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How do we encourage pupils to aspire, make good career choices and understand what they need to do to succeed?

We have visitors come in to discuss their job roles - doctors, police, nurses, carers, teachers etc.

Pupil voice - getting children to voice their opinions and thoughts about different things that happen in school.

Children's roles - jobs within class, student council

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Do we teach pupils to enjoy learning about themselves, others and the world around them?

Year 1

At Fradley Park, we aim to make learning motivating and inspiring through class 'hooks', practical experiences and experiences which fill children with awe and wonder.

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Personal development in Reception -

In our day to day roles, we consistently discuss with the children about their feelings, we use the ZoR to help children of all abilities to discuss their feelings.

We have calming breathing that we have implemented into our routine to allow children to be ready to learn. This fosters a culture of calm, respectful children.

In our PSE lessons, we allow all children to discuss their feelings, thoughts and experiences. It allows children to feel a part of the class and feel heard/seen.

Self-reflection is used when discussing the children's feelings. We each have a calm corner, fostering a culture of openness and honesty. It ensures children can find a solution to their problems.

As staff, we have regular staff training, linking to well being. We have set times such as INSET days for adults to come together to gather their thoughts and ideas around PSE.

Our school assemblies allow children to feel a part of the culture. They are celebrated, golden book, star of the week, head teachers award, attendance awards. This allows pride to flow through the school and constant determination for children in all classes.

Conversations with the children about right and wrong are held as classes and when they arise. It is modelled to them how things should be used, tidied away and how you should speak to each other This is then followed by lots of praise when seen.

Picture News is used in class to discuss the British values. The children are able to apply this to their own lives - local stories mean children ca relate closer.

Class charter allows for responsibility and accountability to be held. Reminders are always given when things are not quite aligned with the schools behaviour policy or the class charter.

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Do we provide opportunities for pupils to recognise the difference between right and wrong and apply this in their lives?

Year 1

Throughout the school day where any problems arise, we would have a discussion as a class on how is best to deal with a situation. During Provision, this could also take place as a 1-1 discussion to identify different ways we could handle conflict when it arises, reflecting upon the child's choice as to whether it was a good choice or not.

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Do we provide opportunities for pupils to develop their social skills in different contexts (e.g. working and socialising with other pupils from a range of religious, ethnic and socio-economic backgrounds)?

Year 1

Opportunities to share different religious, ethnic and socio-economic backgrounds can be shared via Tapestry. During RE, we cover different religions and visit or watch videos of different places of worship. We also experience different children's lives via a Charlie Bear we send home in Year 1.

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What measure are in place to address the individual needs and interest of pupils regarding personal development?

ISP for individual children. Strategies and interventions used to support these children. Calm corner to support children's emotions. Scaffolding for children to allow them to achieve.

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How does the school encourage self-reflection and self-awareness in pupils?

Relationship and behaviour policy. Emotional coaching. Discussing with the children about what has happened and how it has made other feels. Discuss what they would do differently. Range of strategies to support this in the classroom.

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Do we promote equal opportunities in an inclusive environment where all needs are met (irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation)?

Year 1

Every child at Fradley Park is treated equally. No child has a barrier to experiencing any of the activities we complete. We have high expectations for all of our children and put in necessary scaffolds where appropriate so that every child can acheive.

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CULTURE: Nursery -

Adults supporting and modelling positive interactions with children.

Co-regulation - helping children to begin to resolve conflicts with others.

Storytelling: Introducing topics through stories.

Jigsaw

Opportunity for communication - in Continuous Provision, supported by staff.

Consistent use of language throughout school - in line with Behaviour strategy.

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Do we develop pupils’ understanding of the British values of democracy, the rule of law, individual liberty, tolerance and respect?

Year 1

Each week as a class we complete Picture News which focuses on different British Values. Children are exposed to it during these sessions and they are reinforced in the children's day-to-day experiences where they have choice during Continuous Provision and matters affecting the classroom.

