Personal Development Policy (including relationships & sex education)

Aims and values

Kingsmead School is committed to ensuring all students undergo a full programme of personal, social, health, citizenship and economic education. This includes work related learning, careers, enterprise and financial capability. We will ensure that the Personal Development programme addresses statutory requirements.

This policy covers relationships and sex education and should be read in conjunction with the Child Protection and safeguarding Policy.

Our principles for Personal Development are rooted in our core values of:

• Care
• Aspiration
• Respect
• Determination

Care

Every student is treated as an individual – developing self-awareness, confidence and self-esteem, transferrable skills and experiences that prepare the student for the world outside.

Aspiration

Every student will be educated so that they can make the correct lifestyle choices based on accurate information received as part of their curriculum.

Respect

Students are encouraged to interact with other students – building social skills in working effectively with others and understanding the needs of others.

Determination

We are committed to developing a shared vision and a common approach to the delivery of the PERSONAL DEVELOPMENT curriculum ensuring that each student has the opportunity to develop a broad range of skills by enhancing the learning opportunities and placing the learning in the widest context.

Statutory requirements

• PSHE (we call it Personal Development at Kingsmead) is a non-statutory subject. However, there are aspects of it we are required to teach. We must teach relationships and sex education (RSE) under the Children and Social Work Act 2017, in line with the terms set out in statutory guidance
• We must teach health education under the same statutory guidance This policy also complies with the terms of our funding agreement

Procedure for the delivery of PERSONAL DEVELOPMENT

The Associate Assistant Headteacher postholder for PERSONAL DEVELOPMENT and other relevant staff will ensure that the content and delivery of the programme is consistent and of a high quality and will:

• Adhere to other relevant policies, especially those related to the curriculum.
• Provide opportunities for students to demonstrate responsibility for their own learning
• Ensure that students of all levels of ability are challenged.
• Require students to exploit a variety of resources, materials and classroom activities to express their thoughts and opinions.
• Provide some collapsed days (e.g. careers and safety).
• Invite outside speakers to share their expertise.
• Ensure staff are placed in a dedicated learning team so their specialist subject knowledge is developed.
• Lead regular planning and preparation meetings throughout the year, scheduled on the school calendar
• Resources are preplanned and available for teachers to adapt on SharePoint.
• Take on board feedback from staff and Student Council to ensure the programme is regularly reviewed.

The PERSONAL DEVELOPMENT curriculum is covered across many subject areas, (mental health, physical health, Sex and relationships, Cultural, finance and careers) as well as through some assemblies, and/or collapsed sessions/days. In addition, bespoke Personal Development lessons take place on a rolling programme for one-hour timetabled a fortnight – see theme rotation and further details below.

Using the Secondary Thematic Model from the PSHE Association as a guide, all topics will be tailored to meet the needs of the year group and can be altered to take account of local and national changes.

Year 7

Year 7 will be exploring how to successfully transition from primary to secondary school, making healthy friendships, career aspirations, multicultural diversity, how to pay for things and budget, how to look after their physical health with the lessons on the importance of sleep and limiting screentime. They will also be looking at pressure and influence and consent and boundaries in SRE.

Year 8

Year 8 will be learning how to challenge bullying and breaking down stereotypes, being British, how to budget and save, how to boost self-esteem and have good mental health, the effects of drugs, alcohol and vaping and the importance of health. They will be learning about sexual orientation, sexting and an introduction to contraception in SRE.

Year 9

Year 9 will be learning about avoiding conflict and identifying abusive relationships, managing social media and managing anger and frustration, budgeting and saving, avoiding gang influences and party drugs, In SRE they will be learning about delaying sex and consent and the law.

Year 10

In year 10 they will be learning about LQBTQ+ and belonging, cybercrime and online gambling, managing grief and promoting emotional wellbeing, county lines and drugs, In SRE they will be learning about teenage pregnancy and contraception and revenge porn.

Year 11

Year 11 will be learning about racism, the effects of criminal behaviour and extremist behaviour, how to read a payslip, taxes and navigating financial situations, social anxiety, body image and mental ill health management, In SRE they will be studying sexual health, contraception and STIs and Drugs Sex and alcohol.

