importance of avoiding putting pressure on others to share information and images online, and strategies for resisting peer pressure. Abuse and derogatory language is never acceptable.

● How to critically evaluate their online relationships and sources of information, including awareness of the risks associated with people they have never met. For example, that people sometimes behave differently online, including pretending to be someone else, or pretending to be a child, and that this can lead to dangerous situations. How to recognise fake content (inc fake news and deep fakes) harmful content or harmful contact including grooming, and how to report this.

● That there is a minimum age for joining social media sites (currently 13), which aims to protect children from inappropriate content or unsafe contact with older social media users, who may be strangers, including other children and adults. That even sites and platforms designed for children expose them to risks from other users.

● The importance of exercising caution about sharing any information about themselves online. Understanding the importance of privacy and location settings to protect information online.

● Online risks, including that any material provided online might be circulated, and that once a picture or words has been circulated there is no way of deleting it everywhere and no control over where it ends up. Every person has a digital footprint, which shows all the content they’ve viewed, commented on and shared.

● That the internet contains a lot of content that can be inappropriate and upsetting for children (including exposure to physical, sexual, emotional abuse and serious violence), and where to go for advice and support when they feel worried or concerned about something they have seen or engaged with online.

● Social media platforms and online games are specifically designed to be addictive. Excessive screen time is detrimental to physical and mental health, and even reshapes a child’s brain.

● Sharing or threatening to share nude photos/images of a person of any age is illegal if consent is not given; creating, sharing or possessing indecent images of children (under the age of 18) is illegal.

TOPIC

PUPILS SHOULD KNOW

Being safe● What sorts of boundaries are appropriate in friendships with peers and others (including online). This can include learning about boundaries in play and in negotiations about space, toys, books, resources etc. Relationships require compromise. This should include the principle of consent, how to ask for it and decision-making on whether to grant it.

● The concept of privacy and its implications for both children and adults; including that it is not always right to keep secrets if they relate to being safe.

● That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe contact, including physical contact. This should include the principle of consent, how to ask for it and decision-making on whether to grant it.

● How to respond safely and appropriately to adults they may encounter (in all contexts, including online), including those they do and do not know.

● How to recognise when a relationship is harmful or dangerous, including skills for recognising who to trust and who not to trust. This should include specific reference to grooming (inc online) and exploitation.

● How to report abuse, concerns about something seen online or experienced in real life, or feelings of being unsafe or feeling bad about any adult and the vocabulary and confidence needed to do so. This should include reference to physical, sexual and emotional abuse.

● How to ask for advice or help for themselves or others, and to keep trying until they are heard. Where to get advice e.g. family, school and/or other sources.

● Children should know what Female Genital Mutilation is and which age/nationality groups are most at risk, and that it is illegal in the UK and for UK residents travelling overseas, viewed as child abuse.

Primary health and wellbeing: content to be covered by the end of primary

TOPIC

PUPILS SHOULD KNOW

General wellbeing

● The benefits of physical activity, time outdoors, and helping others for health, wellbeing and happiness. Simple self-care techniques, including the importance of rest, time spent with friends and family, as well as hobbies, interests and community participation.

● The importance of promoting general wellbeing and physical health.

● The range and scale of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) that they might experience in different situations. Pupils should understand that worrying and feeling down are normal, affect everyone at different times, and are not in themselves a sign of a mental health condition. That challenges are a normal part of life and we need to develop resilience to keep going even when things don’t go the way we wanted them to.

● How to recognise feelings and use varied vocabulary to talk about their own and others’ feelings. And that emotions are influenced by physiological factors (e.g. hormone production in the body).

● How to judge whether what they are feeling and how they are behaving is appropriate and proportionate. ● That isolation and loneliness can affect children, and the benefits of seeking support.

● That bullying (including racist, homophobic, sexist, ableist and cyberbullying) has a negative and often lasting impact on mental wellbeing and how to seek help for themselves or others.

● That bodies come in all different shapes and sizes, and we should never make someone feel bad about their body. ● That change and loss, including bereavement, can provoke a range of feelings, that grief is a natural response to bereavement, and that everyone grieves differently.

● Where and how to seek support (including recognising the triggers for seeking support), including who in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).

● That it is common to experience mental health problems, and early support can help. This includes adults and adolescents.

TOPIC

PUPILS SHOULD KNOW

Wellbeing

online

● That for almost everyone the internet is an integral part of life. Pupils should be supported to think about positive and negative aspects of the internet. This includes reference to the link between social media/gaming use and the decline in mental health.

● Pupils should be supported to discuss how online relationships can complement and support meaningful in-person relationships, but also how they might be in tension, and the reasons why online relationships are not a good substitute for high quality in-person relationships, looking at the pros and cons of different ways of using online connection.

● The benefits of limiting time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing (including the impact on sleep and time spent outdoors).

● How to consider the impact of their online behaviour on others, and how to recognise and display respectful behaviour online.

● Why social media, some apps, computer games and online gaming, including gambling sites, are age restricted. But also that these same platforms are enticing for children, are designed to be addictive, and are not well-managed to eradicate harmful content.