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Curriculum - The children have different areas where they can develop personal development. Forest School, Jigsaw, Break time, Extra Curricular Activities.

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CULTURE: Our school does have a good culture that is aspirational for all pupils. In our school we provide good opportunities to support emotions. (ELSA, Playmobil, Zones of Regulation)

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·   Does our school have a culture that is aspirational for all pupils?

·   What specific personal development programmes or initiatives are offered to pupils in our school?

·   How is personal development integrated into the overall curriculum and school activities?

·   How does the school promote emotional well-being and resilience among pupils?

·   Are there any extracurricular activities or clubs that focus on personal development? How are these effective?

·   How does the school encourage self-reflection and self-awareness in pupils?

·   What measures are in place to address the individual needs and interests of pupils regarding personal development?

·   How does the school collaborate with parents and carers to support pupils' personal development?

·   What training or professional development opportunities do teachers receive to enhance their understanding of personal development and effectively support pupils?

·   How does the school assess and evaluate the effectiveness of its personal development provision?

·   Are our school assemblies engaging and interesting?

·   Does our school teach pupils to have an interest in, and respect for, different people’s faiths, feelings and values?

·   Does our school value everyone equally and teach pupils that difference is positive, not negative?

·   Do we teach pupils to enjoy learning about themselves, others and the world around them?

·   Do we provide opportunities for pupils to recognise the difference between right and wrong and apply this in their lives?

·   Do we provide opportunities for pupils to develop their social skills in different contexts (e.g. working and socialising with other pupils from a range of religious, ethnic and socio-economic backgrounds)?

·   Do we develop pupils’ understanding of the British values of democracy, the rule of law, individual liberty, tolerance and respect?

·   Do we promote equal opportunities in an inclusive environment where all needs are met (irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation)?

·   How do we encourage pupils to aspire, make good career choices and understand what they need to do to succeed?

·   Does our school provide an effective careers programme that offers advice, experience and contact with employers?

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Personal development | Subject curriculum insights for primary and secondary teachers and leaders

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The aim of teaching pupils about physical health and mental wellbeing is to give them the information that they need to make good decisions about their own health and wellbeing. It should enable them to recognise what is normal and what is an issue in themselves and others and, when issues arise, know how to seek support as early as possible from appropriate sources.

Physical health and mental wellbeing are interlinked, and it is important that pupils understand that good physical health contributes to good mental wellbeing, and vice versa.

It is important for schools to promote pupils' self-control and ability to self-regulate, and strategies for doing so. This will enable them to become confident in their ability to achieve well and persevere even when they encounter setbacks or when their goals are distant, and to respond calmly and rationally to setbacks and challenges. This integrated, whole-school approach to the teaching and promotion of health and wellbeing has a potential positive impact on behaviour and attainment.

Effective teaching should aim to reduce stigma attached to health issues, in particular those to do with mental wellbeing. Schools should engender an atmosphere that encourages openness. This will mean that pupils feel they can check their understanding and seek any necessary help and advice as they gain knowledge about how to promote good health and wellbeing.

Schools have flexibility to design and plan age-appropriate subject content, but this guidance sets out core areas for health and wellbeing that are appropriate for primary and secondary aged pupils.

Puberty including menstruation should be covered in Health Education and should, as far as possible, be addressed before onset. This should ensure male and female pupils are prepared for changes they and their peers will experience.

Menstruation

The onset of menstruation can be confusing or even alarming for girls if they are not prepared. Pupils should be taught key facts about the menstrual cycle including what is an average period, range of menstrual products and the implications for emotional and physical health. In addition to curriculum content, schools should also make adequate and sensitive arrangements to help girls prepare for and manage menstruation including with requests for menstrual products. Schools will need to consider the needs of their cohort of pupils in designing this content.

Physical health and mental wellbeing: Primary

The focus in primary school should be on teaching the characteristics of good physical health and mental wellbeing. Teachers should be clear that mental wellbeing is a normal part of daily life, in the same way as physical health.

