SENSE Learning - RSE Policy

This Relationship and Sex and Health Policy is made accessible to all Parents, Students, Local Authorities, Schools and SENse Learning associates.

Person responsible for ensuring that these policies are implemented and reviewed in line with the review dates: Sophie Amos, Operational Director

Policy reviewed:

September 2025

Next Review date

September 2026

Introduction & Purpose

This policy is the RSHE Policy for SENse Learning which will be followed by all members of the Organisation and promoted by those in the position of leadership within the Organisation. This policy will be applied to all students and SENse Learning Associates and Head Office Staff.

The RSHE curriculum aims to

  • Provide students with the age and stage-appropriate knowledge and skills they need to form positive and healthy relationships, understand their own sexuality, and make informed decisions about their sexual health.

Policy Principles & Values

  • The RSHE curriculum encourages our students to be able to voice their opinions and feelings and feel empowered to express their wishes including understanding consent.

  • All students should feel supported to feel safe and happy within the relationships in their life.

  • SENse Learning wants our students to be able to have the potential to live independent fulfilling lives.

  • The aim of the RSHE curriculum is for all our students to be educated in the subject of relationships and sex so they can understand their own and other’s health and wellbeing whilst building their self-efficacy.

  • Teaching and Learning sessions aim to provide students with a safe space to discuss real-life issues. Students will be taught about their rights and responsibilities in this context, including the subject of consent and the laws around sex and sexual acts.

  • The RSHE curriculum promotes safe, equal, caring and enjoyable relationships and encourages honest conversations that are free of shame or judgement.

  • The curriculum will foster gender and LGBT+ equality by celebrating difference and diversity and encouraging a positive sense of inclusiveness.

Case Coordinators are responsible for:

  • Implementing the RSHE education planning framework for students with SEN.

  • Seeking parental/carer permission using the template letter before any RSHE sessions are delivered to students, and having an open discussion with parents about this and the content of sessions, and respecting their decisions if they do not feel a child is ready to discuss a certain topic in the RSHE curriculum.

  • Ensuring that RSHE is taught consistently to all students.

  • Monitoring the effectiveness of the RSHE curriculum for individual students.

Teachers and education mentors are responsible for:

  • Using the RSHE education planning framework for students with SEN and delivering it in a sensitive way.

  • Ensuring RSHE delivery is in line with the RSHE policy.

  • Modelling positive attitudes to RSHE.

  • Responding and delivering RSHE lessons and activities that are suited to the learning styles, interest, and individual needs of each student.

  • Monitoring progress

The PSHE/RSHE Lead is responsible for:

  • Monitoring arrangements. The delivery and curriculum content of RSHE is monitored by the PSHE/RSHE lead through regular audits, best practice and resource sharing and when completing the 360 observation process of sessions.

  • The RSHE Lead will also ensure that any changes to the curriculum or current topics which are recommended by the government due to a changing cultural landscape or areas for concern will be shared as “hot topics” when appropriate and coordinate relevant training.

The Whole SENse Team is responsible for:

  • All those working for SENse learning, either as Head Office Staff or Associates, are responsible for empowering a culture of inclusion and acceptance which prepares students for life and work in Modern Britain whilst helping them to stay healthy and safe in all aspects of their lives and celebrates differences and diversity.

  • This policy uses the Planning Framework as a guide to create a flexible curriculum. Learning will be regularly re-visited and consolidated, focusing upon the quality of learning rather than quantity of ‘topics’ covered

Our Framework is organised into 5 sections across all four key stages which are called:

1. Health and Wellbeing

2. All About Me

3. Living in the Wider World

4. Relationships

5. RSHE (Relationships, Sex and Health Education)

The RSHE section of this Framework includes ;

  1. Personal Care and Hygiene

  2. Puberty

  3. Adolescence

  4. Mentrual Health (including the Menopause)

  5. Relationships and Sex

  6. Appropriate Behaviour (Including sexualised)

  7. Safeguarding

  8. Domestic Abuse

  9. Online Safety (Including grooming and deep fakes)

These topic areas do not need to be delivered in order and can be delivered to take into account the most relevant topics for the age and stage of the student,

Using this Framework opportunities will be presented to students (wherever possible) to:

  • Experience taking and sharing responsibility.

