Sex and Relationships Policy

Policy for Sex and Relationships Education (SRE)

This policy links to:

Safeguarding / child protection. North Yorkshire Safeguarding Children Board Procedures and Guidance (www.safeguardingchildren.co.uk)
Confidentiality Policy
PSHCE policy
Inclusion Policy
Teaching and Learning
Assessment
Science
Single Equality Scheme

Our School Values

The whole school ethos and values will support a safe learning environment for SRE. The SRE will reflect the values of the school.

a caring place where everyone feels secure, valued and quality relationships are important.
a positive place for developing and celebrating high standards.
a successful place where individuals work hard to fulfil their own potential.

a place where fairness, equality, honesty, trust and a sense of belonging are at the heart of all we do

Definition and objectives for SRE

The objective of SRE is life long learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. It should help pupils to learn to respect themselves and others by acquiring accurate information, developing skills and forming positive beliefs, values and attitudes. SRE is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health and to enable pupils to take responsibility for their sexual health and well-being.

Objectives

SRE involves some key elements:

Learning and developing an understanding of the attitudes and values relating to family life, marriage, stable and loving relationships and respect
To respect and care for their bodies
To be prepared for puberty and adulthood
Exploring and developing the social and personal skills needed to make informed choices
Increasing knowledge and understanding about physical development, sexuality, emotions and sexual health

Delivery of SRE and the Curriculum

A successful SRE programme should be firmly embedded within the school’s framework for PSHCE and the National Curriculum for Science.

The SRE curriculum is delivered through PSHE and  Science lessons*
The SRE programme is delivered by all class teachers and the school nurse will support teaching in upper key stage 2 if required
There is a scheme of work for SRE which is published on the school website
Resources can be borrowed by parents if they wish

 

* See appendix two for the Sex and Relationships Education in the Curriculum from the Science Statutory Programme of study and the PSHE Non-Statutory Framework.

Research indicates the following aspects ensure the delivery of good quality SRE (key sources are the Sex Education Forum and Family Planning Association):

Structured learning opportunities with consistent messages that are built on year by year
Age and culturally appropriate SRE which starts in primary school
Pupils involved in identifying their needs for their SRE curriculum
Being provided within a learning environment that is safe
Support for pupils to develop and clarify their individual, family and community values
Preparing pupils for the physical and emotional changes of puberty and adolescence
Supporting pupils to develop skills in communication, refusal and negotiation
A range of sexualities are incorporated into an inclusive  SRE curriculum
Pupils learn about social norms and  that the majority of young people do not have sexual relationships before the age of 16
Good quality SRE has a protective function as young people who rated their SRE as good were more likely to choose to have first sex later, and are more likely to use condoms and contraception if they do have sex
Young people need to be able to easily access sexual health and contraceptive services in places that are convenient to them, and be supported in their emotional development and self-esteem
SRE is delivered by competent and confident educators who use active teaching and learning methods and provide opportunities for all pupils to engage with and discuss sensitive issues
Stand alone days and special weeks may not provide the best platform for rigorous learning.  Ofsted Personal Social Health and Economic education on schools July 2010 stated that “Schools that taught PSHE solely across the curriculum, through religious education or other subjects, ‘suspended timetable’ days or tutor groups usually allocated too little time to teaching PSHE education discretely. The result tended to be fragmented learning, too much variation in the quality of teaching, and a lack of clear learning objectives, outcomes and assessment”.

Assessing, monitoring, evaluating and reviewing SRE

SRE will be assessed in accordance with the school’s policy for Assessment, Monitoring, Evaluating and Reviewing of Curriculum Subjects. Assessment of SRE should:

Be planned from the beginning as an integral part of teaching and learning
Provide regular opportunities for pupils to give and receive feedback on their progress and achievements, helping them to identify what they should do next
Involve pupils in discussion about learning objectives and desired outcomes
Include pupils as partners in the assessment process e.g. through self-assessment and peer-assessment
Enable pupils to identify and gather evidence of their progress in developing knowledge, skills, understanding and attitudes
Reflect the principles of inclusion and the range of pupils learning styles enabling all pupils to demonstrate their achievement.

The school’s Curriculum lead will be responsible for monitoring the provision of SRE in and for reporting the results to the Senior Leadership Team, and via the Headteacher to the Governors’ Curriculum Committee. The PSHCE co-ordinator is responsible for evaluating the programme of work, reporting the findings on an annual basis, and for making recommendations for changes to the programme.