This starts with pupils being taught about the benefits and importance of daily exercise, good nutrition and sufficient sleep, and giving pupils the language and knowledge to understand the normal range of emotions that everyone experiences. This should enable pupils to articulate how they are feeling, develop the language to talk about their bodies, health and emotions and judge whether what they are feeling and how they are behaving is appropriate and proportionate for the situations that they experience.

Teachers should go on to talk about the steps pupils can take to protect and support their own and others' health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid.

Emphasis should be given to the positive two-way relationship between good physical health and good mental wellbeing, and the benefits to mental wellbeing of physical exercise and time spent outdoors.

Pupils should also be taught the benefits of hobbies, interests and participation in their own communities. This teaching should make clear that people are social beings and that spending time with others, taking opportunities to consider the needs of others and practising service to others, including in organised and structured activities and groups (for example the scouts or girl guide movements), are beneficial for health and wellbeing.

Pupils should be taught about the benefits of rationing time spent online and the risks of excessive use of electronic devices. In later primary school, pupils should be taught why social media, computer games and online gaming have age restrictions and should be equipped to manage common difficulties encountered online.

A firm foundation in the benefits and characteristics of good health and wellbeing will enable teachers to talk about isolation, loneliness, unhappiness, bullying and the negative impact of poor health and wellbeing.

By the end of primary school:

Mental wellbeing

Pupils should know:

that mental wellbeing is a normal part of daily life, in the same way as physical health

that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations

how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings

how to judge whether what they are feeling and how they are behaving is appropriate and proportionate

the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness

simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests

isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support

that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing

where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental wellbeing or ability to control their emotions (including issues arising online)

it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough

Internet safety and harms

Pupils should know:

that for most people the internet is an integral part of life and has many benefits

about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing

how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private

why social media, some computer games and online gaming, for example, are age restricted

that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health

how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted

where and how to report concerns and get support with issues online

Physical health and fitness

Pupils should know:

the characteristics and mental and physical benefits of an active lifestyle

the importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise

the risks associated with an inactive lifestyle (including obesity)

how and when to seek support including which adults to speak to in school if they are worried about their health

Healthy eating

Pupils should know:

what constitutes a healthy diet (including understanding calories and other nutritional content)

the principles of planning and preparing a range of healthy meals

the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health)

Drugs, alcohol and tobacco

Pupils should know:

the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking

Health and prevention

Pupils should know:

how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body

about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer

the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn

about dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist

about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing

the facts and science relating to allergies, immunisation and vaccination

Basic first aid

Pupils should know:

how to make a clear and efficient call to emergency services if necessary

concepts of basic first-aid, for example dealing with common injuries, including head injuries

Changing adolescent body

Pupils should know:

key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes

about menstrual wellbeing including the key facts about the menstrual cycle

Physical health and mental wellbeing: Secondary

It is important that the starting point for health and wellbeing education should be a focus on enabling pupils to make well-informed, positive choices for themselves. In secondary school, teaching should build on primary content and should introduce new content to older pupils at appropriate points. This should enable pupils to understand how their bodies are changing, how they are feeling and why, to further develop the language that they use to talk about their bodies, health and emotions and to understand why terms associated with mental and physical health difficulties should not be used pejoratively. This knowledge should enable pupils to understand where normal variations in emotions and physical complaints end and health and wellbeing issues begin.

Teaching about the impact of puberty, which will have started in primary school, should continue in secondary school, so that pupils are able to understand the physical and emotional changes, which take place at this time and their impact on their wider health and wellbeing.

Emphasis should continue to be given to steps pupils can take to protect and support their own health and wellbeing. They should know that there is a relationship between good physical health and good mental wellbeing and that this can also influence their ability to learn. Teachers should cover self-care, the benefits of physical activity and time spent outdoors. This should be linked to information on the benefits of sufficient sleep, good nutrition and strategies for building resilience.

