Relationships Education Relationships and Sex Education and Health

Relationships Education, Relationships and Sex Education and Health Education for pupils with special educational needs and disabilities Ian Bauckham CBE, CEO Tenax Trust and Advisor to the Department for Education

The RSHE Statutory Guidance from 2020 • Relationships Education, RSE and Health Education must be accessible for all pupils. This is particularly important when planning teaching for pupils with special educational needs and disabilities • High quality teaching that is differentiated and personalised will be the starting point to ensure accessibility • Schools should be aware that some pupils are more vulnerable to exploitation, bullying and other issues due to the nature of their SEND • Relationships Education and RSE can also be particularly important subjects for some pupils; for example those with Social, Emotional and Mental Health needs or learning disabilities • In special schools and for some SEND pupils in mainstream schools there may be a need to tailor content and teaching to meet the specific needs of pupils at different developmental stages

Tailored to developmental stages • SEND: a very broad and diverse group • Communication and interaction • Cognition and learning • Social, emotional and mental health • Sensory and/or physical needs • Helpful to think less about categorizing and more about responding to individuals’ needs • In terms of RSHE, this means we are not tied to primary or secondary content if not appropriate

Safeguarding and relationships • Importance of knowing the difference between healthy and unhealthy or potentially exploitative relationships • Knowing how to create and sustain good friendships and intimate relationships to enrich life and guard against isolation • Understanding and being able to talk about own sexuality

Health Education • Awareness of own mental well-being • Knowing what is normal for me, and when I might need help • Looking after my own mental well-being • Eating healthily • Exercise and movement • Drugs, alcohol and tobacco • Puberty

The COVID-19 context • The length of time during which young people with SEND will have been out of school and away from routine and consistency is a great concern • Some will have been at increased safeguarding risks • The needs of some are such that they are at enhanced risk from catching and becoming (seriously) ill with COVID-19 • COVID-19 protection measures bring particular challenges for some young people with SEND • The learning and development of young people with SEND will have been disrupted by school closures; challenges with remote learning