Responsibility for Their Own Actions

Responsibility for Their Own Actions


Sex and Relationship EducationPolicy
Status: / Date AGREED: / Review Date:
Policy: Statutory/Recommended/Additional / SEPTEMBER 2017 / jULY 2019
written by: / gb signature:
Eleanor Hase
Consultation:
Admin team , Teachers, Leadership Team, Governors
RESOURCES and references:
Government policies, OfSTED/DfESex and Relationship Guidance (2000/2) and provisional (2010) DFe PSHE End of Key Stage Statements, Jan Lever Education consultancy.
Links to other policies: PSHE Education, Anti-Bullying, Drugs Education, Child protection and e-safety
Purpose AND AIMS:
This policy is a working document which provides guidance and information on all aspects of Sex and Relationship Educationin the school for staff, parents/carers and governors. To be accessible to all of these groups the documents needs to be available on request and presented in a way that is easy to understand.
Definition of Sex and Relationship Education (SRE):
“SRE is lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about Sex, Sexuality, relationships and feelings” (Sex Education Forum, 1999)
Effective SRE can make significant contribution to the development of the personal skills need by pupils if they are to establish and maintain relationships. It also enables young people to make responsible and informed decisions about their health and well-being.
Aims
The SRE programme at our school reflects the school ethos and demonstrates and encourages the following values:
  • Respect for self
  • Respect for others
  • Responsibility for their own actions
  • Responsibility for their family, friends, schools and wider community
Equal opportunities
Our school is committed to the provision of SRE to all of its pupils. Our programme aims to respond to the diversity of children’s cultures, faiths and family backgrounds. Equal time and provision will be allocated for all groups but there may be occasions where children with Special Educational Needs are given extra support.
Roles and responsibilities:
The Head Teacher Is Responsible For:
  • Ensuring the SRE policy is followed from EYFS to Year 6 andlessons are effective
  • Monitoring andEvaluating Sex and Relationship Education lessons
The Team Leaders Are Responsible For:
  • Supporting teachers, with their responsibilities in teaching SRE
  • Ensuring teachers are trained in effective teaching of SRE
  • Ensuring teachers are comfortable in teaching SRE and if not, arranging lessons to be taught by different teachers
The Inclusion Team Leader Is Responsible For:
  • Helping teachers provide SRE to children with Special Educational Needs or Disabilities (SEND)
  • Ensuring resources are available for teaching SRE with children who have SEND
The Admin Team are Responsible For
  • Sending letters to parents to inform them when Sex and Relationship lessons will be taking place
  • Sending letters to parents to invite them to attend prior to SRE lessons information evening
The Teaching Staff Are Responsible For:
  • Planning &Teaching SREin line with current national expectations and implementing the policy
  • Ensuring that the Head Teacher and Governors have approved the materials prior to lessons, particularly in Year 6
  • Year 6 teachers are responsible for provide opportunities for the parents to come and see the resources for the specific puberty and Sexual education lessons.
Governors Are Responsible For:
  • Viewing and approving the Sex and Relationship Education materials prior to the lessons to ensure suitability, for the specific lessons in Years 5 & 6
  • Developing a policy that respects the wishes of parents and meets the needs of the community
  • Monitoring the impact of the policy

Content:
EYFS
  • Children can form positive relationships with adults and other children
  • Children can talk about how they and others show feelings
  • Children can identify and name some feelings
  • Children understand that the part of their body covered by pants is private
Key Stage 1
  • Children can name the main parts of their body, and can use some correct names for body parts (eg penis, scrotum and vagina)
  • Children understand that people grow from young to old
  • Children can identify and share their feelings with others
  • Children can understand some facts that affect emotional health and well-being
  • Children can recognise safe and unsafe situations and can identify and be able to talk to someone they trust
Key Stage 2
  • Children can discuss some of the bodily and emotional changes at puberty, and can demonstrate some ways of dealing with these in a positive way
  • Children can identify different types of relationship (for example: marriage, friendship, ‘living together’ or homosexual) and can show ways to maintain good relationships (for example: listening, supporting, caring)
  • The content of the specific Year 5/6 SRE lessons was decided upon after the consultation process involving pupils, parents/carers, staff, governors and the school health adviser using the government policies as listed above.
  • A more detailed scheme of work is available on request.

ORGANISATION:
  • All aspects of Sex and Relationship Education will be delivered within an ethos of respect and sensitivity.
  • SRE should not be delivered in isolation but firmly embedded in all curriculum areas, including Personal, Social, Health and Economic (PSHE) Education and Citizenship. At our school, the main content is delivered is PSHE Education lessons, except in Year 5/6 where they have specific Sex and Relationship Education lessons.
  • Parents and governors will be informed when specific Sex and Relationship Education lessons are taking place, the main content that will be covered and will be able to view materials beforehand.
  • UK law currently allows parents whose children attend state-funded schools to opt their children out of Sex and RelationshipEducation. Where parents request this, alternative provision will be provided by school.
  • Some aspects of are SRE are delivered by the teachers in mixed gender groups, but it is more appropriate for topics such as puberty changes and menstruation to be covered in single Sex groups, although both sexes will received the same information.
  • SRE is delivered through a range of class activities which include circle time, P4C, games and SEAL lessons there is an emphasis on being safe, raising self-esteem and developing their emotional understanding.
Answering Difficult Questions and Sensitive Issues
  • Ground rules for discussions and disclosure of information will be agreed with the class beforehand.
  • Staff members are aware that views around SRE related issues are varied. However, while personal views are respected, all SRE issues are taught without bias. Factual information is presented in a scientific way, and topics for discussion are presented from a variety of views so that pupils are able to form their own, informed opinions but also respect others that may have a different opinion.
  • Both formal and informal SRE arising from pupils’ questions are answered according to the age and maturity of the pupil(s) concerned. Questions do not have to be answered directly, and can be addressed individually later. A particular question may require the teacher to suggest that the details are best discussed with their parents, if it is inappropriate for school. This should still be discussed with the child privately and explained that it is not a bad question, just the parents, not school should answer the question. All questions are answered in a factual way, and should not be linked to staff’s personal life. If staff need any support with this they can seek advice from the Personal Development Team Leader.
  • If a child raises an issue that might indicate a safeguarding concern, staff should follow the Safeguarding Policy and pass on concerns on concerns to the Designated Person as soon as possible.
  • Our school believes that SRE should meet the needs of all pupils regardless of their developing Sexuality and be able to deal honestly and sensitively with Sexual orientation, answer appropriate questions and offer support.
  • Homophobic bullying is dealt with strongly yet sensitively and is covered in our Anti-Bullying policy.
  • Our school believes in the importance of appropriate staff training to enable staff to deliver effective SRE.

Monitoring and Evaluating:
This policy will be monitored by the Personal Development Team, Head Teacher and Governors and will be considered successful if the following criteria are observed:
  • Elements of the Sex education in the science curriculum are assessed.
  • Assessment and evaluation of the SRE programme outside the science order is conducted using a variety of informal activities and observations which have been built into the programme, these included peer-assessment, self-assessment, planning scrutiny, and observations.
  • Teachers delivering SRE should constantly evaluate their lessons to inform future planning.

SRE Policy 2015Page 1

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