RSHE STATEMENT OF INTENT

DfE statutory RSHE topics are fully covered through PSHE lessons. However, like all children and young people, pupils with SEND live in an increasingly ‘connected’ world. They are not always able to recognise or separate the ‘offline world’ from the ‘online world’; therefore, all topics explored within the context of both. Further, given the priority around safeguarding, our students receive a supplementary RSE lesson each week. The focus should be on the quality of learning rather than quantity of ‘topics’ covered. It is not enough to simply teach pupils about the issues covered in the framework; it is vital they have the opportunity to explore, recognise and understand the subject content. The Hazel Oak RSHE curriculum aims to equip students with the skills and knowledge to keep safe, enjoy a healthy social life and be as independent as possible. Their vulnerabilities, rooting from social, emotional and communication difficulties, mean that our students are more prone to safeguarding concerns such as bullying, exploitation, self-harm, and physical/sexual/emotional abuse. In school time, students are well protected and supported; however, in the real world, our young people may be subjected to emotional and/or physical harm from the wider public.

Many of our students have difficulty interpreting and understanding the law. For example, personal space and touch offers its challenges for students who have proprioceptive needs. In another example, pupils with SEND can be vulnerable to abusive relationships (including ‘mate crime’ where people with SEND are targeted and befriended for financial abuse). It includes topics like gender identity and sexual orientation. It also includes topics like sexual grooming, domestic abuse and forced marriage. This is to help pupils recognise when relationships (including family relationships) are harmful.

Our RSE curriculum aims to combat these concerns through preparing our young people for challenging ‘real life’ scenarios and works on building the resilience so that our young people can function and thrive safely within the community. When accessing social media, students who have difficulty with written and verbal communication are in danger of misinterpreting or miscommunicating messages, causing arguments and offence. As many of our students have difficulty processing and regulating feelings, the situation can be compounded, eventually leading to serious mental health issues and even self-harm. Consequently, our RSE curriculum reinforces learning around keeping safe online throughout the academic year.

Students cover all topics outlined in the statutory DfE guidance, regardless of developmental delays as RSHE is about keeping healthy and safe. However, the topics and delivery are highly differentiated. For instance, we use inclusive language, ‘overlearning’, chunked learning, contextualised and simplified concepts. Furthermore, there two highly adapted delivery styles: The Sex Factor delivery involves tactile resources and role play through puppets. And the Soap Opera resource enables students to explore topics through developing their own storyline and characters using comic strip storyboard.

As outlined above, RSHE is a primary focus for our school and is therefore embedded within the wider curriculum. For example, the Talkabout communication and interaction programme, Mental Health First Aid support, inspirational guests, restorative practice, work with the community Police, P4C, and group 1:1 intervention with the health care professionals. The importance of RHSE is highlighted further through our assessment system as every child is given an RHSE ECHP target.

We have created a culture where students feel comfortable being themselves, and if students need support, appropriate and timely intervention is provided. Consequently, we have lots of example where students who have overcome anxiety around a range of challenges such as sexuality, self-harm, keeping safe online. However, the real testament to our curriculum is the level of maturity and knowledge our 6th Formers possess as they are at the end point of their journey and we feel that they are well equipped to leave Hazel Oak and access the community safely.

 

Whilst it is not compulsory for Key Stage 4 and 5 to be offered PSHE (they learn Citizenship instead).