British Values

Kingsmead School is committed to serving its community. It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them.

It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Kingsmead School is dedicated to preparing pupils for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its pupils.

The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools. The resources we use are in line with the 2011 Prevent Strategy and in the Equality Act 2010.

We uphold and promote the following British Values:

• Democracy
• The rule of law
• Individual liberty
• Mutual respect
• Tolerance of those with different faiths and beliefs

The examples that follow show some of the many ways Kingsmead School seeks to embed British values:

Democracy

The principle of democracy is reinforced by the Kingsmead School ethos, with democratic processes being used for important decisions within the school community, for instance, elections being held for senior students. Our elected Student council play a strong role in school; members of the year council are elected by their class peers and are involved in making our school a better place. Student questionnaires, surveys and interviews are also conducted regularly as part of our QA process and we believe that this active participation will sow the seeds for a more sophisticated understanding of democracy in their future.

The principle of democracy is embedded in the curriculum as well as in form time and assemblies. Examples include the study of the importance of Magna Carta and the development of Parliament in KS3 History and a mock elections at times of national elections.

The rule of law

The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced by the Kingsmead School ethos. Students are taught the rules and expectations of the school and these are constantly reinforced through assemblies and our climate for learning.

The rule of law is also embedded in the curriculum and the extended curriculum. Pupils are taught the value and the reasons behind laws that govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Examples include the study of the application of air pollution and climate change legislation in Science. We welcome a range of visitors who reinforce this message.

Individual liberty

At Kingsmead School, students are actively encouraged to make independent choices, with the knowledge that they are in a safe, secure and supportive environment. Staff at Kingsmead School work hard to provide a positive ethos; they educate and provide boundaries for pupils to make informed choices, through a safe environment and an empowering education. Pupils are encouraged to set personal targets and choose tasks in class which challenge them, giving them more freedom to determine their own success. We offer a range of extra-curricular activities which pupils have the right to choose from, based on their interests. Students are encouraged to know, understand and exercise their rights and personal freedoms and are advised on how to exercise these safely, for example through online safety.

Kingsmead School also reinforces the value of individual liberty explicitly within the curriculum and extended curriculum.

We are confident that our PERSONAL DEVELOPMENT programme will prepare students well for life in the 21st century.

Roles and responsibilities

The governing board

The governing board will approve the Personal Development (including RSE) policy and hold the headteacher to account for its implementation.

The headteacher

The headteacher is responsible for ensuring that Personal Development ( including RSE) is taught consistently across the school.

Staff

Staff are responsible for:

Delivering Personal Development in a sensitive way Modelling positive attitudes to Personal Development Monitoring progress

Responding to the needs of individual pupils

Pupils

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

Monitoring arrangements

The delivery of Personal Development is monitored by L Patten – Associate Assistant Headteacher] through learning walks, etc.

This policy will be reviewed by AAHT and DHT annually, and at every review, the policy will be approved by the governing board.

Links

Relationships Education, Relationships and Sex Education (RSE) and Health Education Draft statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers – 2019

Relationships Education, Relationships and Sex Education and Health Education guidance (publishing.service.gov.uk)

Relationships & Sex Education Policy

Aims and objectives

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.
• Create a positive culture around issues of sexuality and relationships.
• Teach pupils the correct vocabulary to describe themselves and their bodies.

Rationale

At Kingsmead School, we believe that effective Relationships and Sex Education (RSE) is essential if our students are to make responsible and well-informed decisions about their lives. It should enable them to know what a healthy relationship looks like and what makes a good friend, a good colleague and a successful marriage or other type of committed relationship. It should also cover contraception, developing intimate relationships and resisting pressure to have sex (and not applying pressure). It should teach what is acceptable and unacceptable behaviour in relationships. This will help pupils understand the positive effects that good relationships have on their mental wellbeing, identify when relationships are not right and understand how such situations can be managed.

We believe RSE should not be delivered in isolation but be firmly rooted in our Personal Development and Citizenship programme, supplemented by Science and other subjects of our ‘taught’ curriculum.

Statutory requirement

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

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.

