Considerations for RSHE in the SEND classroom Rachael

Considerations for RSHE in the SEND classroom Rachael Baker Senior RSE Specialist, Sex Education Forum

Sex Education Forum - About Us The Sex Education Forum is a group of partner organisations working together to achieve quality relationships and sex education (RSE) for all children and young people. Our work is underpinned by evidence, a rights-based approach and the expressed needs of children and young people. We have been leading policy and practice for over 30 years.

What do learners with SEND need to learn? Understanding my own body Gender Touch – who is allowed to touch my body Sexual orientation - LGBTQ+ Saying no and negotiation Attraction and fancying people Legal rights & responsibilities Respect for yourself and others STIs and how to stay safe Puberty and body changes Preventing unplanned pregnancy How babies are made Different kinds of relationships Periods and menstrual wellbeing Pleasure Safe online relationships Giving consent when you are old enough and ready Recognising consent / no consent Healthy, happy relationships Condoms and contraception Sexual imagery & pornography Good and bad touch

Differentiation – Differentiation by delivery method rather than by content – Refer to ‘By the end of primary / secondary’ content from the government guidance* – Plan to revisit topics several times as understanding, interest and ability increases – Supporting learners to… rather than protecting learners from * Department for Education (2019) Relationships Education, Relationships and Sex Education (RSE) and Health Education London: Crown p. 20 -22, p 27 -29

Making RSE relevant to learners with SEND – Framing as skills for life, preparing for adulthood outcomes – Focusing on skills to form healthy friendships and relationships and being part of the community – Long enough learning time - plenty opportunities for discussion, group work, circle time, overlearning – Good position in the timetable considering what happens before and after – Tools to keep yourself safe including consent, boundaries, owning your feelings – Shaping personal identity and respecting individual choices and preferences

Welcome to my classroom

A safe and familiar learning environment – – – Safe and familiar Fit for purpose Well resourced Work on the walls Clear behavioural expectations Room for circle time and role play Familiar group – or do lots of group setting activities if learners are new to one another Familiar Teacher and TA team – TAs briefed, and supportive of aims Long enough to transition in… and out Seating arranged so everyone can engage But room to move away within the room if needed

Know where to go and what to expect Closing activity ends the session and prepares me to move on Consolidate: reflect on what we have learned today Demonstrate: activities that let me show what I understand Arrive on time without having to rush Our learning journey Activate: Circle time to talk about the new topic and ask our questions Familiar setting means I know what to do and what to expect Welcome activity makes me feel calm and confident Recap last lesson and link to today’s work

A whole school approach – Using informal opportunities for learning as well as formal e. g. queuing at lunchtime, care routines, practising and embedding skills – Robust partnership with parents – Whole-school policies, including language, privacy, touch – Involve ALL staff, not just teachers, in training as TA and other support staff have such a valuable role with RSE and meeting individual needs, but will need the training and support to do so. – The whole school is invested in quality RSE for ALL learners as part of the learners’ personal development, preparing for independent living

Top tips for RSE in the SEND classroom ether g o t g n i k r Wo t agreemen very revisited e time Timetabli ng: l enough, p ong osition within ove rall timetable for the day Welcome act ivity and closing activity every time Supporting stay learners to y find even if the lesson g challengin Familiar le arning environme nt Work on the walls… choose carefully, consider position in room Transiti on time Accessible resources e. g. font size, textures, amount of text group , n o i s Discus cle time, cir work, , real life ay role pl ples exam Whole school community invested in RSE People wit h disabilities and additional needs represente d in resources

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