Sexuality and gender teaching in Welsh schools is inconsistent, watchdog says

Topics such as sexuality, consent, gender identity and harmful gender stereotypes are often "taught inconsistently" in schools, according to Wales' schools watchdog.

A report on relationships and sexuality education (RSE) found that many teachers lacked confidence in covering some of the more "complex or sensitive" themes and need more specialist training.

However, inspectors found there were "clear patterns of a strong system-wide moral commitment to supporting and promoting pupil wellbeing and healthy relationships", despite the variable quality of teaching.

The Welsh government said it was investing in RSE to "give confidence and consistency across Wales".

RSE is a mandatory part of the curriculum for three to 16-year-olds covering "developmentally appropriate" topics related to relationships and identity, sexual health and wellbeing and empowerment, safety, and respect.

The report by schools inspectorate Estyn said that "variability in staff confidence remained the most consistent area for improvement in the providers visited".

"In particular, staff were less confident when teaching more complex or sensitive themes, such as sexuality, gender identity, misogyny, and harmful gender norms," it said.

The report found that many schools worked closely with health professionals, police officers and community organisations, which helped them respond effectively to "emerging concerns, including misogyny, online exploitation, harmful attitudes to gender norms and unhealthy peer relationships".

Inspectors said nearly all pupils they spoke to in the 30 schools visited "reported that they felt safe in school, valued and able to seek help when needed".

However, the report said the development of learning in RSE over time wasn't always clear or coherent, with a lack of continuity in the transition from primary to secondary schools.

Support for schools from local authorities varied and budget and time pressures also had an impact on the quality of provision.

"Broadly, pupils benefitted from learning that was age-appropriate and aligned with their developmental stage", said Estyn.

It found that younger pupils from age three typically learned about love, kindness, and friendship; from age seven they looked at equality, digital safety and healthy relationships and from 14 they discussed topics such as consent, gender identity and abusive relationships.

But it said there was not enough planning to make sure RSE was reflected within the wider curriculum, with "little coverage of topics such as sex, gender and sexuality".

It added the coverage "depended heavily on individual staff confidence, their understanding of how to address sensitive topics and their ability to use the correct terminology".

But inspectors said strengths generally outweighed weaknesses and most pupils "demonstrated empathy, respect, and a keenness to discuss issues relating to relationships".

While younger pupils "typically articulated clear understanding of kindness, fairness and friendship", older pupils "often displayed mature understanding of more complex themes," it said.

Estyn's chief Inspector Owen Evans said it mostly found "inclusive and supportive environments where children and young people can learn about healthy relationships and feel safe discussing issues that matter to them".

"However, there are inconsistencies in how some of the more sensitive aspects of relationships and sexuality education are taught," he said.

"As children and young people grow, it is important that learning develops in depth and complexity so that they can build the knowledge, understanding and confidence they need for adult life."

A spokesperson for the Welsh government said it welcomed Estyn's report, and added: "We are committed to ensuring all learners develop the knowledge, understanding and skills to support their health, wellbeing, and safety."