We also have regard to legal duties set out in:

• Sections 406 and 407 of the Education Act 1996
• Part 6, chapter 1 of the Equality Act 2010
• The Public Sector Equality Duty (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

Policy Development

This policy has been added to be part of the Personal Development Policy, it was consulted on when it was a separate policy on its own.

At Kingsmead we teach RSE as set out in this policy.

Definition

• 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.
• RSE is not about the promotion of sexual activity.

Attitudes and values

• learning to care about other people and being sensitive towards their needs and views;
• learning the importance of values, and individual conscience and moral considerations;
• accepting the differences between people and learning not to exploit them;
• learning the value of family life, marriage, and the importance of stable, loving and caring relationships for the nurture of children;
• learning the importance and responsibilities of the family unit for all its members;
• learning to respect oneself and others and being honest, loyal and trustworthy in relationships;
• learning to take responsibility for one’s actions in all situations;
• exploring, considering and understanding moral dilemmas; and developing critical thinking as part of decision-making.

Personal and social skills

• learning to manage emotions and relationships confidently and sensitively;
• developing self-respect and empathy for others;
• learning to make choices based on an understanding of difference and with an absence of prejudice;
• learning how to make well informed and responsible decisions about their lives and developing an appreciation of the consequences of the choices made;
• managing conflict;
• learning how to recognise and avoid exploitation and abuse.

Knowledge and understanding

• learning and understanding physical development at appropriate stages;
• understanding human sexuality, reproduction, sexual health, emotions and relationships;
• learning about contraception and the range of local and national sexual health advice, contraception and support services;
• learning the reasons for delaying sexual activity and the benefits to be gained from such delay;
• the avoidance of unplanned pregnancy.
• We believe that RSE will be achieved by providing an environment and atmosphere where students feel safe, relaxed, not intimidated, but focussed; and where they have confidence and trust in the knowledge, ability and skills of their teachers.

RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:

• Families
• Respectful relationships, including friendships
• Online and media
• Being safe
• Intimate and sexual relationships, including sexual health

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 (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents and foster parents/carers, amongst other structures), along with reflecting sensitively that some children may have a different structure of support around them (for example, looked-after children or young carers).

We will also be mindful of the law and legal requirements, taking care not to condone or encourage illegal political activity, such as violent action against people, criminal damage to property, hate crime, terrorism or the illegal use of drugs.

Delivery of RSE

The organisation of RSE is no different from other curriculum areas. It is delivered through planned programmes within Science and Personal Development, as well as through extended ‘Personal Development Drop down days’. Occasionally, issues about RSE may arise spontaneously in other lessons (e.g. while studying English Literature) where it is not the main focus of the lesson. This is not considered to be part of the planned RSE programme and parents or carers cannot withdraw students in these circumstances.

Normally, male and female students will be taught together. However, when deemed appropriate, there may be occasions when students are taught in separate gender groups.

Where visitors are invited to deliver aspects of the RSE programme they will be used to support not supplement, the role of the teacher and they will always be accompanied in the lesson by a teacher. Visitors will always be fully briefed on their contribution to the programme and will be given a copy of the current policy beforehand.

Aspects of RSE are encompassed within the ethos of the school and may also be delivered through:

• Assembly time
• Tutorial periods
• Drop down days
• Theatre in Education visits
• Project/theme lessons

Inclusivity

We will teach about 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:
  • Safe and supported
  • 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:
  • A whole-class setting
  • Small groups or targeted sessions
  • 1-to-1 discussions
  • Digital formats
• Give careful consideration to the level of differentiation needed

Use of resources

We will consider whether any resources we plan to use:

• Are aligned with the teaching requirements set out in the statutory RSE guidance.
• Would support pupils in applying their knowledge in different contexts and settings.
• Are age-appropriate, given the age, developmental stage and background of our pupils.
• Are evidence-based and contain robust facts and statistics.
• Fit into our curriculum plan.
• Are from credible sources.
• Are compatible with effective teaching approaches.
• Are sensitive to pupils’ experiences and won’t provoke distress.

Use of external organisations and materials

We will make sure that an agency and any materials used are appropriate and in line with our legal duties around political impartiality. The school remains responsible for what is said to pupils. This includes making sure that any speakers, tools and resources used don’t undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

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:
  • Are age-appropriate.
  • Are in line with pupils’ developmental stage.
  • 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:
  • What they’re going to say.
  • 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.

