Chelsfield Primary

Sex and Relationships Education Policy

RESPONSIBILITIES

1 The role of the Head teacher is to:

1.1 Ensure the staff, parents and governors are informed about this SRE policy

1.2 Ensure that the policy is implemented effectively

1.3 Identify a named member of staff and governor with responsibility for sex and relationships education

1.4 Ensure that staff are given sufficient training so that they can teach effectively about sex and relationships and handle any difficult issues with sensitivity

1.5 Liaise with external agencies regarding the school sex and relationships programme

1.6 Monitor the policy on a regular basis and report to governors, when requested on the effectiveness of the policy

2 The role of the Governing body is to

2.1 It is the responsibility of the governing body to designate a governor with specific responsibility for Sex and Relationships Education or oversee as a whole.

2.2 Inform and consult with parents about the Sex and Relationships Education policy.

2.3 Liaise with the Local Authority and Bexley NHS, so that the schools policy is in line with the best advice available.

3 The role of the teacher is to:

3.1 To follow and implement the PSHEe scheme of work and to take note of National 

      Curriculum/SRE guidance

3.2 To identify and address children’s educational needs relating to the SRE policy

3.3 To plan, deliver and assess SRE curriculum coverage

3.4 To liaise with the SRE coordinator, parent/carer, health advisor/nurses and external

      agencies

3.5 Inform parents about the schools sex and relationships education policy and answer any

     questions parents may have about the sex and relationships education their child receives in

     school and be able to refer parents to the appropriate health professional if necessary

3.6 Take seriously any issue which parents raise with teachers or governors about this

      policy, or about the arrangements for sex and relationships education in the school

3.7 Inform parents about the best practice known with regards to sex and relationships

      education, so that the parents can support the key messages being given to pupils

      at school

3.8 To enable the pupils to mature with confidence and understand the changes which

      happen to their bodies throughout puberty and beyond

4 The role of the Primary Health Advisor (School Nurse):

There is a team of school nurses for every school in Bromley whose role is:

4.1 To support parents, carers, school staff and pupils in meeting the health needs of pupils

      to enable them to access their education.

4.2 To support and advice school teaching staff on delivery and content of sex and relationships

      education as part of the Science and PSHEe curriculum.

  • 3 To advise and support educators to ensure parents understand the content of sex and relationships  teaching to assure parents of the necessity of its teaching in order that;
  • their children mature with confidence
  • understand the changes which happen to their bodies throughout puberty and beyond  

5 The role of the parent/carer is to:

5.1 To enable their children to mature with confidence and understand the changes which happen to their bodies throughout puberty and beyond

The school is well aware that the role in pupil’s Sex and Relationships Education lies with parents/carers.  We wish to build a positive and supportive relationship with the parents/carers of our pupils through mutual understanding, trust and co-operation. 

6 The role of the pupils is to:

6.1 Behave in such a way as to help provide safe and open environment to facilitate discussion

6.2 Act with respect and sensitivity to discussions and others’ questions

6.3 Contribute to class discussion if comfortable to do so and evaluate lessons with regard to meeting their own needs

Philosophy

At Chelsfield Primary School we believe that Sex and Relationships Education should contribute to the spiritual, moral, social, mental and physical development of pupils and help to prepare them for the responsibilities and experiences of adult life.

Sex and Relationships Education is part of lifelong learning and we hope that with a solid foundation our pupils will develop the skills and confidence to enable positive discussion about sex and relationships as they get older.

Aims

We aim to ensure that all pupils:

  • Develop confidence in talking, listening and thinking about their own bodies, feelings and relationships
  • Can take care of themselves and can ask for help and support if necessary

Objectives

Through the National Curriculum for Science we ensure that pupils are taught:

  • That humans and animals can produce offspring and these grow into adults
  • To recognise similarities and differences between themselves and others and treat others with sensitivity

Through the PSHEe and Citizenship curriculum we also ensure that pupils are taught:

  • Why families and friends are special
  • To identify, talk about and share feelings with others
  • To be aware that their feelings and actions have an impact on others and that they have some control over these
  • The basic rules for keeping safe and healthy
  • To recognise safe and unsafe situations (places and people)
  • To use simple rules for dealing with strangers and for resisting pressure when they feel uncomfortable or at risk

Organisation and Methodology

At Chelsfield Primary School Sex and Relationships Education is taught through the National Curriculum for Science and is part of the school’s wider curriculum for Personal, Social, Health and Economic Education (PSHEe) and Citizenship. The programme is tailored to the age and physical and emotional maturity of the pupils.

