Graduates of the school will leave as well-rounded, positive, responsible, respectful, informed, thoughtful, caring and communally active children. They will be articulate and have the skills to discuss and debate and to listen to, think, respect and respond appropriately to others. Whatever their ethnic background children will take their place as young citizens of the Muslim and wider communities proudly and confidently, with a strong sense of their Muslim and British identities and as members of other groups.
A graduate will leave the school with strong skills, important foundational knowledge in both Muslim and secular education and good study skills. They will have the ability to think creatively and critically, ask intelligent questions, engage in discussion and apply their knowledge and skills to meaningful and authentic projects and life experiences.
Al Khair School encourages children to be courageous and to take risks with their thinking and in their activity, and also to have humility, to listen respectfully and to take into account the work and ideas of others. Children express themselves confidently, appreciate and respect diversity in many forms and at the same time, learn the lifelong gift and skill of listening to others. They recognize that ideas come from engagement with other ideas and that they need to be able to justify their ideas and base them in what they have learned.
The approach to learning, paralleled in both Muslim and general studies, stresses strong skill development and knowledge acquisition, combined with an emphasis on discourse, exploration, problem solving and a real openness to how children think. The learning environment will be structured and at the same time children will have the freedom to explore. The children develop a wide foundation of significant knowledge without neglecting the development of skills necessary to be successful, fulfilled lifelong independent learners.
The curriculum at Al Khair School will be broad, relevant and coherent, matched to the needs and abilities of all learners in order to develop the child as a valued and whole individual. It will be balanced and comprehensive, instilling a love of learning, the joy of mastery and preparing children thoroughly for the next stage of their education.
The curriculum is at the heart of Al Khair School and:
- Is broad, balanced, relevant and coherent
- Is matched to the needs and abilities of all learners
- Develops the child as a valued and whole individual
- Encourages pupils to discuss, reflect upon and assess their learning
- Reflects the diversity of Muslim life
- Reflects a multi-cultural, diverse, interdependent and global society
- Encourages a commitment to lifelong learning
- Prepares children to participate fully in Muslim life
- Prepares learners for the opportunities, responsibilities of real life experiences
- Prepares children to give and care for others
The curriculum at Al Khair Primary always includes:
- Awareness and celebration of difference and diversity
- An open Muslim education where interpretation and questioning is valued
- Learning about a wide variety of religions, races and cultures
- Quality relationships within a caring and emotionally responsive community
- Muslim and universal values
- Concern for equal opportunities and safety
- Presentation of the learning environment
- Spiritual, moral and cultural dimensions
- The intrinsic joy and celebration of achievement and success
Curriculum delivery will incorporate thematic and subject-based approaches in order to capitalise on the strengths of both, allied to the age- and development-related needs of pupils and the professional judgment of teachers, remaining mindful of the needs of assessment regimes as may apply from time to time.
The curriculum will be shaped by the range of teaching strategies and learning styles within the school. Through schemes of work, it will build on existing knowledge, skills and understanding and so provide for continuity and progression. Planning will recognize and respond to the needs of all pupils, including those who currently are under achieving and those who are currently more able.
RSE StatementWritten statement on RSE Policy
In this policy the governors and teachers of Al-Khair Primary, in partnership with pupils and their parents, set out our intentions about relationships and health education (RHE). We set out our rationale for and approach to relationships education in the school.
The consultation undertaken has been:.
- pupil focus groups/school council
- questionnaires to parents/carers, a parent meeting
- review of Relationship Education curriculum content with staff and pupils
- consultation with wider school community e.g. local Imams, AMS (Association of Muslim Schools)
- consultation with school governors
Implementation and Review of Policy
Implementation of the policy will take place after consultation with the governors in the summer term 2021. This policy will be reviewed every school year by the Head teacher, PHSE lead, the Governing Body and staff. The next review date is September 2023.
The draft policy will be given to all members of the Governing Body, and all teaching and non-teaching members of staff. Copies of the document will be available to all parents through the school’s prospectus and a copy is available in the school office. Details of the content of the Relationship Education curriculum will also be published on the school’s web site.
