At Bridgelea Primary School, we believe our RSE teaching should give our children the skills and understanding to become healthy, secure, independent, and responsible members of society. Our aim is to promote the spiritual, moral, cultural, mental, and physical development of pupils at the school and in society. We prepare our pupils for the opportunities, responsibilities, and experiences of later life and give them the skills and understanding to become responsible citizens. Due to our setting being SEMH, RSE is required to be embedded throughout the curriculum and used in a reactive and proactive way as and when incidents occur.
- Ensure the school is meeting statutory responsibilities with regard to preparing pupils for life and providing for their spiritual, moral, social, cultural, mental, and physical development.
- Incorporate government initiatives into planning in all key stages, for example, Education Recovery Fund and Pupil Premium (Retreat, Forest Schools, Mental Health and Wellbeing).
- Ensure the delivery and teaching of the RSE/Citizenship key skills and learning objectives, outlined by the National Curriculum, the IMatter program and Manchester Healthy Schools requirements.
- To embed RSE within our Rainbow, Nurturing Schools and Rights Respecting curriculum.
- To ensure that there is a consistent whole-school approach to teaching RSE through curriculum and intervention across all classes and key stages
- Provide guidance and support for staff.
- Inform parents/carers to enable the whole school community to work as part of a collaborative team.
- Create a variety of meaningful and enjoyable activities to promote well-being and health in pupils, both in and out of school.
- Develop the knowledge, skills and attributes needed by pupils to manage their lives and maximize the opportunities afforded them. (Skills For Life)
- Becoming a ‘Thinking School’ and using knowledge of metacognition to support the children to become more independent thinkers.
Definitions and Purpose
RSE core curriculum is delivered by class teachers with support from the subject leader and the School Nurse, when appropriate, in carrying out health promotion across the school. Additional interventions may also be delivered by Retreat team/class teams.
Teaching and Learning will take place in three ways:
1) Weekly discrete curriculum time to complement timetabled nurture lunch and breakfast. This is non-negotiable and must take place weekly in order to cover the requirements of the curriculum. This is known as core RSE. Assemblies are to be delivered to support the introduction of the RSE themes. There are also a number of themed weeks across the year such as Anti-Bullying Week and Health Week. These are included on the academic calendar and must be delivered as part of cross-curricular opportunities (see below).
2) There are opportunities within other parts of the curriculum which may be used to enhance the core curriculum and boost understanding of the RSE topic. These are cross-curricular opportunities.
Subject Cross Curricular Opportunities:
|English||Skills in enquiry and communication; stories that illustrate aspects of personal and social development. This may be a Big Read/Literacy topic planned to fit around Bullying or other RSE themes.|
|Maths||Maths Counting, sharing, and economics|
|R.E||Religious and moral beliefs, values, and practices underpin and influence personal and social issues and relationships.|
|P.E||Teaching and learning about health and safety, development of personal and social skills through team and individual activities, games, and sports; the importance of keeping healthy through physical activity|
|Music||Making the most of abilities in playing or singing; issues of cultural diversity, their value, and their expression;|
|Art and Design||Health and safety, healthy eating, realising that people have needs as they generate design ideas, use of technology;|
|Science||Drugs, including medicine, sex, health, safety, and the environment;|
|ICT||Communicating with others via e-mail; finding information on the internet and checking its relevance; e-safety|
|Geography||Topical issues concerning environment, sustainable development, land use, study of pupils’ own locality and places in different parts of the world, including less economically developed countries.|
|History||Reasons for and results of historical events, situations, and changes, events, ideas and experiences of people from the past;|
3) Where there is a specific need, such as bullying, racism, anger, sexualized language, or bereavement, a referral may be made to Retreat to deliver a specific RSE intervention. This may be directed back to class teams to deliver in small groups or whole class setting. It is the responsibility of the class team to identify, through contextual information and recurring incidents, where there is a need for intervention. It may be that need becomes apparent through other events such as an annual review or parental request. This is known as Reactive RSE.
Recording of Learning
Core curriculum- Staff are to maintain an RSE scrapbook containing front sheets with objectives, a summary of each activity covered, examples of pupil work and/or photographs of activities. There must be the date, learning objective (taken from the cover sheet) and initials of children present within the lesson.
Acceptable methods of recording are as follows-
- · Photographs with a caption of children learning.
- · Photographs of displays
- · Paper copies of work.
- · Post-it notes/written notes of verbal responses
- · Written summary of practical work undertaken.
- · Photographs of children taking part in linked assemblies/themed week activities.
- · Where cross-curricular work has taken place- a note to say “see science work dated 12/6” is acceptable.
Reactive RSE- Staff are to record interventions delivered on CPOMs as a record of reactive RSE taking place. This must include intervention delivered, the reason for needing the intervention, and a brief summary of engagement. To be filed under the “Retreat intervention” tab on CPOMs.
- · See 2021 Long Term Plan document.
Monitoring and Accountability
The teacher with responsibility for RSE is Molly Smith. Regular monitoring will take place of the delivery of the core curriculum and interventions. Coverage will be monitored and regular pupil voice activities completed to assess learning.