Bowmandale Primary School

School Policy Document for the Teaching of Sex and Relationships Education

May 2014

1. Introduction

This policy outlines the learning and teaching of Sex and Relationships Education at Bowmandale Primary School.

The implementation of this policy is the responsibility of all teaching and support staff. The responsibility for monitoring and review rests with all staff.This policy has been written to include the requirements of the Updated Primary Curriculum, which was implemented in schools from September 2014.

2. The Purpose of the teaching of Sex and Relationship Education is to develop:

  • self esteem
  • skills for successful relationships
  • emotional literacy
  • the ability to make informed choices and minimise risk
  • the ability to keep themselves and other people safe
  • the opportunity to explore their own attitudes, values and beliefs and develop an individual moral code that will guide their actions
  • a discerning eye for the messages they receive from the media
  • the ability to access help and support
  • a positive attitude towards and understanding of their body and sexuality

Our school believes that SRE should be delivered within the following moral framework. Our programme promotes:

  • Self-respect and respect for others
  • Respect and tolerance towards others who may have different backgrounds, cultures, feelings, views and sexuality while not directly promoting sexual orientation
  • Taking account of other people’s feelings
  • Mutual support and co-operation
  • Accepting the responsibility for the consequences of our own actions
  • The right of people to hold their own views within a framework of respect for others
  • Not imposing our views on other people
  • The right not to be abused by other people or taken advantage of
  • The right to accurate information about sex and relationship issues

3. Our Aims

We will endeavour to ensure a broad and balanced experience for all of our pupils.The aim of this policy is to provide a working document that gives a clear framework within which staff will feel secure to work.

SRE aims to equip all pupils with accurate, unbiased knowledge about sex and relationships and give pupils the opportunity to acquire life skills that will help them make good use of this knowledge. It will also give pupils opportunities to explore and respect their own and others’ opinions, attitudes and values to help them develop their own individual moral framework. For the pupils that pass through our school we felt the following aims for SRE were particularly important:

  • Pupils with better relationship skills
  • Pupils prepared for the changes of puberty and that have a good knowledge of their own bodies.
  • Pupils with an understanding of prejudice and its negative effects
  • Pupils that are capable of seeking help and advice when they need to
  • Pupils that are able to express how they feel
  • Pupils that are aware of and have challenged the messages they receive from the media
  • Pupils that are aware of the right they have over their own body
  • Pupils that are able to make positive informed choices (that reduce risk)

The SRE programme ensures that pupils will revisit topics so they build upon their existing knowledge and skills throughout the school. Wherever possible, parental involvement in SRE is to be encouraged.

4. (i) Inclusion and Special Educational Needs

Our SRE program aims to be inclusive of all regardless of gender, race, religion, colour, language, culture, social circumstances, appearance, sexuality, ability or disability etc.

Our SRE program responds to the needs of individual pupils and takes pupils’, cultures, faiths and family backgrounds into consideration. Pupils with special educational needs are given extra SRE support.

(ii) Informing parents/carers on their right to withdraw their child

Before children embark upon a SRE programme, parents are informed by letter of their right to withdraw their child from SRE lessons and are given an overview of the topics their child will be covering. Parents are also reminded that they can have a copy of the school’s SRE Policy on request from the school office or view on the school website. Parents will be invited to view materials and discuss the programmes before they are taught.

5. Organisation of Sex and Relationships Educationwithin the PSHCE Curriculum

Sex and Relationships Education will be taught through a combination of planned curriculum opportunities and whole school approaches. This will take the form of:

  • Discrete curriculum time – e.g. as part of the planned PSHCE curriculum eg circle time
  • Basic curriculum time – e.g. through other curriculum areas such as Science
  • Dedicated curriculum time e.g. Y3/4 Menstruation Talk in single sex groups and be supported by appropriately qualified staff
  • Through activities, school events and ethos – e.g. pupils listening to and supporting each other, taking responsibility, challenging stereotypes, developing relationships etc.
  • Aspects of year 5 and 6 SRE will be taught in single sex groups and be supported by appropriately qualified staff
  • The use of Big Talk Education to deliver annual training across the school covering abuse, pornography, exploitation, body science and staying safe
  • 1:1 support where required with the school’s Learning Mentor