DEFINING RELATIONSHIPS AND HEALTH EDUCATION
The DfE guidance states that, “children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way”. This means that they should know what it means to be fully human, to be equipped to manage relationships so that they are healthy and successful and to be enabled to make moral decisions in conscience. The teaching of Relationships Education will aid the development of their knowledge and understanding of themselves as they grow and develop.
At the Primary level- We will focus on, “teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.” This includes the topics of families and of the people who care for me, caring friendships, respectful relationships, online relationships and being safe.
Today, I have perfected your religion for you, and have completed My blessing upon you, and chosen Islam as Dīn (religion and a way of life) for you
Islam is a complete way of life for Muslims. Its guidance is comprehensive and includes the personal, social, moral, and spiritual aspects of our lives. Our involvement in educating our children about relationships and sex education is precisely because of this; we as Muslims must know how to have healthy, loving, and enriching relationships and know the role of sex in our lives.
Indeed, in the Messenger of Allah you have an excellent example for whoever has hope in Allah and the Last Day and remembers Allah often.
And verily, you (O Muhammad, peace and blessings be upon you) are on an exalted standard of character.
The Messenger of Allah (peace and blessings be upon him) was the best of all in character and he presented to us a practical example of how to conduct ourselves and live our lives. RHE at our school is centred on the example set by the Messenger of Allah (peace and blessings be upon him) and will be positive and prudent, showing the potential for development, whilst enabling the dangers and risks involved to be understood and appreciated.
Our RHE teaching will be in accordance with Islamic principles and values. It will emphasise the central importance of marriage and the family whilst acknowledging that all pupils have a fundamental right to have their life respected whatever household they come from. It will also prepare pupils for life in modern Britain.
The model curriculum we are using (which has DfE approval) is the scheme available from AMS. It includes detailed planning for teachers and is a very high quality resource and very comprehensive in coverage. The teaching of relationship education is no doubt a sensitive matter; however, the length and breadth AMS consultants have worked to ensure this scheme meets all the objectives and beyond when it comes to relationships and health education is exceptional.
VALUES AND VIRTUES
Our programme enshrines Islamic values relating to the importance of stable relationships, marriage and family life. It also promotes those virtues which are essential in fulfilling the rights of others (Huqqul Ibaad) with a proper respect for their dignity and the dignity of the human body. The following virtues will be explicitly explored and promoted: faithfulness, chastity, integrity, prudence, mercy, and compassion.
AIMS OF RHE
Our Mission Statement commits us to the education of the whole child (spiritual, physical, intellectual, moral, social, cultural, emotional) and we believe that RSE is an integral part of this education. Furthermore, our school aims state that we will endeavour to raise pupils’ self-esteem, help them to grow in knowledge and understanding, recognise the value of all persons and develop caring and sensitive attitudes. It is in this context that we commit ourselves:
In partnership with parents, to provide children and young people with a positive and prudent relationships and sexual education which is compatible with their physical, cognitive, psychological, and spiritual maturity, and rooted in the Islamic vision of education.
To develop in pupils, the following attitudes and virtues:
- respect for the dignity of every human being – in their own person and in the person of others;
- joy in the goodness of the created world and their own bodily natures;
- responsibility for their own actions and a recognition of the impact of these on others;
- celebrating the gift of life-long, self-giving love;
- recognising the importance of marriage and family life;
- recognising and valuing their own sexual identity and that of others;
- reverence for the gift of human sexuality and fertility;
- fidelity in relationships.
To develop in pupils, the following personal and social skills:
- making sound judgements and good choices which have integrity, and which are respectful of each individual’s personal commitments;
- loving and being loved, and the ability to form friendships and loving, stable relationships free from exploitation, abuse, and bullying;
- managing emotions within relationships, and when relationships break down, managing these with confidence, sensitivity, and dignity;
- managing conflict positively and recognising the value of difference;
- cultivating humility, mercy, and compassion;
- learning to forgive and be forgiven;
- developing self-esteem and confidence, demonstrating self-respect and empathy for others;
- building resilience and the ability to resist unwanted pressures, recognising the influence and impact of the media, internet, and peer groups, and thus developing the ability to assess pressures and respond appropriately;
- being patient, delaying gratification and learning to recognise the appropriate stages in the development of relationships, and how to love chastely;
- assessing risks and managing behaviours in order to minimise the risk to health and personal integrity.
