West Grove Primary School

Brimsdown Primary School

Sex and RelationshipsEducation Policy (SRE)

February 2017

Introduction

At Brimsdown Primary School, we follow the Local Authority guidance and curriculum. The children are offered a comprehensive and coordinated programme of Personal, Social and Health Education (PSHE).

Sex and relationships education is lifelong learning about physical, moral and emotional development. It 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

The 1966 Education Act consolidates all relevant previous legislation and states that all primary schools must provide an up to date policy that describes the content and organisation of SRE provided outside the National Curriculum Science Order. The DfE Sex and Relationship Guidance 2000 support this legislation and recommends that all primary schools should have a sex and relationship education programme tailored to the age and physical and emotional maturity of the children.

Other related policies and documents include the PSHE and Citizenship policy, Anti-bullying policy, Drug Education Policy and the Child Protection Policy. 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.

Aims

This policy is a working document, which provides guidance and information on all aspects of SRE in the school for staff, parents/carers and governors. To be accessible to all of these groups the document needs to be available and presented in a way that is easy to understand.

Moral and Values Framework

The SRE programme at Brimsdown Primary School reflects the school values and demonstrates and encourages the following: -

• Honesty with self and others.
• Respect for self and others.
• A development of critical self-awareness for themselves.
• Trust within relationships.
• An exploration of the rights, duties and responsibilities involved in relationships.
• An acknowledgement and understanding of diversity regarding religion, culture and gender.

Equal Opportunities

Brimsdown Primary 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 occasion where pupils with Special Educational Needs (SEN) will be given extra support from SEN staff.

Teaching and Learning

Good teaching and learning makes the curriculum accessible for all. It provides opportunities for all children to engage in their own learning and feel successful. Our curriculum for Personal, Health and Social Education (PHSE) is used as a vehicle for teaching our pupils about sex and relationship issues. Many aspects of the sex and relationship programme are also taught through the Science and English Curriculum as these both provide valuable opportunities for pupils to explore issues further within a different context.

Content

We teach about sex and relationships through different aspects of the curriculum:

• In PHSE we teach children about relationships and we encourage children to discuss issues. This is based around showing positive relationships. We teach about the parts of the body and how they work and we explain to the children what will happen to their bodies during puberty. For example, we teach the children that boy’s voices will change during puberty and we explain menstruation to both boys and girls. The teacher should always use correct biological terminology.

• In science lessons in both key stages, teachers inform children about life cycles. For this aspect of our teaching we follow the guidance material in the national scheme of work for science.

• In Key stage 1 we teach children about how animals, including humans, move, feed and grow. We also teach them about the main parts of the body. The teacher should always use correct biological terminology.

• Children learn to appreciate the fact that people are not all the same and that we need to respect each other. They learn to recognise similarities and difference between themselves and others and how to identify and share their feelings with each other. To recognise safe and unsafe situations and to identify and be able to talk to someone they trust (such as a class teacher, teaching assistant or another member of staff).

• In Key Stage 2 we teach about life processes and the main stages of the human life cycle in greater depth. Children learn to express their opinions about relationships and bullying. How 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 well-being of others.

• In Y5 and Y6 we place a particular emphasis on health education as many children experience puberty at this age. Teachers do their best to answer all questions with sensitivity and care.

• By the end of Key Stage 2 we ensure that both boys and girls know how babies are born, how children’s bodies change during puberty, what menstruation is and personal hygiene issues.

• Our aim is to teach our pupils about the physical development of their bodies as they grown into adults. We will teach them about the way humans reproduce. How to have respect for their own bodies and the importance of sexual activity as part of a committed, long term and loving relationship.

• Throughout their time at the school we will also explore moral questions and dilemmas, relationship issues and the importance of family life. We will also teach them respect for the views of other people and what they should do if they are worried about any sexual matters.

Organisation

SRE should not only be delivered in isolation but also firmly embedded in all curriculum areas.

Class teachers in mixed gender groups normally deliver SRE. When it is deemed more appropriate for topics are covered in single sex groups. Active learning methods, which involve children’s full participation, are used. Occasionally, appropriate and suitably experience and/or knowledgeable visitors from outside school may be invited to contribute to the delivery of SRE in school.

Withdrawal

Parents/carers have the right to withdraw their children from all or part of the Sex and Relationship Education except for those parts included in statutory national curriculum. Those parents/carers wishing to exercise this right are invited in to see the Headteacher who will explore any concerns and discuss the impact that withdrawal may have on the child. Once a child has been withdrawn they cannot take part in the SRE programme until the request for withdrawal has been removed.

Confidentiality & Sensitive Issues

As a general rule the teacher or member of staff concerned maintains a child’s confidentiality. If this person believes that the child is at risk or in danger, she/he talks to the named safeguarding officer who may confer with the Headteacher before any decision is made. Staff are aware that views around SRE related issues are varied. However, 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 but also respect others that may have a different opinion.

Dealing with Questions

Both formal and informal SRE questions asked by pupils are answered according to the age and maturity of the pupil concerned. Questions do not have to be answered directly and can be addressed individually later. However, if a teacher feels that some questions are inappropriate, they may refer the questions to parents to answer.

Sexual Identity and Sexual Orientation

At Brimsdown Primary school the aim is that SRE meets 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.

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