6. Programmes of Study for Sex and Relationships Education

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Foundation
Physical Development / PSED / Understanding the World
Health and self-care:
To talk about ways to keep healthy and safe.
To manage their own basic hygiene and personal needs. / Making relationships:
Form positive relationships with adults and children.
Managing feelings and behaviour
Talk about how they and others show feelings.
Know that some behaviour isunacceptable.
Adjust their behaviour to suit different situations. / People and communities:
They know that other children don’t always enjoy the same things and are sensitive to this.
They know about similarities and differences between themselves and others.
National Curriculum Science / PSHCE
KS1
Pupils should learn: / Be able to: / Know and understand: / Have thought about:
that animals including humans move, feed, grow, use their senses to reproduce / recognise and express pride in themselves / their responsibility in caring for younger children and/or their pets
to recognise and compare the main external parts of the bodies of humans / recognise and name the basic feelings of happy, sad, frightened, angry
that humans and animals can produce offspring and these grow into adults / make a friend talk with them and share feelings / that both babies and pets have needs / why families are special for caring and sharing
to recognise the similarities between themselves and others and to treat others with sensitivity / recognise when they feel safe and unsafe
use simple safety rules
talk with someone they trust when they are worried / that they have some control over their actions and bodies / why teasing is hurtful
what bullying is and how to seek help
KS2
Pupils should learn: / Be able to: / Know and understand: / Have thought about:
that the life processes common to humans and other animals include nutrition, growth and reproduction / recognise and tell others with pride and confidence what they are good at / the basic facts about the process of pregnancy and birth
the main stages of the human life cycle / express opinions e.g. about relationships and bullying / the physical and emotional changes that take place at puberty, why they happen and how to manage e.g.
periods and wet dreams
listen to support their friends and manage friendship problems / about different forms of bullying people and the feelings of both bullies and victims
recognise their changing emotions with friends and family and be able to express their feelings / that safe routines can lessen the spread of viruses including the HIV virus
recognise the pressure of unwanted and inappropriate physical contact and how to deal with it / the many relationships in which they are all involved
how a family is important to children growing up
about different family arrangements including the place of marriage / the diversity of lifestyles and why respect for diversity is important
ask for help from a range of adults they know and can trust / how the media impact on forming attitudes
where individuals, families and groups can go for reliable information / why it is important to consider others’ points of view including their parents
puberty happens at different times for different people / why being different can provoke bullying and why this is unacceptable

7. Teaching and Learning of Sex and Relationship Educationat Bowmandale

Teaching and Learning in SREwill be in line with the school’s Teaching and Learning Policy, making provision for pupils’ abilities and range of learning styles.

8. The Role of the PSHCE subject leaders is to:

Support colleagues in the planning and teaching of SREand support staff to develop their skills in the assessmentof SRE.

Renew, update and oversee the audit of resources needed to deliver good SRE teaching.

Monitor and evaluate the quality of Teaching and Learning in SRE.

Develop assessment and record keeping ensuring progression and continuity.

To create a subject Action Plan within the curriculum group, ensure its implementation and report to the headteacher and governors on its progress.

To help develop and refine the school’s Scheme of Work for PSHCE with SRE featured within it.

Keep abreast of developments in the teaching and learning of PSHCE / SRE.

9. Assessment and Reporting

The assessment, recording and reporting of SRE will be carried out in line with the PSHCE and assessment policy.

10. Resources

Teaching materials will include Power Point, leaflets and books. The ‘Living and Growing’ films will be used for menstruation teaching. Work in school will be supported by outside agencies such as Big Talk Education, the School Nurse and Child Line.

Storage and organisation:

  • All resources are available in the Meeting Room.

11. Health and Safety / Confidentiality

This policy needs to be read alongside our Health and Safety Policy to ensure that lessons are delivered in a suitable manner.In accordance with the DfES ‘Sex and Relationship Guidance’ we will ensure that:

  • All staff, pupils and parents/carers are aware of the school’s child protection procedures and how it works in practice
  • In the event of any child protection issues arising, these procedures are followed
  • Pupils are informed of the limits of confidentiality that may be offered by teachers
  • Ground rules are established in lessons and that these include the limits of confidentiality
  • Pupils are informed of sources of confidential support, for example, the school Learning Mentor, the school nurse, orGP

12. Monitoring and Evaluation

The teaching and learning of SREwill be monitored through the analysis of medium term planning, pupil interviews, analysis of assessment data, scrutiny of work samples and lesson observations, in line with the school development plan.

13. Policy Review

As and when required.

Approved by the Governing Body May 2014