Monitoring and Evaluation

The SRE programme is regularly monitored and evaluated. The views of pupils, parents/carers and teachers are used to make changes and improvements to the programme on an ongoing basis.  The policy will be formally reviewed every two years for the following purposes:

To review and plan the content and delivery of the programme of study for sex and relationships education
To review resources and renew as appropriate
To update training in line with current guidance and staff identified needs

Child Protection and Confidentiality

SRE can be a sensitive issue.  To protect privacy and engender respect for all, teachers will be expected to develop ground rules with pupils at the onset of work. Pupils should be informed about the remit of confidentiality and that teachers cannot offer or guarantee pupils unconditional confidentiality.

If pupils ask particularly sensitive questions that appear to be inappropriate in the circumstances, teachers will deal with this outside the classroom on a one-to one basis. If the teacher judges it necessary the pupil could be advised to speak to the school nurse, provided with information about where to get further help or, if the matter is considered a potential Child Protection issue, the staff member responsible for this should be notified.

 

It is the responsibility of the school to support its pupils and to carry out its functions with a view to safeguarding and promoting the welfare of pupils. In fulfilling this duty they must have regard to guidance around safeguarding. Whilst pupils have the same rights to confidentiality as adults no pupil should be guaranteed absolute confidentiality. Staff will report any information or disclosure which raises concern that a child or children may be at risk of significant harm to the school’s senior member of staff, with designated responsibility for Child Protection. The Designated person will then, in line with the School’s Child Protection policy and the North Yorkshire Safeguarding Children Board guidance and procedures, take action as appropriate. Pupils will be made aware of the law relating to sexual offences and of those circumstances where confidentiality cannot be maintained.  Staff should ensure when making notes that they are factual and based on evidence, in line with the Freedom of Information Act.

 

Roles and Responsibilities

The PSHCE Co-ordinator

The school has a co-ordinator for PSHCE who is responsible for all aspects of the subject including SRE.  In respect of SRE, responsibilities are to:

Ensure the implementation and quality of long term and medium term SRE schemes of work
Ensure that all staff are confident in the skills to teach and discuss SRE issues
Consider the needs of all pupils, and to achieve this recognise that the school might need to address some specific issues
Consult with pupils to inform SRE provision
Access appropriate training
Monitor and advise on SRE organisation, planning and resource issues across the school
Ensure procedures for assessment, monitoring and evaluation are included.
Liaise with the named governor for SRE
Liaise with any service provision to support aspects of sexual health
Review / update the policy on a two year cycle or sooner if necessary.

The Headteacher

The Headteacher has responsibility for the day-to-day management of all aspects of the school’s work, including teaching and learning.  The Headteacher’s responsibilities in respect of SRE are to:

Liaise with the PSHCE Co-ordinator
Keep the governing body fully informed of provision, issues and progress in SRE
Act upon any concerns which may arise from pupil disclosure during SRE sessions.

The Governing Body

The governing body has responsibility to ensure a school has an up-to-date SRE policy that describes the content and organisation of SRE outside of the national curriculum science. The policy should also clearly reference any on site sexual health services. The governing body, in co-operation with the Headteacher, is expected to involve families, pupils, health and other professionals to ensure that SRE addresses the needs of pupils, local issues and trends. The governing body need to ensure pupils are protected from teaching and materials which are inappropriate, having regard to the age, religious and cultural background of the pupils. It is good practice to identify a link governor for SRE.  The governing body will continue their involvement through regular evaluation of provision and policy.

Parents / Carers

The school aims to work in active partnership with families, value their views and keep them informed of the SRE provision. If a parent/carer has any concerns about the SRE provision then time will be taken to address their concerns. Families are invited to review the resources and can contact the Headteacher with any queries or concerns.

The Parental Right to withdraw their child from SRE lessons

Parents have the right to withdraw their children from all, or part, of sex and relationship education, which is not part of the National Curriculum. Under section 405 of the Education Act 1996, parents may opt to withdraw their children from SRE lessons. (This could to be altered to ensure it meets the needs of the school)  Parents will be notified in writing of the programme and the content for SRE and reminded of their right to withdraw their children. Parents wanting to exercise this right are invited to see the Headteacher or PSHCE Co-ordinator who will explore their concerns. If a child is withdrawn they will be provided with alternative work for the duration of the lessons.