Pupils should know the contribution that hobbies, interests and participation in their own communities can make to overall wellbeing. They should understand that humans are social beings and that outward-facing activity, especially that with a service focus (for example, work, volunteering and participation in organisations such as the scouts or the girl guiding movements, the National Citizen Service or the Duke of Edinburgh Award) are beneficial for wellbeing. This can also contribute to the development of the attributes for a happy and successful adult life. Pupils should be supported to recognise what makes them feel lonely. Self-focused or isolating lifestyle choices can lead to unhappiness and being disconnected from society for those who have greater need for companionship and relationships.

Pupils should also be taught about problems and challenges. This should include factual information about the prevalence and characteristics of more serious mental and physical health conditions, drugs, alcohol and information about effective interventions. Schools may also choose to teach about issues such as eating disorders .

Teachers should be aware of common 'adverse childhood experiences' (such as family breakdown, bereavement and exposure to domestic violence) and when and how these may be affecting any of their pupils and so may be influencing how they experience these subjects. The impact of time spent online, the positive aspects of online support and negotiating social media, including online forums and gaming, should also be included. Teachers should understand that pupils who have experienced problems at home may depend more on schools for support.

Pupils should be taught how to judge when they, or someone they know, needs support and where they can seek help if they have concerns. This should include details on which adults in school (e.g. school nurses), and externally can help.

Schools should continue to develop knowledge on topics specified for primary as required and in addition cover the following content by the end of secondary:

Mental wellbeing

Pupils should know:

how to talk about their emotions accurately and sensitively, using appropriate vocabulary

that happiness is linked to being connected to others

how to recognise the early signs of mental wellbeing concerns

common types of mental ill health (e.g. anxiety and depression)

how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others' mental health

the benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness

Internet safety and harms

Pupils should know:

the similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image), how people may curate a specific image of their life online, over-reliance on online relationships including social media, the risks related to online gambling including the accumulation of debt, how advertising and information is targeted at them and how to be a discerning consumer of information online

how to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours

Physical health and fitness

Pupils should know:

the positive associations between physical activity and promotion of mental wellbeing, including as an approach to combat stress

the characteristics and evidence of what constitutes a healthy lifestyle, maintaining a healthy weight, including the links between an inactive lifestyle and ill health, including cancer and cardio-vascular ill-health

about the science relating to blood, organ and stem cell donation

Healthy eating

Pupils should know:

how to maintain healthy eating and the links between a poor diet and health risks, including tooth decay and cancer

Drugs, alcohol and tobacco

Pupils should know:

the facts about legal and illegal drugs and their associated risks, including the link between drug use, and the associated risks, including the link to serious mental health conditions

the law relating to the supply and possession of illegal substances

the physical and psychological risks associated with alcohol consumption and what constitutes low risk alcohol consumption in adulthood

the physical and psychological consequences of addiction, including alcohol dependency

awareness of the dangers of drugs which are prescribed but still present serious health risks

the facts about the harms from smoking tobacco (particularly the link to lung cancer), the benefits of quitting and how to access support to do so

Health and prevention

Pupils should know:

about personal hygiene, germs including bacteria, viruses, how they are spread, treatment and prevention of infection, and about antibiotics

about dental health and the benefits of good oral hygiene and dental flossing, including healthy eating and regular check-ups at the dentist

(late secondary) the benefits of regular self-examination and screening

the facts and science relating to immunisation and vaccination

the importance of sufficient good quality sleep for good health and how a lack of sleep can affect weight, mood and ability to learn

Basic first aid

Pupils should know:

basic treatment for common injuries

life-saving skills, including how to administer CPR

the purpose of defibrillators and when one might be needed

Changing adolescent body

Pupils should know:

key facts about puberty, the changing adolescent body and menstrual wellbeing

the main changes which take place in males and females, and the implications for emotional and physical health

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Physical health and mental wellbeing (Primary and secondary)

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The aim of teaching pupils about physical health and mental wellbeing is to give them the information that they need to make good decisions about their own health and wellbeing. It should enable them to recognise what is normal and what is an issue in themselves and others and, when issues arise, know how to seek support as early as possible from appropriate sources.