To know and understand:
- Islamic teaching on relationships and the nature and meaning of love;
- Islamic teaching on marriage and the importance of marriage and family life;
- the centrality and importance of virtue in guiding human living and loving;
- the physical and psychological changes that accompany puberty;
INCLUSION AND DIFFERENTIATED LEARNING
We will ensure Relationships Education is sensitive to the needs of individual pupils in respect to their different abilities, levels of maturity and personal circumstances and is taught in a way that does not subject pupils to discrimination. Lessons will also help children to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber-bullying), use of prejudice-based language and how to respond and ask for help.
The Governing Body have wider responsibilities under the Equalities Act 2010 and will ensure that our school strives to do the best for all of the pupils, irrespective of disability, educational needs, race, religion, nationality, ethnic or national origin, pregnancy, maternity, sex, gender identity or sexual orientation or whether they are looked-after children.
BROAD CONTENT OF RELATIONSHIPS & HEALTH EDUCATION
Three aspects of Relationships Education – attitudes and values, knowledge and understanding, and personal and social skills will be provided in three inter-related ways: the whole school / ethos dimension; a cross-curricular dimension and a specific relationships and health curriculum.
Teaching strategies will include:
- establishing ground rules
- distancing techniques
- project learning
- experiential aspects
- film & video
- group work
- trigger drawings
- values clarification
PARENTS AND CARERS
We recognise that we will be able to deliver successful outcomes for our children when collaboration is strong, particularly between pupils, parents, and the school. We as a school, will therefore support parents and carers by providing material to be shared with their children at home. We will deliver workshops to help parents/carers to find out more. Additionally, parents/carers will be informed by letter when the more sensitive aspects of Relationships Education will be covered, to allay concern and to enable them to be prepared to talk to and answer questions from children about their learning.
Parents will be consulted before this policy is ratified by the governors. They will be consulted at every stage of the development of the Relationships Education programme, as well as during the process of monitoring, review, and evaluation. They will be able to view the resources used by the school in the Relationships Education programme. Our aim is that, at the end of the consultation process, every parent and carer will have full confidence in the school’s Relationships Education programme to meet their child’s needs.
Parents continue to have the right to withdraw their children from Sex Education except in those elements which are required by the National Curriculum science orders. Should parents wish to withdraw their children they are asked to notify the school by contacting the headteacher. The school will provide support by providing material for parents to help their children with their learning.
We believe that the controlled environment of the classroom is the safest place for this curriculum to be followed. Please refer to the DfE guidance below for further details on the right to be excused from sex education (commonly referred to as, ‘the right to withdraw’).
Whilst promoting Islamic values and virtues, and teaching in accordance with Islamic principles, we will ensure that pupils are offered a balanced programme by providing a Relationships Education curriculum that offers a range of viewpoints on issues.
Pupils will receive clear scientific information and they will cover aspects of the law pertaining to Relationships Education Knowing about facts and enabling young people to explore differing viewpoints is not the same as promoting behaviour and is not incompatible with our school’s promotion of Islamic values and principles. We will ensure that pupils have access to the learning they need to stay safe, healthy and understand their rights as individuals.
RESPONSIBILITY FOR TEACHING THE PROGRAMME
Responsibility for the teaching of relationships and sex education programme lies with the following staff; PSHE Coordinator Mrs Sobia Masood/Mr S Akram
However, all staff will contribute to the development of pupils’ personal and social skills and will be involved in developing the attitudes and values aspect of the RHE programme. They will be role models for pupils demonstrating good, healthy, wholesome relationships between each other, other adults and pupils.
Health professionals will follow the school’s policies using negotiated ground rules and distancing techniques as other teachers would. They will ensure that all teaching is rooted in Islamic principles and practice.
OTHER ROLES AND RESPONSIBILITIES REGARDING RSE
- draw up the Relationship Education policy, in consultation with parents and teachers;
- ensure that the policy is available to parents;
- ensure that the policy is in accordance with other whole school policies, e.g. SEN, the ethos of the school and our Islamic beliefs;
- ensure that parents know of their right to withdraw their children;
- establish a link governor to share in the monitoring and evaluation of the programme, including resources used;
- ensure that the policy provides proper and adequate coverage of relevant National Curriculum science topics and the setting of RSE within PSHE.
