Aims

The aims of Relationships and Sex Education (RSE) at NCS are to: 

• Provide a framework in which sensitive discussions can take place with the use of balanced and factual information
• Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene 
• Teach pupils the correct vocabulary to describe themselves and their bodies

• Help pupils develop feelings of self-respect, confidence and empathy

• To encourage pupils to reflect upon their own emotional development
• Create a positive culture around issues of sexuality and relationships, including the importance of family for the care and the support of children 
• Help children to understand the consequences of their actions and behave responsibly within relationships 
• Allow an open dialogue to allow pupils to understand what are consenting relationships 
• Assist pupils to foster appropriate relationships online and help them to make well-founded decisions 
• To assist pupils in being able to recognise unsafe situations, protect themselves and ask for appropriate help and support 

New College School considers that Relationships and Sex Education (RSE) is an integral part of our Wellbeing/PSHCEE curriculum which is lifelong learning about physical, moral and emotional development. RSE should be underpinned by the school’s wider values and a deliberate cultivation of individual traits such as honesty, integrity, courage, humility, kindness, generosity, trustworthiness and a sense of justice. It should also promote the importance of self-respect and self-worth. The programme also considers the latest government documentation in this area such as the ‘Review of Sexual Abuse in Schools and Colleges’ (2021). We aim to deliver pupils a carefully planned programme on human development, relationships, sexuality and family life within a safe, comfortable atmosphere. The programme is set within a moral framework and matched to the pupils’ level of maturity. These aims complement those of the Science curriculum in KS1, KS2 & KS3. 

Statutory requirements 

In the primary years (Reception – Year 6) NCS must provide relationship education to all pupils as per section 34 of the Children and Social work act 2017. 

This includes teaching the elements of Sex Education contained in the statutory Science curriculum. 

In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996. 

In the senior end of the prep school (Years 7-8) NCS must cover elements of Sex and Relationships Education. Should you like to see the guidance from the government please visit: 

https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

Definition

NCS understands Relationship and Sex Education (RSE) to be the process of lifelong learning about physical, moral and emotional development. It is about the importance of family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health. 

Effective RSE does not encourage early sexual experimentation. Instead, it aims to teach young people to understand human sexuality and to respect themselves and others. At NCS, we want to build our pupils’ self-esteem and confidence in order to make good, positive future decisions around sexual activity. 

Curriculum and Equality

Our RSE curriculum is embedded within our Wellbeing/PSHCEE programme and thus delivered by the form/assistant forms tutors and with the help of lessons given by a School Health Nurse. Parents will be contacted prior to the session with the School Nurse and informed of the topics which will be discussed in each year group. 

We have developed the curriculum considering the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an age-appropriate manner so they are fully informed and don’t seek answers online. 

NCS will ensure that RSE is accessible for all its pupils. Quality teaching that is differentiated and personalised will be the starting point to ensure accessibility We will ensure that all pupils are able to engage with the content at an appropriate level and acknowledge that there will be natural discrepancies with each pupil’s prior knowledge. RSE at NCS is inclusive of difference: gender identity, sexual orientation, disability, ethnicity, culture, age, faith or belief or other life experience. 

The school is aware that some pupils are more vulnerable to exploitation, bullying and other issues due to their SEND. Such factors will be taken into consideration in the delivery of RSE. 

Primary sex education will focus on:

·  Preparing pupils for the changes that adolescence brings 

·  Exploring the impact of puberty on the body and the importance of physical hygiene 

·  Understanding that menstruation and wet dreams are a normal part of growing up 

·  How a baby is conceived and born, considered in the context of relationships 

·  Answering each other’s questions about sex and relationships with confidence and knowing where to find support and advice 

Year 7 & Year 8 sex and relationships education will focus on –

• Changing nature of relationships (including same-sex relationships)
• Emotional aspects of puberty and growing up (including a look at body image linked with the media and the internet) and the legalities and dangers of sexting
• Understanding sexual relationships & sexual health
• Appropriate and consenting relationships 

Roles and responsibilities 

With the oversight of the Headmaster and Governors, The Deputy Head Pastoral is responsible for co-ordinating the delivery of RSE at NCS. Staff are supported in their delivery of RSE through coordinated planning, external talks through Ms Kate Lay, an Oxfordshire School Nurse, in Years 6, 7 & 8. 

