ࡱ> ~O !0bjbjςς ~ee!(b b LD@KKKKK@@@x@z@z@z@z@z@z@$CyFx@@"@@@@KK@@"KKx@@x@R<t?Kc^%b.=d@@0@=FF<t?Ft?@@@@@@@@@@@@@@@@@F@@@@@@@@@b m:  Birtley East Community Primary School  RELATIONSHIPS EDUCATION POLICY September 2022 Introduction At Birtley East Community Primary School, we have developed our curriculum around wellbeing and involvement. A significant part of this curriculum is linked with relationships. Relationships are the connections we have with people. It is integral to the schools ethos. The Relationships Education, Relationships and Sex Education, and Health Education (England) Regulations 2019 are made under sections 34 and 35 of the Children and Social Work Act 2017, and state that pupils receiving primary education must be taught Relationships Education. The schools curriculum is taught discretely through our commitment to being a Right Respecting school and through our wellbeing and involvement curriculum. This is taught through class sessions, through planned visitor sessions and assemblies. It is also taught indiscreetly by all adults in school in their informal interactions. We are committed to taking positive action to build a kind and respectful culture where sexism, misogyny, homophobia and gender stereotypes are not tolerated, and any occurrences are identified and tackled. Staff play a vital role in modelling positive behaviours. Relationship education starts with pupils being taught about what a relationship is, what friendship is, what family means and who the people are who can support them. From the beginning of school, pupils are taught how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy. Children are taught about establishing and respecting personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact. Respect for others is taught in an age-appropriate way. A growing ability to form strong and positive relationships with others depends on the deliberate cultivation of character traits and positive personal attributes, (sometimes referred to as virtues) in the individual. In a school wide context we encourage the development and practice of resilience and helping pupils to believe they can achieve, persevere with tasks, work towards long-term rewards and continue despite setbacks. Alongside understanding the importance of self-respect and self-worth, pupils develop personal attributes including honesty, integrity, courage, humility, kindness, generosity, trustworthiness and a sense of justice. Aims & Outcomes: Our Relationships curriculum follows the Jigsaw scheme of work with specific amendments made to reflect our school needs, an overview is included below (Jigsaw units are highlighted pink): Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2Year 1Being me in my worldCelebrating differencesDreams and goalsHealthy me Ensure focus on dental hygiene. Road Safety: cover trains and waterRelationships Link people who help us to employment, include stranger dangerChanging meYear 2Being me in my worldCelebrating differencesDreams and goals Class campaignHealthy me Relationships In addition: safety in the summer, safety works visit.Changing meYear 3Being me in my world Celebrating differencesDreams and goals Healthy me Relationships Online stranger dangerChanging me Young enterpriseYear 4Being me in my world Class campaignCelebrating differencesDreams and goals Healthy me Relationships Changing me Year 5Being me in my world Class campaign promoting cyclingCelebrating differences Cycling and cycling proficiency (could move to healthy me depending on booking)Dreams and goals Healthy me Relationships Changing me ResidentialYear 6Being me in my world Celebrating differencesDreams and goals H&S including first aidHealthy me Reproduction and sexual relationshipsRelationships Residential; independence and team workChanging me Transition to secondary school We teach children about: Families families are important for children growing up because they can give love, security and stability. the characteristics of healthy family life, 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 others lives. that others families, 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 childrens families are also characterised by love and care. that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for childrens security as they grow up. that marriage represents 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. Friendships how important friendships are in making us feel happy and secure, and how people choose and make friends. the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties. that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right. how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed. Respect the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. practical steps they can take in a range of different contexts to improve or support respectful relationships. the conventions of courtesy and manners. the importance of self-respect and how this links to their own happiness. that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority. Marriage in England and Wales is available to both opposite sex and same sex couples. about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. what a stereotype is, and how stereotypes can be unfair, negative or destructive. the importance of permission-seeking and giving in relationships with friends, peers and adults. Online Relationships that people sometimes behave differently online, including by pretending to be someone they are not. that the same principles apply to online relationships as to face-to -face relationships, including the importance of respect for others online including when we are anonymous. the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them. how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met. how information and data is shared and used online. Safety what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context). about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe. that each persons body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact. how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know. how to recognise and report feelings of being unsafe or feeling bad about any adult. how to ask for advice or help for themselves or others, and to keep trying until they are heard. how to report concerns or abuse, and the vocabulary and confidence needed to do so. where to get advice e.g. family, school and/or other sources. Inclusion Relationships Education, RSE must be accessible for all pupils. To ensure all children receive this provision . High quality teaching that is differentiated and personalised will be the starting point to ensure accessibility. Birtley East is mindful of the preparing for adulthood outcomes,12 as set out in the SEND code of practice, when teaching these subjects to those with SEND this is led and supported by the schools SENCO, Mrs Purcell. Consulting Parents We are aware that the primary role is childrens relationship education lies with parents and carers. We therefore wish to build a positive and supporting relationship with parents/carers through mutual trust, understanding and co-operation. To promote this we: Inform parents about the schools relationship policy and practice Answer any questions that parents may have about the relationship education of their child Make the materials which will be used in the schools relationship education programme available to parents Parents do not have the right to withdraw children from relationship education. This is because schools are required in law under the Equality Act 2010 to deliver this curriculum. Role of the community We encourage other valued members of the community to work with us to provide advice and support to the children regarding health education. In particular, members of the local health authority, such as the school nurse, health professionals and community police officers can give us valuable support with our relationship programme. Evaluation & Review This policies effectiveness will be reviewed by the governing body. It will be reviewed annually. 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