Relationships, sex and health education
At Kinver we believe that successful relationships, sex and health education (RSHE) will enable our young people to live healthy lives and flourish in society. We are here to equip our students with the correct knowledge concerning key issues they may face, as well as challenging and addressing misconceptions they may have. Knowledge about healthy relationships, boundaries, consent, drugs and alcohol, among many other topics, lays the foundations for our young people to begin to consider the world around them and the actions of individuals. Most importantly, we strive to teach our young people the skills they will need to be able to make informed, and safe choices in their lives.
We have taken the views of our students, their parents, and our staff into account when planning our curriculum to ensure that it effectively meets the needs of our students and responds to the key topics they believe we should cover, along with the statutory guidance. At Kinver we take a proactive approach concerning relationships, sex and health education – good RSHE does not encourage any risky behaviour, rather it shows young people potential risks and dangers and gives them the tools to make the right choices that are right for them.
We deliver our relationships, sex and health education through our 'Ethics' programme. Content is covered in RE and Ethics lessons and through our tutor time activities. Students also take part in an annual drop-down day covering many areas of RSHE. However, RSHE is not standalone in our curriculum. At Kinver, we believe that RSHE permeates many aspects of our curriculum and feel it is important that we take a whole-school approach to helping our students become well-rounded individuals. Elements of relationships, sex and health education can be seen in our Science, ICT, DT, PE and Forensic Reading scheme of work. This enables our students to see that RSHE is relevant in all areas of their lives and see their topic in the context of the subject area.
Efficient RSHE opens up a dialogue with students, school and home. We encourage parents to be involved in RSHE and carry on these conversations at home. Parents receive information on upcoming topics so they know what their child will be learning about. We believe by exploring many of the issues raised by relationships and health, we can begin to normalise discussion surrounding them and create an open, and safe space for our young people.
You can find a more detailed breakdown of our curriculum in our RSHE Policy here:
https://1d6927d4-d099-4b54-a02b-6b5196054d7a.filesusr.com/ugd/9f7e50_5e02fcb079664fe5a02b1d3ded471fa9.pdf
You can read the full guidance from the Department for Education here:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/908013/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf
The PREVENT lead in the school is also the Safeguarding Lead Mr Adam Walker. The referral process for Prevent (the pathway) is at the bottom of the policy, which can be located on Kinver High's separate Policies page.
Welcome to the section of our website which tracks our work in the promotion of Fundamental British Values, the PREVENT agenda and SMSC. As a school, we actively promote this crucial area of curriculum development through high quality teaching and learning opportunities in every lesson – from work on the prevention of racism delivered through the literature texts studied in English such as Crooks' treatment in Of Mice and Men to studies on different religions in Year 7 Activities Week. Through this, we aim to promote understanding, tolerance and trust between different religions, races and sexual orientations.
Our school is a harmonious learning community and we have few incidents of homophobia, religious hatred or incidents of a racist nature recorded on our behavior system. We are proud of this. We are proud that our students, who are largely of white British descent have tolerant views of others and a broadening perspective of life in multicultural Britain, Europe and the wider World. Recent trips to Gambia, a thoroughly mapped curriculum which exploits every opportunity to deliver the PREVENT, FBV and SMSC agenda is key to this and you will find evidence of our strategy on the PDFs below. Our assemblies are also an important asset in the promotion of this agenda and allow us to engage the whole school presenting them with a tolerant and considered view of modern Britain and its ethnic, religious and cultural diversity.
Please find the key policy on PREVENT, FBV and SMSC and the statement on FBV, PREVENT and SMSC in RE (whole school)
All staff have had 3 sessions of FBV, SMSC and PREVENT training this academic year. The first was in September, the second was in January and the latest one in February was delivered by Staffordshire County Council and is the nationally recognized PREVENT training targeted at preventing radicalization.
We are clear that the extremism that we are most likely to have to work to combat is British Nationalistic in nature. We are, however, aware that students are susceptible to other negative and dangerous influences as well, growth areas of this parents and staff need to be aware of is: social media, YOUTUBE and online gaming.
At Kinver High School students are encouraged to participate in a variety of different opportunities which demonstrate a democratic society. We have student elected representatives on Student Council. Form Reps and Year Reps are elected members of the school community who voice student issues along with delivering any actions arising. Students also participate in the Youth Council elections with all members of the student body voting for representatives and issues in the county. The school ensures students are given opportunities to understand politics and the role democracy takes in our society by partaking in mock elections. They also experience an understanding of how democracy has developed in our country through the History and PSHEE curriculum.
At Kinver High we have embedded our Learning Skills agenda which are a co-constructed set of positive attributes that students aspire to show around the school:
With this we have our Kinver High Standards which highlight the expectations we have for a school that is safe, secure and an environment which is positive for learning. Our assemblies consider the importance of laws, justice and the rights and responsibilities of individuals. We have clear expectations in terms of e-safety and promote safe learning online along with discussing the potential consequences of using the Internet for inappropriate means. The PSHEe curriculum gives opportunities for students to fully understand the differences between "right" and "wrong" and how views may differ but all people living in England are subject to its law.
Individual Liberty & Mutual Respect
Students widely participate in extra-curricular activities in school. These activities support students to develop their own personal skills in a wide variety of different areas. Students are encouraged to consider e-safety and personal safety through the PSHEe curriculum and through all lessons. Our students are active citizens in school and can use new technology safely, appropriately and to enhance their learning. Our learning skills agenda has ensured students demonstrate mutual respect for every member of the school and wider community. We actively promote respect for others through the praise and consequences systems embedded into teaching and learning along with the rewards processes in school. Our Anti-bullying policies, assemblies and curriculum teaches students about respecting individuals' beliefs and their rights to hold them along with highlighting the importance of identifying and combatting discrimination.
Tolerance of different faiths & beliefsOur students are active participants in their curriculum. The current PSHEe and RE curriculums provide numerous opportunities for students to experience diversity, faith and beliefs. These curriculums ensure students are aware of different faiths and beliefs outside that of the school community. Discussions in these lessons lead to students developing an understanding of personal choice and belief and the respect shown towards all people of every faith. Assemblies lead on a variety of different themes linked to a cultural calendar. As part of Extended Learning Days students will experience a variety of different opportunities to allow them to expand their knowledge of people Outside of the school community. Over the course of their school life they will have opportunities to engage with people from different faiths and religions both inside the school through visitors and in the wider community.
Ambitious/
taking on a challenge
Focus/
persevering
Good organisation/
Discussing/
sharing ideas
Being Confident
Leadership/
role modelling