PSHE

Summer 2- Growing and Changing

Summer 1-Being My Best

Summer 2- Growing and Changing

For information about each year group's growing and changing learning please click on your child's year group to watch a short video.

Please click on your child's year group to view the powerpoint shared in the videos above for access to the useful websites and links.

Summer 1-Being My Best

Take a look at our Summer 1 theme 'Being My Best' and activities you can try at home with your child.

https://www.coramlifeeducation.org.uk/family-scarf/scarf-at-home/being-my-best 

Parental concerns and withdrawal of students

‘Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way. This is why we have made Relationships Education compulsory in all primary schools in England and Relationships and Sex Education compulsory in all secondary schools, as well as making Health Education compulsory in all state-funded schools. The key decisions on these subjects have been informed by a thorough engagement process, including a public call for evidence that received over 23,000 responses from parents, young people, schools and experts and a public consultation where over 40,000 people contacted the Department for Education.’

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

Our Relationship and Health Education curriculum meets all the DfE statutory requirements set out in the Relationships and Health Education statutory guidance and will be taught in Reception, Key Stage 1 and 2.

 Parents do not have the right to request that their child is withdrawn from these lessons (unless they are in Reception) these lessons are compulsory. 

If there are concerns or worries about the curriculum content we advise parents to make contact with the class teacher or PSHE lead. 

Sex Education

Parents do have the right to request that their child be withdrawn from some or all of the non-statutory Sex Education our school teaches but not Relationships Education.

They do not have a right to withdraw their children from those aspects of Sex Education that are taught in the statutory National Curriculum Science and Health Education. If parents are concerned with the content of these lessons they are invited to view our resources and discuss this with the class teacher or PSHE lead.

Before granting a request to withdraw a child/ren, the head teacher will invite the parent to discuss the request with them to ensure that their wishes are understood and to clarify the nature and purpose of the curriculum. The headteacher will discuss with the parent the benefits of receiving this important education and any detrimental effects that withdrawal might have on their child. This could include any social and emotional effects of being excluded, as well as the likelihood of the child hearing their peers’ version of what was said in the classes, rather than what was directly said by the teacher. The school is responsible for ensuring that should a child be withdrawn, they receive appropriate, purposeful education during the period of withdrawal.

At the beginning of each year group class teachers will share the PSHE coverage within that year, including sex education.

Parents will also be notified when sex education appropriate to your child’s age is going to be delivered.

The Sex Education Forum (SEF) has published an updated and accessible summary of the latest research evidence about Relationships and Sex Education (RSE). It includes sections on what RSE aims to achieve; what children and young people say; a summary of the latest research evidence about the impact of RSE on young people's health and well-being, and the features of effective RSE.

Key points included:

• In SEF's 2021 poll, young people said they would like to have more open conversations with parents and carers from a younger age.
• There is strong evidence for the effectiveness of child sexual abuse prevention efforts, including teaching young children about body autonomy and communication.
• Children who are taught lessons aimed at preventing sexual abuse at school are more likely to tell an adult if they have had, or were actually experiencing sexual abuse.
• Where school-based programmes increased reporting of domestic violence, one of the most common benefits was an increase in children knowing how to identify a trusted person to whom they would report abuse.
• Positive effects of RSE include increased communication with parents and carers about sex and relationships.
• An LGBT+ inclusive curriculum was associated with higher reports of safety for individuals and lower levels of bullying in school; reports of adverse mental health among all young people, irrespective of gender or sexual orientation, were also lower.
• RSE contributes to changes beyond health outcomes, including increasing gender equality and building stronger and healthier relationships.
• RSE works best if it is delivered in primary school onwards, starting with topics such as personal safety, bodily boundaries and friendships, and responds to the needs of young people as they mature.
• Both primary and secondary school pupils, particularly girls, said they need RSE to start earlier.
• 25% of girls did not know what to do when they started their period.