SRE: Intent, implementation and impact
We feel strongly that our curriculum should, as far as possible, ensure that pupils from disadvantaged backgrounds should not feel a deficit in ‘cultural capital’ and the way we plan our curriculum should seek to fulfil this ambition at every opportunity.
The RSE curriculum is taught weekly, across the school and is supported through assemblies. This allows information to be regularly shared and explored with children. It also allows for easier moderation and evaluation of skills development throughout the school. The curriculum intentionally revisits key areas to allow children to revisit opinions and knowledge as they mature.
Students at Chilton come from a wide demographic and as a result, some children lack breadth of experience and understanding to some aspects of RSE. It is our intention that the RSE curriculum offers all children the opportunity to be exposed to the knowledge and be taught about how to question opinions.
Implementation – How do we deliver the subject?
The school uses Jigsaw to plan lessons. This scheme has been chosen because it is comprehensive and fully meets the RSE guidance and is supported by the PSHE association.
Assemblies are planned to support RSE using Jigsaw materials and resources linked to national, local and school trends, for example domestic violence or the NSPCC pants rule.
The school invites visitors to the school to support the delivery of our SRE. This is used to address any trends or concerns that our safeguarding work highlights.
Impact – what has the impact been so far? How do we measure the success of our intentions and implementation?
Parental questionnaires have shown that many believe that the school supports their child and that parents and children know who to talk to about concerns.