The school will ensure that all staff understand and support the purpose and aims of the Sex and Relationships Policy, and that they are also aware of their professional role and responsibilities as determined by current legislation. In addition, staff will be responsible for: 

• Delivering RSE in a sensitive way 
• Modelling positive attitudes to RSE 
• Monitoring progress through: Monitoring pupil participating on workshop sessions with Oxfordshire health care professionals, summative assessment used in workshop sessions through questioning and surveys, closely considering follow-up pupils may ask in Wellbeing sessions and other interactions with staff and the close monitoring of entries in the Anti-Bullying Log and the log of sanctions (on Schoolbase platform) in regard to protected characteristics
• Responding to the needs of individual pupils  

NCS is committed to working closely with parents, guardians and carers to deliver high quality, meaningful RSE which prepares their children to have happy and healthy relationships now and in the transition to adult life. Parents, staff and governors have been consulted throughout this process and development of the NCS RSE policy. 

Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity. 

Parents

NCS considers that the primary role in children’s RSE lies with parents and carers. We wish to build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust and co-operation. In promoting this objective, we: 

·  Inform parents about the school’s RSE policy and practice; this includes informing parents by letter or email before beginning to teach a unit of RSE 

- Consult parents of all registered pupils (usually via the Headmaster's newsletter) before making or revising a statement of RSE provision 

·  Answer any questions that parents may have about the RSE of their child; this includes providing opportunities for parents to view the resources that are used in lessons 

·  Take seriously any issue that parents raise with teachers or governors about this policy or the arrangements for RSE in the school 

· Reflect on regular parental surveys 

·  Parents have the right to withdraw their children from the non-statutory components of sex education within RSE. However, this rarely happens as, by working in partnership with parents, they recognise the importance of this aspect of their child’s education 

·  A register of any pupils who are removed from lessons will be kept and distributed to all teachers involved 

We consider the sex and relationships programme to be a very important part of preparation for life. Parents and carers have the statutory right to withdraw their children from any part of the sex and relationships programme (Year 7 & 8). If they wish to do so they should inform the Deputy Head Pastoral in writing (brett.morrison@newcollegeschool.org).

The below topics are covered in Wellbeing/PSHCEE lessons by the form/assistant form tutor. Some elements of cyber safety will be delivered in conjunction with the ICT lessons by Mr Peter Cui. The majority of resources used will be taken from the PHSE association, NSPCC and the Family Links nurturing programme and Internet Matters. (SN) indicates a session ran by an Oxfordshire School Nurse – parents will be contacted before the lessons with the school nurse should they wish to discuss any of these topics with their child. Parents should contact the Deputy Head Pastoral should they wish to ask any further questions or wish to look at the resources used.

Relationships Education Primary

Year 3	Year 4	Year 5	Year 6
Developing a strong self-concept and healthy self-esteem  How to care for my changing body Characteristics of positive relationships	Cyber safety  My friendship toolkit  Who can I speak to when I have a problem? Personal hygiene  Challenging gender Stereotypes	Appropriate online relationships  Personal hygiene Where to turn for help when things go wrong Re-cap on challenging gender stereotypes	Physical changes in puberty (SN) Social media and our changing online relationships  Where to turn for help when things go wrong  Finding a balance on and offline

Relationships and Sex Education Years 7 & 8

Year 7	Year 8
Body image in an increasingly visual world What constitutes appropriate relationships; sending inappropriate images  Peer pressure in person and online and decision making  Puberty re-cap, explanation of menstruation and wet dreams and emotional and physical changes occurring through this stage of puberty (SN)	Sexual orientation and gender identity  Consenting and appropriate relationships  Risk taking behaviour: alcohol, drugs and introduction to contraception (SN) Pornography and online sexual content including 'sexting'

Reviewed and approved: Deputy Head Pastoral, September 2022
Next review date: September 2023

The Pre-Prep Wellbeing programme centres around pupils learning about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. Pupils learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show that they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community they learn social skills, such as how to share, take turns, play, help others, resolve simple arguments and resist bullying.

