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RSE Statement 

Intent

Our intention is that when children leave Withycombe, they will do so with the knowledge, understanding and emotional resilience to be able to play an active, positive and successful role in today’s diverse society.  We aspire for our children to be confident and have high aspirations for what they can achieve.

 

In an ever–changing world, it is important that our pupils are provided with an awareness about (to an appropriate level) the different factors which can influence or impact upon their lives; providing them with some underlying strategies for learning how to deal with these.

 

Our RSE curriculum aims for children to acquire knowledge and skills which will enable them to access the school wider curriculum and ultimately prepare them their future roles, opportunities and responsibilities in society and as future global citizens

 

It promotes the spiritual, moral and cultural development of pupils and encompasses our school vision Growing Happy Caring Hearts and Minds and our GRACE values.  We aim for our pupils to be able to develop positive relationships with both friends and families, showing mutual respect for the diversity of those around them.  We aspire for our children to be as happy as possible and to feel included as important members of our school community.

The curriculum also places an emphasis on developing good physical health and mental well-being.  We aim for all of our children to understand how to keep themselves physically healthy and the importance of a maintaining a healthy lifestyle.  Our children will be equipped to talk about their emotions and to be able to know what to do and who to talk to if they feel unsafe (including online). 

 

Our Relationships and Sex Education enables our children to learn how to be safe and to understand and develop healthy relationships, both now and in their future lives.

 

The aspirations for children in the Early Years Foundation Stage (EYFS) at Withycombe Raleigh Primary School is that ‘Children will form strong, warm and supportive relationships with adults and children, and will learn how to lead happy and healthy lives’, as part of their Personal, Social and Emotional Development (PSED).

  

Implementation

 

EYFS

Personal, Social and Emotional Development is a prime area of the EYFS Curriculum and is taught discretely and through every day practice in the EYFS classrooms.  Work in this area is tracked using the Development Matters statements and then children are assessed at the end of their EYFS year using the Early Learning Goals on the EYFS Profile:

 

Self-Regulation

 

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.

  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

 

Managing Self

 

  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.

  • Explain the reasons for rules, know right from wrong and try to behave accordingly.

  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

 

Building Relationships

 

  • Work and play cooperatively and take turns with others.

  • Form positive attachments to adults and friendships with peers.

  • Show sensitivity to their own and to others’ needs.

 

Key Stage 1 and Key Stage 2

RSE is taught through a clear and comprehensive, in line with the expectations of the National Curriculum. We ensure coverage of the Health and Well-Being, Relationships and Living in the Wider World learning opportunities, set out in the Health Education and Relationships Education guidance.

 

The scheme of work is spiral and progressive and aims to set children up for life, helping them to know and value who they are and begin understand how they relate to other people in this ever-changing world. 

 

There is a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. It includes the teaching of mindfulness to allow children to advance their emotional awareness, concentration and focus.

 

At Withycombe, cross curricular links are made with the RSE curriculum.  For example, online safety is largely taught within the Computing curriculum.  In addition to Relationships Education, we also teach aspects of Sex Education that is covered in our Science Curriculum. Alongside this we teach about different kinds of relationships, including same sex relationships, and gender identity.  We believe it is important that our children have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of RSE are also taught through the Twinkl – Citizenship units.

 

RSE is taught through six half-termly themes pitched at their own level. 

 

Opportunities are given for children to learn in different styles such as discussion, debate, role play, written work, art work and more.  Lessons begin with an overarching question that relates to what has been learned so far, given children a chance to recall previous teaching and build on concepts. Key vocabulary is reviewed in each lesson.

 

Implementation in the Wider Curriculum –

  • Through our school vision of ‘Growing Happy Caring Hearts and Minds,’ we aim help children build resilience, independence and confidence; embrace challenge; foster a love of learning; and increase their level of happiness.  This is achieved by carefully considering the language we use in class, including: praising children for their efforts and using language to encourage children to change their way of thinking.

  • Visitors such as emergency services, the school nurse and people from a range of faiths and diverse cultures complement our RSE curriculum to offer additional learning opportunities.

  • We encourage our pupils to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. We challenge all of our pupils to look for opportunities to show the school values of faith, hope and love.

  • Children are taught about British Values in such a way as to reflect the overall aims, values, and ethos of the school.  Links are made to this through school / class assemblies and collective worship.

 

Impact

 

By the time our children leave our school they will:

  • be better prepared to approach a range of real-life situations (for example, managing conflict) with confidence and apply their knowledge and skills sets to help navigate themselves through secondary education and modern life – where they will also make worthwhile contributions

  • have an understanding about the importance of making healthy lifestyle choices, including diet and exercise and the negative impact of harmful substances.

  • be able to demonstrate: open mindedness and empathy to others; the ability to show mutual respect and know why this is important; and demonstrating social and moral responsibility as active members of society.  Children will be able to make links to our own school visions and values.

  • recognise and apply the British values of democracy, tolerance, mutual respect, rule of law and liberty. Children will appreciate and accept difference and diversity

  • be able to understand and manage their emotions and be better prepared to look after their own mental health and well-being while maintaining positive self-esteem and happiness

  • be able to develop positive, healthy relationship with their peers and family members, both now and in the future.

  • understand the physical / sexual health aspects involved in RSE at an age appropriate level

  • to know how to keep themselves safe and what to do if they feel unsafe or when they are worried about the safety those around them.

 

The impact of our RSE curriculum is measured via ongoing assessment.This is achieved through a broad set of approaches – allowing for different learning preferences.Teachers provide varied outcomes for children to demonstrate their knowledge and to apply what they know - for example, by taking part in a debate or acting out scenarios in drama, writing a letter or creating a poster.Child-conferencing is also used to ascertain and ensure that children are making progress and continually developing.