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The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.

This starts with pupils being taught about what a relationship is, what friendship is, what family means and who the people are who can support them. From the beginning of primary school, building on early education, pupils should be taught how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy.

Establishing personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact - these are the forerunners of teaching about consent, which takes place at secondary.

Respect for others should be taught in an age-appropriate way, in terms of understanding one's own and others' boundaries in play, in negotiations about space, toys, books, resources and so on.

From the beginning, teachers should talk explicitly about the features of healthy friendships, family relationships and other relationships which young children are likely to encounter. Drawing attention to these in a range of contexts should enable pupils to form a strong early understanding of the features of relationships that are likely to lead to happiness and security. This will also help them to recognise any less positive relationships when they encounter them.

The principles of positive relationships also apply online especially as, by the end of primary school, many children will already be using the internet. When teaching relationships content, teachers should address online safety and appropriate behaviour in a way that is relevant to pupils' lives. Teachers should include content on how information and data is shared and used in all contexts, including online; for example, sharing pictures, understanding that many websites are businesses and how sites may use information provided by users in ways they might not expect.

Teaching about families requires sensitive and well-judged teaching based on knowledge of pupils and their circumstances. Families of many forms provide a nurturing environment for children. (Families can include for example, single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents and carers amongst other structures.) Care needs to be taken to ensure that there is no stigmatisation of children based on their home circumstances and needs, to reflect sensitively that some children may have a different structure of support around them; for example, looked after children or young carers.

A growing ability to form strong and positive relationships with others depends on the deliberate cultivation of character traits and positive personal attributes, (sometimes referred to as 'virtues') in the individual. In a school wide context which encourages the development and practice of resilience and other attributes, this includes character traits such as helping pupils to believe they can achieve, persevere with tasks, work towards long-term rewards and continue despite setbacks. Alongside understanding the importance of self-respect and self-worth, pupils should develop personal attributes including honesty, integrity, courage, humility, kindness, generosity, trustworthiness and a sense of justice. This can be achieved in a variety of ways including by providing planned opportunities for young people to undertake social action, active citizenship ‎and voluntary service to others locally or more widely.

Relationships Education also creates an opportunity to enable pupils to be taught about positive emotional and mental wellbeing, including how friendships can support mental wellbeing.

Through Relationships Education (and RSE), schools should teach pupils the knowledge they need to recognise and to report abuse, including emotional, physical and sexual abuse. In primary schools, this can be delivered by focusing on boundaries and privacy, ensuring young people understand that they have rights over their own bodies. This should also include understanding boundaries in friendships with peers and also in families and with others, in all contexts, including online.

Pupils should know how to report concerns and seek advice when they suspect or know that something is wrong. At all stages it will be important to balance teaching children about making sensible decisions to stay safe (including online) whilst being clear it is never the fault of a child who is abused and why victim blaming is always wrong. These subjects complement Health Education and as part of a comprehensive programme and whole school approach, this knowledge can support safeguarding of children.

By the end of primary

Families and people who care for me

Pupils should know:

that families are important for children growing up because they can give love, security and stability

the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other's lives

that others' families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children's families are also characterised by love and care

that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children's security as they grow up

that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong

how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed

Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage (Same Sex Couples) Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a couple get married may be civil or religious.