  • Feel positive about themselves and others.

  • Reflect on their perceptions and experiences.

  • Develop the understanding, language, communication skills and strategies required to exercise personal autonomy.

  • Carry out or take part in daily personal living routines.

  • Make real decisions(with support where necessary so they can act upon them).

  • Take part in group activities and make contributions.

  • Develop and maintain positive relationships and interactions with others.

  • Recognise and celebrate their achievements and success

The Organisation will recognise and embrace the diverse nature of the SENse Learning community.

The Organisation will value and celebrate students' religious, ethnic and cultural diversity.

The intersection between the PSHE/RSHE curriculum and students’ own belief systems will be kept in mind and explored in a sensitive and inclusive way. Sessions will create space to challenge stereotypes and discrimination and present students with accurate information based on the law.

The Organisation will be respectful of how students choose to identify themselves, understanding that their sexual orientation and gender identity may be emerging.

The Organisation will ensure that personal beliefs and attitudes will not influence the teaching of the PSHE/RSHE curriculum.

The Organisation will understand that PSHE/RSHE topics might feel personally relevant to students in ways that the Organisation does not initially know. All topics should be discussed in a respectful, sensitive way.

Where any questions or content raises safeguarding concerns, it will be referred to the Designated Safeguarding Lead, as per the Safeguarding Policy.

The Organisation will respect that students have a right to privacy, when discussing gender and/or sexual identity. The Organisation will ask the student, who, if anyone, knows this information and who they are comfortable with it being shared to. If a student asks for certain people not to be told, this is their right. It is best practice to have at least one other key staff/team member who is informed so safety and welfare can be monitored, with the student’s consent.

The Organisation understands that a student being lesbian, gay, bisexual, trans or exploring their gender identity does not in itself constitute a safeguarding concern, nor is it something the student’s parents or carers need to be informed of. Students will be encouraged to share in their own time.

This policy has been informed by the following documents:

  • Statutory guidance on personal, social, health and economic (PSHE) education o PSHE education planning framework for pupils with SEND.

  • SEND Code of Practice (2014).

  • Education Act (1996).

  • Learning and Skills Act (2000).

  • Equality Act (2010).

  • Keeping Children Safe in Education (2023).

  • Statutory guidance overview: Alternative provision (2013)

The Organisation’s PSHE/RSHE curriculum aims to:

  • Be broad, balanced and taught without bias.

  • Offer the opportunity, if possible, for a student to speak with a staff/team member of a different gender if the student asks.

  • Be relevant to modern society, particularly in linking these topics to e-safety.

  • Be relevant to each individual learner and delivered in an age-appropriate and sensitive manner.

  • Provide a learning atmosphere where students feel safe, relaxed and confident to engage in discussions.

  • Be delivered without bias and in line with legal responsibilities. Topics will be presented using a variety of views and beliefs so that students are able to form their own, informed opinions whilst respecting others may have different opinions.

  • Be delivered through the taught curriculum, and through all aspects of daily life, including discussions that arise at any time.

  • Be delivered by openly teaching students what ‘slang’ words mean and offering a replacement word (where appropriate) and that some are offensive.

  • Be delivered using correct terminology when teaching.

  • Be delivered using medically correct terms for genitalia, for example vulva, vagina, penis and testicles. This is an approach endorsed by OFSTED.

  • Encourage students to explore their understanding of inclusion, different cultures and sectors of society.

  • Encourage students to live healthy, active lives and understand strategies for supporting their physical and emotional health and wellbeing.

  • Be delivered using inclusive language which is updated regularly in line with any changing cultural norms and preferences.