The Head teacher takes overall delegated responsibility for the implementation of this policy and for liaison with the Governing Body, parents, the Local Education Authority, and appropriate agencies.
The co-ordinator with the Head teacher has a general responsibility for supporting other members of staff in the implementation of this policy and will provide a lead in the dissemination of the information relating to Relationships Education and the provision of in-service training. (They may be supported by the curriculum deputy and the member of staff with responsibility for child protection).
Relationships Education is a whole school issue. All teachers have a responsibility of care; as well as fostering academic progress they should actively contribute to the guardianship and guidance of the physical, moral, and spiritual well-being of their pupils. Teachers will be expected to teach Relationships Education in accordance with the Islamic ethos of the school. Appropriate training will be made available for all staff teaching RSE. All staff have been included in the development of this policy and all staff should be aware of the policy and how it relates to them.
RELATIONSHIPS TO OTHER POLICIES AND CURRICULUM SUBJECTS
This Relationships Education policy is to be delivered as part of the PSHE framework. It includes guidelines about pupil safety and is compatible with the school’s other policy documents (e.g. Anti-Bullying Policy, Safeguarding Policy etc).
Pupils with additional needs will receive appropriately differentiated support to enable them to achieve desired outcomes. Teaching methods will be adapted to meet the varying needs of all of pupils.
CONTROVERSIAL AND SENSITIVE QUESTIONS
The governors want to promote a healthy, positive atmosphere in which Relationships Education can take place. They want to ensure that pupils can ask questions freely, be confident that their questions will be answered and be sure that they will be free from bullying or harassment from other children and young people.
There may be sensitive or controversial issues raised by pupils when discussing certain topics in Relationships Education. These may be due to their own experiences or because of the values that they hold. The governors believe that children are best educated and protected from harm and exploitation when given the opportunities to discuss such issues openly within the context of the RSE programme. The use of ground rules, negotiated between teachers and pupils, will help to create a supportive climate for this discussion.
SUPPORTING CHILDREN AND YOUNG PEOPLE WHO ARE AT RISK
Children will need to feel safe and secure in the environment in which Relationships Education takes place. Effective Relationships Education will provide opportunities for discussion of what is and is not appropriate in relationships. Such discussion may well lead to disclosure of a safeguarding issue. Teachers will need to be aware of the needs of their pupils and not let any fears and worries go unnoticed. Where a teacher suspects that a child or young person is a victim of or is at risk of abuse, they are required to follow the school’s Safeguarding Policy and immediately inform the designated senior member of staff responsible.
CONFIDENTIALITY AND ADVICE
All governors, all teachers, all support staff, all parents, and all pupils must be made aware of this policy, particularly as it relates to issues of advice and confidentiality.
All lessons, especially those in the Relationships Education programme, will have the best interests of pupils at heart, enabling them to grow in knowledge and understanding of relationships, and developing appropriate personal and social skills and becoming appreciative of the values and attitudes which underpin the Islamic understanding of what it means to be fully human.
Pupils will be encouraged to talk to their parents/carers about the issues which are discussed in the Relationships Education programme. Teachers will always help pupils facing personal difficulties, in line with the school’s Pastoral Care Policy. Teachers should explain to pupils that they cannot offer unconditional confidentiality.
MONITORING AND EVALUATION
The Relationships Education/PSHE Co-ordinator will monitor the provision of the various dimensions of the programme by examining plans, schemes of work and samples of pupils work at regular intervals. The programme will be evaluated biannually by means of questionnaires / response sheets / needs assessment given to pupils, and/or by discussion with pupils, staff and parents. The results of the evaluation will be reported to these groups of interested parties and their suggestions sought for improvements. Governors will consider all such evaluations and suggestions before amending the policy. Governors remain ultimately responsible for the policy.
 Relationships Education, Relationships and Sex Education (RSE) and Health Education: Statutory guidance for governing bodies, proprietors, Head Teachers, principals, senior leadership teams, teachers Page 4
 Relationships Education, Relationships and Sex Education (RSE) and Health Education: Statutory guidance for governing bodies, proprietors, Head Teachers, principals, senior leadership teams, teachers Page 19