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.

Roles and responsibilities

The Governing Body

• The Governing Body will approve the Personal Development and RSE policy and hold the Headteacher to account for its implementation.
• The Governing Body has delegated the approval of this policy to the Culture and Ethos committee.

The Headteacher

The Headteacher is responsible for ensuring that RSE is taught consistently across the school and for managing requests to withdraw pupils from [non-statutory/non-science] components of RSE.

Staff

Staff are responsible for:

• Delivering RSE in a sensitive way
• Modelling positive attitudes to RSE
• Monitoring progress
• Responding to the needs of individual pupils
• Responding appropriately to pupils whose parents wish them to be withdrawn from the [non- statutory/non-science] components of RSE.
• 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/PERSONAL DEVELOPMENT Co-ordinator.

Pupils

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

Specific Issues

Language and Ground Rules in Lessons

All staff teaching RSE will set ground rules in their classes. For example:

• no one (teacher or student) will have to answer a personal question.
• no one will be forced to take part in a discussion.
• the only language used will be easily understood and acceptable to everyone in the class.
• only the correct names for body parts will be used.
• meanings of words will be explained in a sensible and factual way.

Students will be involved in the negotiation/setting of these rules. Distancing techniques will also help to avoid the inappropriate disclosure of information. These may include case studies, role play and speaking in the third person.

Dealing with difficult questions

We have a variety of strategies for dealing with difficult questions. For example:

• if a question is too explicit or is inappropriate, the teacher will attend to it later, on an individual basis and a decision will be taken whether or not to inform the child’s parents/carers;
• if a child makes a disclosure that causes the teacher concern then they should follow child protection procedures established within the school (report on MyConcern).

Contraception

Trained staff are able to give pupils full information about different types of contraception, including emergency contraception, and their effectiveness and appropriateness. Individual advice cannot be given to students. Trained staff can, however, give both individual students and groups of students additional information and guidance on where they can obtain confidential advice, counselling and, where necessary, treatment. This includes directing students to Kingsmead Health Service held every Monday lunchtime in Welfare.

Teaching About LGBT

The diversity of sexual orientation found within society may also be reflected in the school community. Students will need to be given information regarding access to relevant support agencies. The school will seek to ensure that RSE is relevant and positive for all students, and that teaching about sexuality is undertaken by teachers who are trained and comfortable with such issues.

‘Relationship and Sex Education Guidance’, DfE makes it clear that schools should (p15)

36.  In teaching Relationships Education and RSE, schools should ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. Schools must ensure that they comply with the relevant provisions of the Equality Act 2010, (please see The Equality Act 2010 and schools: Departmental advice), under which sexual orientation and gender reassignment are amongst the protected characteristics.

37.  Schools should ensure that all of their teaching is sensitive and age appropriate in approach and content. At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a stand-alone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.

Homophobic bullying (i.e. based on perceived gay or lesbian sexuality) is totally unacceptable. The school has a specific Behaviour/Anti bullying Policy. All teachers are aware of this policy and a copy is available on request.

Confidentiality

‘Schools must be absolutely clear about the boundaries of their legal and professional roles and responsibilities. A clear and explicit confidentiality policy should ensure good practice throughout the school which both pupils and parents understand. Teachers cannot offer or guarantee absolute confidentiality.’

Parents/carers will be informed of the school’s confidentiality policy. The school will be acting in loco parentis. Whenever a pupil makes a disclosure, they will be encouraged to talk to their parents or carers. Child Protection issues will be addressed if necessary; but if not necessary, the wishes of the student will be considered.

Information about local advice and support is available to students in Student Welfare and from Heads of Year where everyone can see it in private.

Different codes of conduct apply to different professionals working in our school. Through the dissemination of our Confidentiality Policy students, parents, staff and health professionals working with us are aware of the different roles people have within the school, the confidential support available and how confidentiality works in practice.

Counselling Service

The school provides a counselling service that is available to students. Students can self-refer or maybe directed by their Year Head or other professionals working in the school. Where a lesson is missed the class teacher is informed that the student had an appointment. Staff are informed that the counselling is confidential between the counsellor and the student. The counsellor works to national professional guidelines on confidentiality and Kingsmead Child Protection procedures.