External agencies

Whilst the responsibility for organising and delivering most, if not all, of the SRE programme rests with the school, there may be times when an external contributor can add value and bring to the classroom additional experience, skills or knowledge that teachers may not always have. However they may not possess the skills of organising teaching and learning or managing behaviour.  The Partners in Education form (see Appendix three) is strongly recommended to be used when planning, and for evaluating the input of an external contributor. By using this it is more likely that clear learning outcomes will be established, the learning processes to achieve these, and that the work will be tailored to the target audience. It is essential to ensure that at all times a teacher is present when an external contributor is working with pupils. All external visitors should have a Criminal Records Bureau check.

Additional guidance to inform a school’s SRE policy

Diversity

Children and young people from all faiths and cultures have an entitlement to sex and relationships education (SRE). Teaching effective SRE means being sensitive to the range of different values and beliefs within a multi-faith and multi-cultural society. It is important when developing the SRE curriculum to work in partnership with parents/carers and the wider community.  Research has shown that if parents/carers and faith leaders work together to examine assumptions and beliefs and ensure effective communication that reduces misunderstandings and allows for the development of a values framework for SRE.

Lesbian, Gay and Bisexual (LGB)

All families are different so it is important to avoid using language which focuses on the conventional mum and dad family structure and instead talk about families more broadly. Provide pupils with the opportunities to learn about different family structures. For older pupils when discussing sexual relationships and partners ensure reference and resources are used that relate to LGB people.

Appendix 2 -

Sex and Relationships Education in the Curriculum from the Science Statutory Programme of study and the PSHE Non-Statutory Framework

Key Stage 1 – Sex and Relationships Education in the Curriculum

Science: Statutory Programme of study: (NC, 1999)

PSHE: Non-statutory Framework (NC, 1999)

Pupils should be taught:

Life processes

That animals, including humans, move, feed, grow, use their senses and reproduce

Humans and other animals

To recognize and compare the main external parts of the bodies of humans and other animals

That humans and other animals can produce offspring and that these offspring grow into adults

Pupils should be taught:

Developing a healthy, safer lifestyle

About the process of growing from young to old and how people’s needs change

The names of the main parts of the body

Rules for, and ways of, keeping safe…and about people who can help them to stay safe

Developing good relationships and respecting the differences between people

To recognise how their behaviour affects other people

To listen to other people, and play and work cooperatively

To identify and respect the differences and similarities between people

That families and friends should care for each other

That there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying

 

Key Stage 2 – Sex and Relationships Education in the Curriculum

Science: Statutory Programme of study: (NC, 1999)

PSHE: Non-statutory Framework (NC, 1999)

Pupils should be taught:

Life processes

That the life processes common to humans and other animals include nutrition, movement, growth and reproduction

Humans and other animals

About the main stages of the human lifecycle

Pupils should be taught:

Developing confidence and responsibility and making the most of their abilities

To recognise as they approach puberty, how people’s emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way

Developing a healthy, safer lifestyle

About how the body changes as they approach puberty

To recognise the different risks in different situations and then decide how to behave responsibly, including….judging what kind of physical contact is acceptable and unacceptable

That pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong

Developing good relationships and respecting the differences between people

That their actions affect themselves and others, to care about other people’s feelings and to try to see things from their point of view

To be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships

To recognise and challenge stereotypes

That differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability

Where individuals, families and groups can get help and support

 

 

 

 

 

 

Key Stage 3 – Sex and Relationships Education in the Curriculum

Science: Statutory Programme of study: (QCA 2007)

PSHE: Non-statutory Programme of study: Personal Wellbeing (QCA 2007)

Range and content should include:

Organisms, behaviour and health

 

The human reproductive cycle includes adolescence, fertilisation and foetal development

 

Conception, growth, development, behaviour and health can be affected by diet, drugs and disease

 

The curriculum should provide opportunities for pupils to:

 

Consider how knowledge and understanding of science informs personal and collective decisions, including those on substance abuse and sexual health

 

Explanatory notes:

Sexual health: includes issues related to contraception, pregnancy and disease

Diet, drugs and disease: This includes…the effect of drugs such as alcohol, tobacco and cannabis on mental and physical health. It also includes the effects of bacteria and viruses, such as those associated with sexually transmitted infections.

