Sex & Relationship Education Policy

Sex & Relationship Education Policy

Introduction and Policy Purpose

This policy has been developed in consultation with the sSenior lLeadership tTeam, governing body, teaching staff, outside agencies, parents/carers and pupils. It reflects the guidance of national bodies such as the Department for Education and TheieDoE, Sex Education Forum.

At Clarendon we see Aims and Objectives

‘Sex and Relationship Education (SRE) as a is lifelong learning process of acquiring information,, developing skills and forming positive beliefs and attitudes about sex, sexuality, rellationships and feelings’. (Sex Education Forum 1999). .

Effective SRE can make a significant contribution to the development of the personal skills needed 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.

Other related policies and documents include: the PSHEE & Citizenship policy, Anti-Bullying Policy, Drugs Education Policy, Child Protection Policy and the Promoting Race Equality document.

Moral and Values Framework

The SRE programme at Clarendon reflects the school’s 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

The importance of building life-long relationships with others

Equal Opportunities Statement

The 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 or children who are experiencing family or personal issues.

Contennt

Key Stage 1

In Key Stage 1 pPupils learn to:

recognise similarities and differences between themselves and others.

iIdentify and share their feelings with each other.

rRecognise safe and unsafe situations
learn how toand can identify and be able to talk to someone they trust.

Key Stage 2

In Key Stage 2 pPupils learn to:

express their opinions about relationships and bullying and to listen to and support others,
including respecting other people’s viewpoints and beliefs. They learn
to recognise their own worth and identify positive things about themselves

and try to balance the stresses in life in order to promote their own mental health and the well-being of others.

lLife processes are discussed including the physical changes that takeplace during at puberty, why they happen and how to manage them.

mMaterials used reflect the age and cultural backgrounds of all the pupils

 in relation to images used. The range of materials used can also be made available to parents/carers on request

materials used relate to the direct teaching of sex education in Year 6 and can also be viewed in advance of these sessions.

is available to parents/carers and informative books are available to children in the library or on the learning platform.

Organisation

At Clarendon, whilst the main content is delivered through PHSE, we PSHE,

we believe that SRE should not be delivered in isolation and where relevant it is taught through other curriculum . It is but firmly embedded in all curriculum areas, including Personal, Social, Health and Economic Education (PSHEE) and Citizenship, and through specific science topics which focus on teaching information about reproduction and the reproductive cycle.

At Clarendon the main content is delivered through PSHEE.

Other than when it is deemed more appropriate for specific topics to be covered in single sex groups, SRE is normally delivered by the class teacherteacher in mixed gender groups.

other than when it is deemed more appropriate for topics to be covered in single sex groups.

A range of appropriate resources and teaching strateigesstrategies will be used to deliver the SRE curriculum in the school. This will be done using a range of teaching strategies For example, the use ofeg‘Circle time’ activities with which have an emphasis on being safe and, raisingand raising self-esteem.

, etc.

External agencies are also used to helping usto deliver specific aspects of the SRE curriculum inin our school. These include t: The sSchool nNurse.

When external agencies are involved in SRE teaching, they will be aware of the following:

Visitors are invited in to school because of the particular expertise or contribution they are able to make.
All visitors are will be familiar with and understandthe school’s SRE policy and workwithin it.
All input to SRE lessons is are part of a planned programme, which is and negotiatedis negotiated and agreed with staff in advance.
All visitors are supervised/supported by a member of staff at all times.
The input of visitors is monitored and evaluated by staff and pupils. This evaluation is used to informs future planning.
The school will continue to liaise with the local secondary schools(s) in order to ensure that the programme for SRE is continuousousthroughat KS3.

Assessment and Evaluation



Elements of sex education are assessed as part of the Science curriculum.

which is also forms part of the in the science curriculum are assessed formally.

Assessment and evaluation of the SRE programme, which falls outside the science curriculum, is is conducted using a variety of informal activities.

The school will assess the effectiveness of the aims, content and methods in promoting students’ learning by lesson observation, sampling teachers planning and feedback from parents.

This could include peer assessment and self assessment.

Teachers delivering SRE curriculum should constantly evaluate their lessons to inform future planning.

Specific Issues within SRE

Withdrawal



Except for those parts of the SRE curriculum that areis included in the statutory National Curriculum Science syllabus,, pParents/cCarers have the right to withdraw their children from all or part of the Sex and Relationships Education curriculum.provided at school except for those parts included in statutory National Curriculum Science.
Those parents/carers wishing to exercise this right are invited in to see the Headteacher and/or SRE cCo-ordinator who will explore any concerns and discuss any impact that withdrawal may have on the child.

This Any request to withdraw a child from the SRE curriculum must be put in writing and o.

Once a child has been withdrawn from all or part of the SRE teaching, they cannot take part in the SRE programme until the this request for withdrawal has been removed.

Additional mMMaterials are available to parents/carers who wish to supplement the school SRE programme or who who wish to deliver this programme SRE to their children at home.

Confidentiality and Child Protection Issues

As a general rule, a child’s confidentiality is maintained by the teacher or member of staff concerned. However i.

If this person believes that the child is at risk or in danger, theyshe/hewill talks to the named Child Protection Liaison Officer (CPLO) who takes will take appropriate action as laid down in the school’s Child Protection Policy. On these occasions, the child concerned will be informed that information shared will be passed on confidentiality is being ‘breached’ and the reasons why and will also be supported throughout this process.

and will be provided with reasons why. The child will also be supported, by their teacher, throughout this process.

AllAll staff are familiar with theour school’s Child Protection and / Safeguarding policiesy and know the identity of the member of staff withperson responsibleility for cChild pProtection issues.

The child concerned will be informed that confidentiality is being breached and reasons why. The child will be supported by the teacher throughout the process.

Answering Difficult Questions

Staff are aware that views around SRE related issues are varied;. hHowever , while personal views are respected, all SRE issues are taught without bias.

Topics are presented using a variety of views and beliefs so that pupils are able to form their own, informed opinions, whilst but also learning to respect that others that may holdhave a different opinions to their own.s.n.

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 either addressed individually at a later stage or referred to another member of staff or a child’s parents. When answering pupil questions , if this is felt more appropriate.

When answering pupil questions, tThe school believes that individual teachers must use their skill and discretion in this area and refer to the CPLO if they are concerned.

Clarendon Primary School believes that SRE should meet the needs of all pupils, regardless of their developing sexuality. The school also believes that SRE , and should be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support.

Homophobic bullying is dealt with strongly yet sensitively. The school liaises with parents on this issue in order to reassure them of the content and context.

Dissemination

Training is regularly delivered to staff on the policy content. Copies of the SRE policy are available to parents on the school website or by request from the from the school office.on request from parents.

Clarendon Primary School believes in the importance of appropriate staff training to enable staff to deliver an effective an SRE curriculum. The coordinatorshould access courses or INSET opportunities in order to assist staff involved in the delivery of SRE.

The SRE/PSHEE Leader facilitates the gathering of policy feedback and acts on this as appropriate.

from parents, staff and pupils every two years.

This policy is to be read in conjunction with H&S/Child Protection Policies

Equal Opportunities Statement

Clarendon Primary SThe 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 or children who are experiencing family/personal issues are given extra support or children who are experiencing family or personal issues.

This policy should be read in conjunction with: PSHE policy, Anti-Bullying Policy, Drugs Policy, Child Protection Policy and the Race Equality document.

Review

Date discussed by staff: Spring term 201432

Date reviewed by governing body: Spring term 201432

Date due for review:Spring term 201543

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