At Ysgol Bro Carmel, we to enhance our Personal and Social Education (PSE) curriculum using a
programme called ‘No Outsiders’, developed by Andrew Moffat MBE, who was nominated for the
Global Teacher Prize for the programme.

We expect the children to express their views with kindness and consideration for the feelings of others, and understand that we are all equal and we all belong. The children will read a different picture book at the start of each half term, and spend time in that lesson discussing the book. All of the books focus on the importance of respect, empathy and acceptance.

The lesson plans do not explore the individual protected characteristics of the Equality Act (2010); there is not one lesson on race, a different lesson on religion, and another on sexual orientation. In the Foundation Stage there are no discussions about being gay or lesbian and what those words mean; there are no discussions about gender identity or being transgender; there are no discussions about what ‘race’ means; there are no discussions about the religion a five- or six-year-old may follow.

What is discussed in all the lessons, through the picture books used, is difference. All the characters we see in the books are different and they all play together. There are no discussions about what sexual orientation means but there is a story that shows two mums playing with their daughter. There are no discussions about what race means but there are books showing families with different skin tones throughout the scheme, and there are stories where children of different races are seen playing and working together. There are no discussions about gender identity but there are stories where boys and girls play and work together and where gender stereotypes are challenged. None of these are explained, questioned or challenged; it’s just who they are.

Why are we teaching this in school?

The mandatory RSE Code is a document designed to support schools in designing their RSE
curriculum. The RSE code states:
“The Welsh Government committed to covering the following themes in RSE: relationships; rights and equity; sex, gender and sexuality; bodies and body image; sexual health and well-being; and violence, safety and support. To assist schools and settings in their planning of RSE, these themes are
interwoven into the learning strands.
Across the learning strands, curriculum content in RSE must be inclusive and reflect diversity. It must include learning that develops learners’ awareness and understanding of different identities, views and values and a diversity of relationships, gender and sexuality, including LGBTQ+ lives. Learning about rights and equity runs through all the strands, as well as embedding learning and experience through a rights-based approach to the learning.”

The staff and Governors at Ysgol Bro Carmel have chosen ‘No Outsiders’ as an age-appropriate,
child-friendly way to address the ‘Relationships and identity’ aspect of the RSE code, as well as
contribute meaningfully to the Personal and Social Education (PSE) curriculum provision. This will work alongside Jigsaw and MyHappyMind in developing a well-rounded and meaningful PSE and RSE curriculum.

So how will this look using ‘No Outsiders’?

At the start of each half term, teachers will spend an afternoon sharing one of the key, age-
appropriate books with the class. There will be activities linked to the book, which will reinforce the importance of respecting others, celebrating our differences and sharing the things which bring us
together. There are accompanying lesson plans with each book, however the teachers will have flexibility and creative control over sharing the books with their class. Over the year, the children will have opportunity to read six books, one per half term.

Foundation Phase: Reception and Key Stage 1: Years 1 and 2

All children are taught from their first year in school that we are all different – after all, wouldn’t the world be boring if we were all the same? We use picture books where characters are different, and we show that they are also friends and they play together. There are characters that look different in the hope that children will see themselves reflected in those books: “I am different too and that’s ok.”

Key Stage 2: Years 3, 4, 5 and 6

We explore reasons why some people might feel left out. After all, it is a fact that prejudice and discrimination exist, and children are going to experience it at some point in their lives and we need to prepare them, give them confidence to disagree when they hear prejudice, and show them that they are not alone. ‘No Outsiders’ gives children the language to challenge prejudice and show acceptance. Not only will they feel safe knowing they belong, they can also show others that they too are safe: “I will be your friend. You belong here. You don’t have to change; there are no outsiders.” We use picture books that show different people in stories, and we make sure that children understand that no matter who you are, you are welcome in our school. As children get older, we do talk about ways we might be different or ways others might be different to us, and within those discussions we encourage children to be proud of who they are. We are not encouraging any child to question their race, religion or sexuality; rather, we are encouraging children accept the person they are, and we will show everyone is welcome in our school, and without judgement.

Every child knows what it feels like to be left out and no child wants to be left out. No Outsiders is a powerful message– we play together here, no one is left out, no one is an outsider. Further up the school, we start talking about ways people are different and how we make sure that, in our school, everyone knows they belong.