Caring friendships

Pupils should know:

how important friendships are in making us feel happy and secure, and how people choose and make friends

the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties

that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded

that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right

how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed

Respectful relationships

Pupils should know:

the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs

practical steps they can take in a range of different contexts to improve or support respectful relationships

the conventions of courtesy and manners

the importance of self-respect and how this links to their own happiness

that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority

about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help

what a stereotype is, and how stereotypes can be unfair, negative or destructive

the importance of permission-seeking and giving in relationships with friends, peers and adults

Online relationships

Pupils should know:

that people sometimes behave differently online, including by pretending to be someone they are not

that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous

the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them

how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met

how information and data is shared and used online

Being safe

Pupils should know:

what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)

about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe

that each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact

how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know

how to recognise and report feelings of being unsafe or feeling bad about any adult

how to ask for advice or help for themselves or others, and to keep trying until they are heard,

how to report concerns or abuse, and the vocabulary and confidence needed to do so

where to get advice, for example family, school or other sources

Managing difficult questions

Primary-age pupils will often ask their teachers or other adults questions pertaining to sex or sexuality which go beyond what is set out for Relationships Education. The school's policy should cover how the school handles such questions. Given ease of access to the internet, children whose questions go unanswered may turn to inappropriate sources of information.

Meeting these objectives will require a graduated, age-appropriate programme of Relationships Education. Children of the same age may be developmentally at different stages, leading to differing types of questions or behaviours. Teaching methods should take account of these differences (including when they are due to specific special educational needs or disabilities) and the potential for discussion on a one-to-one basis or in small groups. Schools should consider what is appropriate and inappropriate in a whole-class setting, as teachers may require support and training in answering questions that are better not dealt with in front of a whole class.

Sex education (Primary)

The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools. Sex education is not compulsory in primary schools and the content set out in this guidance therefore focuses on Relationships Education.

The content set out in this guidance covers everything that primary schools should teach about relationships and health, including puberty. The national curriculum for science also includes subject content in related areas, such as the main external body parts, the human body as it grows from birth to old age (including puberty) and reproduction in some plants and animals. It will be for primary schools to determine whether they need to cover any additional content on sex education to meet the needs of their pupils. Many primary schools already choose to teach some aspects of sex education and will continue to do so, although it is not a requirement.

It is important that the transition phase before moving to secondary school supports pupils' ongoing emotional and physical development effectively. The department continues to recommend therefore that all primary schools should have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes that adolescence brings and - drawing on knowledge of the human life cycle set out in the national curriculum for science - how a baby is conceived and born.

As well as consulting parents more generally about the school's overall policy, primary schools should consult parents before the final year of primary school about the detailed content of what will be taught. This process should include offering parents support in talking to their children about sex education and how to link this with what is being taught in school. Meeting these objectives will require a graduated, age-appropriate programme of sex education. Teaching needs to take account of the developmental differences of children.

Where a maintained primary school chooses to teach aspects of sex education (which go beyond the national curriculum for science), the school must set this out in their policy and all schools should consult with parents on what is to be covered.

Primary schools that choose to teach sex education must allow parents a right to withdraw their children. Unlike sex education in RSE at secondary, in primary schools, headteachers must comply with a parent's wish to withdraw their child from sex education beyond the national curriculum for science.

Schools will want to draw on the good practice for conversations with parents around the right to withdraw.

Schools must also ensure that their teaching and materials are appropriate having regard to the age and religious backgrounds of their pupils. Schools will also want to recognise the significance of other factors, such as any special educational needs or disabilities of their pupils.

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The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. This starts with pupils being taught about what a relationship is, what friendship is, what family means and who the people are who can support them.

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DfE framework for reading

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Personal development

Personal development is both a subject and a school ethos. It is reflected in our school intent of Happy, Healthy in Harmony, in our enriched curriculum and in our 'Learning and Living' behaviours; Passionate, Resilient and Caring.

We want each and every child to leave our school feeling confident, unique and proud.

Our aim is to teach children how to navigate through life safely, happily and healthily.

Children are growing up in a world that is constantly changing and it is the duty of all the staff at school, in partnership with the parents, to teach the children transferable life skills.

We teach children about the world around them, relationships, emotions, reproduction and health, as well as transferable skills to help with life.

We consistently promote the British Values which help enable children to become active citizens and a positive force in their local and national community.