During the Summer II half term, children will be learning about the Changing Me topic as part of our Relationships and Health Education (RHE) curriculum. These lessons are designed to support pupils in understanding changes as they grow, while promoting respectful relationships, health and wellbeing in an age-appropriate way.

As a parent/carer of a child in Years 4, 5 or 6, you have the right to withdraw your child from the one specific lesson covering Sex Education within the unit. A letter with further information and an option to withdraw will be sent home nearer the time.

We understand that some parents may prefer to discuss these aspects of learning privately at home and we respect this choice. However, if you do choose to withdraw your child, please bear in mind that children naturally talk to one another about their learning and experiences. We also believe that providing children with accurate, age-appropriate knowledge helps them to feel informed, safe and confident as they grow, and can help to prevent misunderstandings or confusion.

The lessons from which children may be withdrawn are:

Year 4 – Having a Baby:
Understanding the choice to have a baby, the parts of men and women that make babies, and – in simple terms – how this happens.

Year 5 – Conception:
Understanding the place of sexual intercourse in a relationship, how it can lead to conception, and the wonder of new life.

Year 6 – Conception to Birth:
Learning about the stages of pregnancy and birth.

All other elements of Relationships and Health Education remain statutory and are therefore taught to all pupils.

Click on the link below to see the information leaflet written to parents and carers, with information about the LGBTQ content of the Jigsaw materials and how they support the school to meet its statutory obligations.  If you would like to discuss this programme further, please contact the school to make an appointment with Sarah (Deputy) and/or Laura (PSHE leader). 

Our vision helps children understand and value how they fit into and contribute to the world.  At Michael Faraday there is a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health.

We have a caring and inclusive learning environment;  we create safe and supportive spaces within the school where children feel comfortable expressing themselves and confident to seek help should they need support.

Support/strategies that we have in place at Michael Faraday: 

• Jigsaw scheme of work embedded, which incorporates mental health education into the curriculum. The content of the lessons helps to raise awareness of mental health, reduce stigma and help children to understand and manage their mental health and well-being.  The lessons also include mindfulness, which allows children to advance their emotional awareness, self-regulation and concentration.
• Training staff to recognise signs of mental health issues and providing them with strategies to respond appropriately.
• Child counsellor providing targeted support (4 days a week).
• In every class there is a full-time Teaching Assistant to support the children's academic and emotional needs.  We also have additional support staff to support children with more complex needs.
• A school dog - children interacting with a friendly and non-judgmental school dog can provide emotional support to them. 
• Buddy system:  Year 6 children acting as a mentor and 'buddy' for Reception children.
• 2 trained ELSAs (Emotional Literacy Support Assistants)
• 2 SENCO (each 3 days a week and non-class based) as well as a non-class based deputy
• Events to raise awareness such as kindness week, anti-bullying week,  Children’s Mental Health Week.
• Confidential school reporting system to ensure that SLT are aware of concerns/incidents and follow up is good practice in responding to children’s well-being.

Support from outside agencies:

• Southwark Educational Psychology Service
• NHS CAMHS
• Family Early Help Service
• 1^st Place Child and Family Centre
• Mentivity 
• The Nest (Groundwork) Wellbeing Service
• Autism Support Team, who provide support and resources for the wellbeing of pupils with ASD
• SaLTs also support with communicating feelings e.g. Zones of Regulation
• Our partners London PE & School Sports Network are brilliant at providing support and resources for health & wellbeing

As parents, we often show love in the way that feels natural to us - for example, using lots of praise and encouragement. However, our children may experience love differently. A child who hears kind words may still be seeking more time together or physical closeness. Taking time to reflect on different “love languages” can help us better understand what makes our child feel truly valued and secure.

There are five main ways children tend to experience love:

• Words of affirmation – kind, encouraging words
  Examples: praising effort (“I’m really proud of how hard you tried”), leaving a kind note in their bag, telling them what you enjoy about them
• Quality time – focused time together without distractions
  Examples: playing a game together, reading a book at bedtime, going for a walk or having a chat without phones or interruptions
• Physical touch – closeness and affection
  Examples: hugs, sitting close together, a reassuring hand on the shoulder, cuddling during story time
• Acts of service – helping and supporting them
  Examples: helping them with a tricky task, fixing a toy, preparing their favourite meal, supporting them with homework
• Receiving gifts – thoughtful tokens that show you are thinking of them
  Examples: a small treat, a note or drawing, picking up something you know they like, making something together

Children’s preferences are still developing and there is no fixed rule - most children benefit from a balance of all five. However, noticing what your child responds to most can be helpful. When children feel loved in ways that matter to them, it can strengthen their sense of security, confidence and wellbeing.