● The risks relating to online gaming, video game monetisation, scams, fraud and other financial harms, and that gaming can become addictive.

● How to take a critical approach to what they see and read online and make responsible decisions about which content, including content on social media and apps, is appropriate for them. This includes reference to deep fakes, conspiracy theories and fake news & that algorithms will affect the information that is presented to them .

● That engaging in viral social media ‘challenges’ can have harmful impacts on health and wellbeing. ● That abuse, bullying and harassment can take place online and that this can impact wellbeing. How to seek support from trusted adults.

● How to understand the information they find online, including from search engines, and know how information is selected and targeted. That information and ‘evidence’ generated by AI is sometimes factually incorrect.

● That they have rights in relation to sharing personal data, privacy and consent.

● Where and how to report concerns and get support with issues online.

● That AI bots are not a replacement for interactions with other humans, and the advice given by them can be inappropriate and/or harmful. There are cases of people developing AI psychosis.

TOPIC

PUPILS SHOULD KNOW

Physical health and fitness

● The characteristics and mental and physical benefits of an active lifestyle.

● The importance of building regular physical activity into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, moderate and/or vigorous physical activity. ● The risks associated with an inactive lifestyle, including obesity.

● How and when to seek support including which adults to speak to in school if they are worried about their health.

TOPIC

PUPILS SHOULD KNOW

Healthy eating

● What constitutes a healthy balanced diet (including understanding calories and other nutritional content, as well as the importance of drinking water and staying hydrated).

● Understanding the importance of a healthy relationship with food.

● The principles of planning and preparing a range of healthy meals.

● The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). This includes reference to ultra-processed foods, energy drinks and some bottled waters. Pupils should know that the long-term harm caused is not fully understood.

TOPIC

PUPILS SHOULD KNOW

Drugs, alcohol, tobacco and vaping

● The facts about legal and illegal harmful substances and associated risks, including smoking, vaping, alcohol use and drug-taking, including so called ‘legal highs’. This should include the risks of nicotine addiction, which are also caused by other nicotine products such as nicotine pouches.

● The addictive nature of drugs, alcohol, tobacco and vaping, and the harmful consequences of addiction, including physical and mental health, as well as criminalisation.

TOPIC

PUPILS SHOULD KNOW

Health

protection and prevention

● How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body. ● About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. Including skin, head and eye protection.

● The importance of sufficient good quality sleep for health, the amount of sleep recommended for their age, and practical steps for improving sleep, such as not using screens in the bedroom. The impact of poor sleep on weight, mood and ability to learn.

● About dental health and the benefits of good oral hygiene, including brushing teeth twice a day with fluoride toothpaste, cleaning between teeth, and regular checkups at the dentist.

● About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.

● The facts and scientific evidence relating to vaccination and immunisation. The introduction of topics relating to vaccination and immunisation should be aligned with when vaccinations are offered to pupils.

TOPIC

PUPILS SHOULD KNOW

Personal safety

● About hazards (including fire risks) that may cause harm, injury or risk and ways to reduce risks.

● How to recognise risk and keep safe around roads, railways, including level crossings, tramways, e-bikes, e-scooters, and water, including the water safety code, and cycling proficiency.

TOPIC

PUPILS SHOULD KNOW

Basic first aid

● How to make a clear and efficient call to emergency services if necessary, including the importance of reporting incidents rather than filming them.

● Concepts of basic first aid, for example dealing with common injuries and ailments, including head injuries.

TOPIC

PUPILS SHOULD KNOW

Developing

bodies

● About growth and other ways the body can change and develop, particularly during adolescence. This topic should include the human lifecycle, and puberty should be discussed as a stage in this process.

● The correct names of body parts, including the penis, vulva, vagina, testicles, scrotum, nipples, anus and breasts. Pupils should understand that all of these parts of the body are private and have skills to understand and express their own boundaries around these body parts.

● The facts about the menstrual cycle, including physical and emotional changes, whilst the average age of the onset of menstruation is twelve, periods can start at eight, so covering this topic before girls’ periods start will help them understand what to expect and avoid distress. This should include reference to: hair growth (boys and girls), breast development, wet dreams, masturbation. Schools should use appropriate language such as period pads and menstrual products instead of sanitary items or feminine hygiene products, as well as how pupils can access these products in school.

Appendix 3: Parent/carer form requesting their child’s withdrawal from sex education within RSE

TO BE COMPLETED BY PARENTS/CARERS
Name of child		Class
Name of parent/carer		Date
Reason for withdrawing from sex education within relationships and sex education
Any other information you would like the school to consider
Parent/carer signature

TO BE COMPLETED BY THE SCHOOL

Agreed

actions from

discussion

with

parents/carers

Include notes from discussions with parents/carers and agreed actions taken. E.g: Joe Bloggs will be taking part in all relationships lessons and during the sex education lessons, he will be working independently on a project in the year 5 classroom

Appendix 4: Supporting parents to speak to their children about sex education 33

Co-op Academy Friarswood

Relationships, Sex and Health Education Policy (RSE) 26~27

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