Range and content that teachers should draw on when teaching the key concepts and processes include:

 

examples of diverse values encountered in society and the clarification of personal values

 

physical and emotional change and puberty

 

sexual activity, human reproduction, contraception, pregnancy, and sexually transmitted infections and HIV and how high-risk behaviours affect the health and wellbeing of individuals, families and communities

 

the features of positive and stable relationships, how to deal with a breakdown in a relationship and the effects of loss and bereavement

 

different types of relationships, including those within families and between older and young people, boys and girls, and people of the same sex, including civil partnerships

 

the nature and importance of marriage and of stable relationships for family life and bringing up children

 

the similarities, differences and diversity among people of different race, culture, ability, disability, gender, age and sexual orientation and the impact of prejudice, bullying, discrimination and racism on individuals and communities

 

 

 

Key Stage 4 – Sex and Relationships Education in the Curriculum

Science: Statutory Programme of study: (QCA 2007)

PSHE: Non-statutory Programme of study: Personal Wellbeing (QCA 2007)

Pupils should be taught:

Organisms and health

 

Human health is affected by a range of environmental and inherited factors, by the use of misuse of drugs and medical treatments

 

Range and content that teachers should draw on when teaching the key concepts and processes include:

 

the effect of diverse and conflicting values on individuals, families and communities and ways of responding to them

 

how the media portrays young people, body image and health issues

 

the benefits and risks of health and lifestyle choices, including choices relating to sexual activity and substance use and misuse, and the short and long-term consequences for the health and mental and emotional wellbeing of individuals, families and communities

 

where and how to obtain health information, how to recognise and follow health and safety procedures, ways of reducing risk and minimising harm in risky situations, how to find sources of emergency help and how to use basic and emergency first aid

 

characteristics of positive relationships, and awareness of exploitation in relationships and of statutory and voluntary organisations that support relationships in crisis

 

parenting skills and qualities and their central importance to family life

 

the impact of separation, divorce and bereavement on families and the need to adapt to changing circumstances

 

the diversity of ethnic and cultural groups, the power of prejudice, bullying, discrimination and racism, and the need to take the initiative in challenging this and other offensive behaviours and in giving support to victims of abuse.

 

 

 

 

 

Appendix three

 

Partners in Education

Support Agreement Form

Please read this document fully before completing any section.

Uncoloured areas require a school response and shaded areas a response from the provider of services. Dark grey boxes contain words that may be helpful in describing intended outcomes.

School:

 

Address:

 

 

 

P/code:

 

Contact person:

 

Post held:

 

Tel:

 

e-mail:

 

Agency:

 

Address:

 

 

 

P/code:

 

Contact person:

 

Post held:

 

Tel:

 

e-mail:

 

Details of input:

Tick target group

 

 

 

Pupils/students               [  ]

 

Age-range………………….

 

Key Stage………………….

 

Males, females or mixed group?

(circle one)   M     F    Mix

 

Teachers                        [  ]                      

Governors                      [  ]   

Non-teaching staff         [  ]

Parents                          [  ]

Other (specify)               [  ]

 

Numbers

Date(s)

Time(s)

Location

e.g. Hall, classroom

 

Visitors should be made aware of fire safety procedures, have access to a telephone for

emergencies and know where to obtain emergency aid assistance.

 

 

 

 

 

 

 

 

 

 

Learning environment details: (Have regard to health & safety issues)

 

 

 

Space required/available: (state preference for floor level if bringing

equipment)

 

 

Layout:

 

Equipment needed:                           Provided by: (tick)  School Visitor

 

………………………………………………………         [ ]           [ ]

 

………………………………………………………         [ ]           [ ]

 

………………………………………………………         [ ]           [ ]

 

Lecture style

Theatre style

Formal seating

Circle

No seating

Hall

Classroom

Outdoor Space

Sports Hall

Power points

Extension cable

Screen

Tables

OHP

 

Water

TV

Video (VHS)

Computer

PowerPoint

 

Intended learning outcomes:

(Consider the information that may be gained, any skills that will be acquired or

rehearsed, attitudes and values that may be explored or anticipated behaviour

change. In other words, what will participants learn, feel or be able to do at the end of the

session compared to before?)

 

 

 

 

 

 

 

 

 

Know

Understand

Clarify

Describe

Explain

Identify

Appreciate

Demonstrate

Explore

Discuss

Feel

Show

 

 

 

How will the learning outcomes be achieved? What methods will be

used?

 

Group work

Role-play

Case Studies

Survey

Debate

Peer led

Participatory

Drama

Writing

Problem solving

Games

Simulation

Thought showering

Mind Maps

Discussion