The programme centres around the Nurturing Programme’s four constructs of Realistic Expectations, Positive Discipline, Empathy and Self-Awareness and covers such topics as

• Getting to know each other
• Making Rules
• Praise and Criticism
• Getting in touch
• Personal Power
• Choices and Consequences
• Managing Anger
• Gentle touch and hurting each other
• Telling others/Keeping secrets
• Looking after oneself and the environment
• Keeping clean and Healthy
• Celebrating Differences
• Glad to be Me!

The Year 3 Wellbeing programme centres around helping the boys to become more independent and aware of themselves as they transition into the Prep School. Most lessons are based around the PSB Wellbeing grid which can be found in their school planner.

Key topics covered this year include:

• How to manage friendships
• Healthy eating
• Personal organisation
• Resilience and positive thinking 
• Kindness towards, and respect of our peers and family
• Responding to advice
• Communicating clearly
• Helping the wider world
• Growth Mindset
• What makes a good leader?
• Personal hygiene

Resources for parents and carers:

 

The Year 4 Wellbeing programme aims to help pupils develop healthy habits for life. This year students will learn to reflect on their emotions and establish links between thinking and behaviour.  

The key areas covered this year include:

• Relationships
• Communicating with others
• Understanding and giving praise and criticism
• Developing positive self-esteem
• Understanding and managing our behaviour (based on the Chimp Paradox for children)
• Choices and consequences for our behaviour
• Managing challenging emotions (i.e. anger, loneliness, frustration)
• Celebrating difference

Resources for parents and carers:

The Year 5 Wellbeing programme continues with the major themes of the Family Links nurturing programme. We help pupils develop crucial organisational skills and greater independence as they start to have a greater number of lessons with subject specialists and thus move around the school site for more of their lessons. In addition, they further develop ideas on how to have a positive influence on the world around them by looking at sustainability through initiatives such as switch-off fortnight, waste week & and walk to school week.

Key areas covered this year include:

• Building Self Esteem 
• What makes a good friend, in person and online
• Nutrition: understanding how to choose a balanced plate 
• Developing skills in relaxation
• Physical Wellbeing: staying fit and healthy 
• How do I feel? Recognising our emotions 
• Managing challenging emotions and knowing where I can seek help 
• Introduction to financial literacy
• Cyber safety

Resources for parents and carers:

The Year 6 Wellbeing programme continues with elements of the Family Links nurturing programme along with elements of Character Education. By the end of Year 6 many pupils are likely to have access to a smart phone. While NCS acknowledges that this is decision that each family will come to privately, from Year 6 lesson will include looking at maintaining positive relationships both in person and in an increasingly online world.

Key areas covered this year include:

• Purpose and setting goals 
• Cyber safety
• Friendships and social media 
• Nutrition and exercise
• Active listening 
• Dealing with pressure in positive ways
• Managing difficult emotions 
• Character strengths 
• Resilience 
• Forming connections 
• Decision making 

Resources for parents and carers:

As pupils enter Year 7 and begin their Pre-Senior Baccalaureate (PSB) they are afforded greater independence. We help boys to develop independent study skills and to be more proactive in their education. At the senior end of NCS pupils are expected to act not only as ambassadors for the school but also as role models to the younger members of the school community. 

Key areas covered this year include:

• Character Strengths
• Looking after my own wellbeing: sleep, diet and exercise
• Purpose and career guidance
• Resilience and dealing with difficult times in the present and future
• Fostering positive relationships in person and online
• Putting appropriate strategies in place to promote mental wellbeing  

Resources for parents and carers:

The Year 8/S Wellbeing programme establishes a variety of soft skills to allow pupils to develop lasting and positive relationships. The programme centres around helping the boys to become more independent ahead of their transition into the secondary school environment and enabling them to take ownership of the role they play in their own wellbeing.

Key topics covered this year include:

• Self-Care: appropriate sleep hygiene, balanced diet and appropriate nutritional choices, active lifestyle and the link between physical and mental wellbeing
• Identifying and understanding our emotions; roadblocks to wellbeing
• Independent study skills
• Communication skills, active listening and tolerance
• Authenticity and stepping out from the crowd
• Financial literacy, consumerism, impulsive behaviour and an online gambling case study
• Masculinity and gender stereotypes
• Risk-taking behaviour, decision making and the influence of alcohol, tobacco and illicit substances 
• Sex and Relationships Education

Resources for parents and carers: