FAQs

Why is RSE needed?

• More than ever before, children are exposed to representations of sex and sexuality through the media/ social media and the social culture around them, so we need to present a balanced view of RSE and help them to be discerning and stay safe.
• Rates of sexually-transmitted infections (STIs) and teenage pregnancy in the UK are relatively high – as is the regret felt by young people after early sexual experiences.
• Research shows that most parents say they want the support of schools in providing RSE for their children.
• Research consistently shows that effective RSE delays first sexual experience and reduces risk- taking.
• Surveys of children and young people, as well as Ofsted, have repeatedly told us that RSE tends to be “too little, too late and too biological”

Throughout their time with us, pupils will be taught about the following:

• Families and the people who care for them
• Caring friendships
• Respectful relationships
• Online relationships
• Keeping safe

What are the aims of RSE?

There are four main aims for teaching RSE within the context of Primary School PSHE (Personal, Social, Health Education):  To enable young people to understand and respect their bodies, and be able to cope with the changes puberty brings, without fear or confusion

To help young people develop positive and healthy relationships appropriate to their age, development etc. (respect for self and others)  

To support young people to have positive self-esteem and body image, and to understand the influences and pressures around them

To empower them to be safe and safeguarded

Won’t telling my child about human reproduction take away their innocence?

No. The evidence suggests that high quality RSE does the opposite: it actually delays young people’s first sexual experience, and it helps them become much more confident and comfortable about making informed choices. Good and appropriate RSE takes away children’s ignorance, not their innocence.

Teaching about safety and relationships as part of PSHE contributes to how schools approach the safeguarding of pupils. It helps them to recognise when they and others are at risk and equips them with the skills, strategies and language they need to take appropriate action.

This is crucial to fulfilling statutory duties in relation to safeguarding pupils as well as to meeting Ofsted expectations. Ofsted expressed concern in its 2013 PSHE report that a lack of high-quality, age-appropriate RSE in over a third of schools left young people vulnerable to inappropriate sexual behaviours and exploitation. It is clear, therefore, that PSHE plays a vital part in helping to meet school’s responsibilities to safeguard their pupils, your children.

What is health education?

We aim for health education to provide your child with the knowledge they need to make positive decisions about their own health and wellbeing. Health education will also help equip your child to recognise when they are experiencing issues, when others are experiencing issues, and when to seek support.

Throughout their time with us, pupils will be taught about the following:

• Mental wellbeing
• Internet safety and harms
• Physical health and fitness
• Healthy eating
• The risks associated with drugs, tobacco and alcohol
• Health and the prevention of ill health
• Basic first aid
• The changing adolescent body

When will relationships and health education be taught?

Relationships and Health education is taught throughout the academic year. At Newbold Church School we cover aspects of PSHE during dedicated weekly lessons, and also incidentally throughout the course of the academic week. We use the 'Jigsaw' scheme to help support our teaching, which includes units based on-

* Being me in my world

* Celebrating differences

* Dreams and goals

* Healthy me

* Relationships

* Changing me  

What will my child actually be taught in Sex Education?

The ‘Changing Me’ unit is taught over a period of 6 weeks in the second half of the summer term. Each year group will be taught appropriate to their age and developmental stage. Please note: at no point will a child be taught something that is inappropriate; and if a question from a child arises and the teacher feels it would be inappropriate to answer, (for example, because of its mature or explicit nature), the child will be encouraged to ask his/her parents or carers at home, and the question will not be answered to the child or class if it is outside the remit of that year group’s programme.

Reception  Growing up: how we have changed since we were babies

Year 1 Boys’ and girls’ bodies; naming body parts

Year 2 Boys’ and girls’ bodies; body parts and respecting privacy (which parts of the body are private and why this is)

Year 3 How babies grow and how boys’ and girls’ bodies change as they grow older

Year 4 Internal and external reproductive body parts, body changes in girls and menstruation

Year 5 Puberty for boys and girls, and conception

Year 6 Puberty for boys and girls and understanding conception to birth of a baby

All lessons are taught using simple, child-friendly language and pictures, which help children understand changes more effectively.

The key concepts that children learn in Jigsaw are inner strength, self-esteem and resilience. These are really important as they help keep children safe and it helps them make healthy decisions later in life.

Accurate information is important but only part of the picture: help them now by building their inner resilience, so they become mindful children, mindful teenagers, and mindful adults.

How can I talk to my child about relationships, puberty and human reproduction?

What children learn at school is part of the puzzle, and children can continue to learn from you at home. For some parents/carers, it can feel totally natural to discuss relationships, puberty and human reproduction with their child, while for others it can seem awkward and difficult. Either way, it is important to remember these key points:

• We all want children to feel safe and to be happy and healthy
• We need to consider their needs
• We need to normalise talking about relationships, puberty and human reproduction so taboos don’t need to exist
• We might need to challenge our own ways of thinking
• We have choices: we can avoid it or we can communicate openly and honestly with children – they need us!

Here are some tips for talking to your child:

* Be honest: if you don’t know the answer to a question, be honest and say so. Tell your child that you will need to find out and that you will get back to them with more soon.

* Remember that children are curious and want to know and understand. We tend to place our adult perspective on children’s questions and comments, allowing our brains to fill up with all the possible horrors that an innocent question could be about, when actually a child just wants (and needs) a very simple, matter-of-fact answer. This answer will not involve an ‘adult’ understanding of a topic – it needs
to be at a child’s level, with opportunity given for the child to be able to ask further questions if needed. Give yourself time to respond by asking something like, “What do you think that means?” or “Why do you ask?”

* Keep lines of communication open: having an open and honest relationship with your child can really help make conversations easier, so make sure that you are always willing to talk when your child needs you; if you can’t, explain why and find another time when it is more mutually convenient.

* Use correct terminology: it helps that children aren’t confused by hints, euphemisms and innuendo; use correct terminology whenever you can, especially for body parts. This is hugely important for safeguarding too.

* Respond to what children say they need: bear in mind that children’s lives today are very different from even five years ago. Therefore, the education they receive needs to reflect this. Research shows us time and time again that children want and need RSE that is age- and stage-appropriate, that teaches them about relationships and emotions, and that is returned to consistently throughout their education. We may feel that they know too much, when actually ignorance is the enemy of innocence: we believe effective RSE delays sexual activity, ensures children are safer and empowers them to make their own healthy choices.

* Answer questions and don’t be afraid to say: ‘I really don’t know – let’s work it out or look it up together’. Have a phrase for awkward moments, such as: ‘That’s a good question, and let’s talk about it once we get home’ (then make sure you do!).

* Always respond: if you don’t, she or he may think it is wrong to talk to you about relationships, puberty or human reproduction and as a result you may find your child clams up when you raise the subject.

* If it all feels too personal, try talking about people in books, films and favourite television programmes.
* Listen rather than judge. Try asking them what they think.
* Enjoy it. Laugh with each other.
* Work in partnership with the school.
* Most parents/carers want their children to be healthy and happy. Schools do too… and high quality RSE is part of this.