RELATIONSHIP & SEX EDUCATION

At Basildon C.E. Primary School, we teach children about the fundamental building blocks and characteristics of positive and safe relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. We have developed an effective Relationship and Sex Education curriculum that is comprehensive, spiralling and that responds to the individual needs of pupils in the school.

 

This RSE curriculum and whole school approach equips pupils with the information, skills and values they require to have safe, fulfilling and enjoyable relationships and enables them to take responsibility for their sexual health and well-being.

 

Disadvantaged children and those with SEND are given full access to the RSE curriculum. Teachers use a range of strategies including:

  • Pre teaching vocabulary

  • Clear communication with parents (e.g. support with vocabulary)

  • Dual coding used in lessons to support understanding of key concepts/vocabulary

  • Metacognitive approaches used in lessons

What RSE at Basildon looks like in lessons:

  • Elements of RSE are taught across the curriculum (for example, in Science and RE) and are also scheduled into the PSHE long term plan.

  • Children feel safe in lessons and discuss ideas and opinions openly

  • High levels of oracy

  • Use of age appropriate vocabulary across the school

  • Specific sex education lessons for Year 6

 

What RSE at Basildon looks like outside of lessons:

  • Children treat others with respect

  • Children can build and maintain positive and safe relationships

  • Children know who to talk to if they feel unsafe

  • Children have a clear understanding of ways to keep themselves health and how to support the physical and mental wellbeing.

  • Shared language and vocabulary

  • Regular staff training (staff meetings/INSET)

  • Regular monitoring, evaluation and assessment

Formative Assessment

  • Work is marked regularly and includes helpful comments about how pupils can improve.

  • This monitoring of progress is appropriate to the activity and used to identify pupils who may benefit from additional support or intervention

  • In class emotional rating check ins, where children can assess and ‘rate’ their own wellbeing and emotions throughout the school day

  • pre and post-unit self-evaluations e.g. bubble maps

  • Staff will talk with a child and/or share concerns with appropriate staff if a child’s behaviour or general demeanour appears to be different to normal and it is felt that they may need some support with an area of their wellbeing.

 

Summative Assessment

  • Formal assessments (such as RCADs or SDQs) are used with individual children when needed 

Subject leaders map tier two vocabulary across each milestone and tier three vocabulary for each unit. Dual coding is used to support the discreet teaching of RSE vocabulary across the curriculum.

The school’s curriculum driver of diversity underpins the entire RSE curriculum. Teachers actively seek opportunities to promote and celebrate diversity across the curriculum where ever appropriate.