Parents/carers are made aware of the Counselling Service through the normal channels. However, parents will not be informed of any student using the service unless requested by the student.

Students and parents/carers will be informed of the child protection limit to confidentiality.

Doctors, Contraceptive & Sexual Health Service Clinics

Through RSE lessons students will be made aware of the confidential support available from doctors and local clinics including Kingsmead Health Service.

School staff

Staff may encounter the situation where it appears that a student under 16 is about to disclose that they are in or are about to begin a relationship involving sexual intercourse or that they believe they may be pregnant and/or are seeking contraceptive advice. At this point staff should indicate that they wish to help the student in their situation but that they cannot offer or guarantee absolute confidentiality.

If a student talks to a teacher at an inappropriate time the teacher should talk to the student again before the end of the day. ‘School Nurse Drop-In Guidelines’ published by Somerset Health Authority state that:

‘The teacher should be able to discuss the issue with an appropriate colleague whilst retaining the anonymity of the pupil…Teachers do not have to break a confidence if, in their professional judgement, it is in the best interest of the student. They are not legally bound to inform parents or the headteacher of any disclosure unless the headteacher has requested them to do so. Teachers should only break confidentiality if they believe that a student is at risk of physical or sexual abuse.’

Staff must follow child protection guidelines. Members of staff who are not health care professionals must not give individual contraceptive advice. It is also appropriate to remind students of information about access to support that is available in the school or has been outlined in lessons. These actions (suggesting that students see specific members of staff or reminding them of information) do not involve a requirement to inform parents/carers.

Similarly, as students under 16 are able to access doctors or clinics for contraceptive advice, where a member of staff advises students to seek medical advice at a GP’s surgery or clinic there is not a requirement to inform parents/carers. However, students will always be encouraged to talk to their parent/carer and will be supported in so doing. In each circumstance the best interests of the young person will be seen as paramount.

Kingsmead has a clear set of flow charts which layout the procedure outlined above.

Youth Service

Members of the Youth Service working in the school will follow the guidelines for school staff above.

Confidentiality in lessons

Staff teaching RSE have a duty of care and may wish to make a ground rule that opinions and ideas expressed in discussion should not be repeated outside the lesson. Again, it must be stressed that no absolute confidentiality can be promised. Clearly a lesson situation is also a significantly different context to a conversation with an individual. Students should be reminded of this difference. Through distancing techniques and ground rules students should understand that lessons are not an appropriate place to disclose personal information.

Working with parents – parents right to withdraw

The school is committed to working in close partnership with parents and carers who are the key people in teaching their children about Relationships and Sex. Parents/Carers are welcome to discuss the school’s RSE programme and to view the teaching materials and resources that will be used.

A parent or carer, who is concerned about any element of this policy, or is unhappy about their child’s participation, should discuss their feelings with the Headteacher. Parents have the right to withdraw their children from all or part of those aspects of the RSE programme which are NOT part of the statutory National Curriculum Science Orders. If requested, alternative arrangements will be made for individual students, but it is hoped that this will not be necessary. If so, parents should consult with the Headteacher to discuss appropriate arrangements. See example form in appendix to complete if there is need to withdraw.

Training

The RSE programme will be delivered by:

• Specific teacher/s or a dedicated team of teachers
• The School Nurse (or another specified visitor/s or agency).

The overview and co-ordination of the taught curriculum is the responsibility of the Personal Development AAHT in the school. The Senior Leadership Team will support the Co-ordinator to ensure staff have the appropriate skills, qualities and knowledge to teach the more sensitive and contentious aspects of RSE.

Continuous professional development and training will always be provided to ensure a high level of expertise for teachers involved in delivering the RSE programme in the school.

Monitoring and Evaluation of RSE Policy

The RSE policy should be monitored and evaluated through a regular review process involving students, parents, teachers, The PERSONAL DEVELOPMENT AAHT, The Senior Leadership Team, and the Governing Body.

Appendix 1: By the end of secondary school pupils should know

Appendix 2: Parent form: withdrawal from sex education within RSE