Staff across schools involved in the report told of having lower confidence in teaching sexuality education, addressing misogyny and harmful gender norms, supporting gender-diverse pupils and using accurate terminology
Protestors against the Welsh Government’s relationships and sexuality education (RSE) outside Cardiff Civil Justice Centre ahead of a judicial review. They lost their legal battle against RSE lessons in summer 2023(Image: WalesOnline)
School staff lack confidence to deliver sensitive topics in Wales’ relationships and sexuality education (RSE) lessons, a new report warns.
RSE is helping pupils to develop respect, understanding and healthy relationships, but sensitive topics are taught “inconsistently” and staff need more professional learning and support, says education watchdog Estyn.
In its first comprehensive inspection of RSE the inspectorate says provision is too often evaluated by whether topics have been covered rather than by the impact on pupils’ knowledge, attitudes and decision-making.
When RSE was introduced as a compulsory part of the school curriculum for pupils aged three to 16 in Wales in September 2022 it met controversy and a legal battle from opponents.
Although the new statutory RSE learning must be age appropriate, some parents were so opposed to complusory sexuality and relationship lessons that they removed their children from school to home educate them.
In June 2023 campaigners lost their legal battle against the new RSE lessons. Rt Hon. Lord Justice Males in the Appeal Court refused them the right of appeal to the High Court, saying: “The applicants’ various challenges to the code and the guidance all proceed on the basis that these documents mandate the teaching and promotion of particular sexual lifestyles in ways which amount to indoctrination.
“As the respondents point out, however, the fundamental difficulty with these challenges is that the code and guidance do no such thing.”
Now Estyn has published its assessment of how effective RSE is and how well it is being delivered in schools. The 55-page document makes clear the value of relationship and sexuality lessons, but highlights some pitfalls.
“Progression in learning is not always clear or coherent. Sensitive topics such as sexuality, consent, gender identity and harmful gender stereotypes are often taught inconsistently,” the document reads.
Inspectors also found that “many” staff lack confidence in teaching “these complex areas” and would benefit from more specialist professional learning.
Inspectors visited 30 schools and pupil referral units (PRUs), talked to pupils and staff, and watched RSE lessons and assemblies before filing the report titled: “Developing respect and understanding: The quality and impact of relationships and sexuality education in schools and pupil referral units.”
The document highlights a lack of confidence among staff in delivering RSE. It reads: “Staff across all schools and PRUs reported lower confidence in teaching sexuality education, addressing misogyny and harmful gender norms, supporting gender-diverse pupils and using accurate terminology.
“This resulted in variation in the quality and depth of delivery of these sensitive themes. It also led to insufficient coverage, especially in phase three (from age 11) which was also reported by pupils themselves.”
The report continues: “Overall, there was little coverage of topics such as sex, gender and sexuality. This depended heavily on individual staff confidence, their understanding of how to address sensitive topics, and their ability to use the correct terminology.”
Lack of funds and capacity to deliver RSE “presented ongoing challenges” with staff lacking protected time to develop RSE strategically.
Despite this, many schools and PRUs visited were found to put wellbeing, safeguarding and inclusion at the core of their work. Nearly all pupils enjoyed RSE learning, the report states.
Estyn also concluded strong partnerships with health professionals, police officers and community organisations as part of RSE is also helping schools respond to issues young people face such as online safety, harmful attitudes and unhealthy relationships.
“Inspectors found that nearly all pupils enjoyed learning about relationships and valued opportunities to discuss issues that affect their lives,” the document notes.
“Many schools provide worthwhile learning experiences that help children and young people explore important themes such as respect, emotions, diverse families, children’s rights, healthy and unhealthy relationships, prejudice and tolerance.”
Estyn said schools and PRUs must strengthen their curriculum planning to ensure clear progression in RSE from ages three to 16 and to improve the quality and consistency of teaching through targeted, subject-specific professional learning.
The watchdog called on local authorities, school improvement services and the Welsh Government to strengthen support, collaboration, guidance and funding for RSE, alongside examples of effective practice from across Wales.
On the topic of age appropriate learning, the report outlines what is taught when saying: “Typically, younger pupils in phase one (from age three) learned about love, kindness, and friendship. Pupils in phase two (from age seven) explored equality, digital safety and healthy relationships.”
Older pupils in years 10 and 11 (phase three) discussed topics such as consent, gender identity and abusive relationships. Cross-curricular links reinforced RSE learning with pupils “enjoying” exploring moral and social themes in literary texts and prejudice and propaganda in humanities subjects.
These joined up approaches helped pupils connect relationship learning to wider social understanding, said inspectors.
Responding to the report Laura Doel, national secretary at school leaders’ union NAHT, said: “We welcome the spotlight Estyn has shone on RSE in Wales, including both the examples of really positive practice and areas for improvement.
“One of the issues is that many schools are left to develop their own practice and programmes due to a lack of funding and investment in effective professional learning or collaborative work for local clusters of primary and secondary schools.
“At a time when schools are facing unprecedented financial shortfalls, it feels as though areas like this in the school curriculum have not been prioritised, and we urge the new Welsh Government to put this right.”
Estyn chief inspector Owen Evans said: “By strengthening progression, investing in professional learning and ensuring consistent support across Wales, we can help all learners benefit from high-quality relationships and sexuality education.”
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