Sex and Relationships Education is taught mainly in whole class groups in a variety of ways including through:

  • The National Curriculum for Science
  • Links with other subjects, particularly RE and English (speaking and listening)
  • Circle time, group discussions
  • Active involvement in projects or curriculum based events e.g. ‘Healthy Living Week’
  • Providing opportunities for pupils to listen to visiting speakers and to ask relevant questions

Planning

In the Foundation Stage we relate the sex and relationships aspect of the pupil’s work to the objectives set out in the Early Learning Goals for Personal, Social Development. Objectives are transferred into weekly planning, ensuring coverage and progression.

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 recognise 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

Assessment and Record Keeping

Teachers assess pupil’s understanding and progress by making informal observations during lessons and by evaluating work produced as part of the National Curriculum.

Monitoring and Evaluation

Sex and Relationships Education is monitored and evaluated through observations and staff discussions. Action for improvement is taken as appropriate (see Appendix 3 and 4).

Role of the Coordinator

The Leadership Team share responsibility for the management of Sex Relationships Education and take a leading role in the organisation of whole school and year group events.

Equal Opportunities

We use SRE to actively promote equal opportunities for all. Please refer to our Equal Opportunities Policy for further details.

Special Educational Needs

We provide SRE for all pupils regardless of their ability. Teachers provide learning opportunities matched to the individual needs of pupils.

Resources

Resources for SRE are contained within the resources for PSHEe and Citizenship. We ensure that all materials used are appropriate to the age and cultural background of the pupils.

Our Internet Agreement Policy and supervised use of the Internet ensure that pupils are protected from exposure to inappropriate material.

Parental Involvement

We recognise that parents/carers are the key people in teaching their children about sex, relationships and growing up. The school is willing to provide advice and support for parents /carers as necessary.

Our school prospectus and information given at new parents’ meetings outlines our policy on Sex and Relationship Education and parents/carers are reassured that all questions of a sexual nature would be answered tactfully and in a manner appropriate to young pupils.

It is the responsibility of the school’s governing body to ensure that the policy is developed and is made available to parents. Parents have a right to withdraw their children (until the age of 19) from any school SRE taught outside the Science Curriculum. See Appendix 2.

External agencies

We work closely with the Primary Health Advisor (school nurse) and allocated health visitor on all matters relating to Personal, Social and Health education; including SRE. The following support is available:

  • Working with teachers to support the curriculum
  • Liaising with parents
  • Providing information on services available to parents/carers and or pupils
  • Providing confidential advice and support

Visiting speakers and theatre groups are often used to complement the school’s PSHEe and Citizenship education programme.

A code of practice for working with external agencies has been developed and all visitors are provided with the necessary information to ensure the success of the input.

Confidentiality

We work closely and openly with parents/carers and it would only be in very exceptional circumstances that the school would have to handle information without parental / carers knowledge. However, should a pupil make a disclosure that gives cause for serious concern, the school’s child protection procedures would be followed.

NOTE: This policy should be read in conjunction with the school’s Equal Opportunities, Child Protection, PSHEe, and Spiritual, Moral, Social and Cultural Policies.

DATE:  March 2016

REVIEW DATE:  March 2018

 

APPENDIX 1 - TEACHING STRATEGIES FOR SEX and RELATIONSHIP EDUCATION                                

The following information on practical strategies for the teaching of Sex and Relationship Education has been taken from the DFE Sex and Relationship Education Guidance (Ref 0116/2000)

This guidance has been produced to enable staff to help pupils to develop confidence in talking, listening and thinking about sex and relationships.

Establishing ground rules

A set of ground rules will help to create a safe environment for discussions:

  • Nobody will have to answer a personal question
  • Nobody will be forced to take part in a discussion
  • Only correct names for body parts will be used
  • Meanings of words will be explained in a sensible and factual way

Distancing techniques

Teachers can avoid embarrassment and protect pupil’s privacy by always ‘depersonalising’ discussions. Role play could be used to ‘act out’ situations.

Dealing with questions

Teachers should establish clear parameters of what is appropriate and inappropriate in a whole class setting:

  • If a question is too personal, the pupil should be reminded of the ground rules. If the pupil needs further support, the teacher should seek advice from the Head Teacher as to referrals to an appropriate person
  • If a teacher doesn’t know the answer to a question, it is important to acknowledge this, and to suggest that this will be researched and returned to later
  • If a question is too explicit, or is inappropriate for the whole class, or raises concerns about abuse the teacher should attend to it later on an individual basis
  • Any teacher who is concerned about the risk of sexual abuse should follow the school’s child protection procedures

Discussion and project learning

Research into what makes Sex and Relationships Education effective shows that discussion and topic work is beneficial to learning and that active learning is most effective when pupils are working in groups. The use of circle time/group discussions is suggested.

Reflection

Reflection is crucial for learning as it encourages pupils to consolidate what they have learned and to form new understanding, skills and attitudes. Teachers can help pupils reflect on their learning by effective questioning such as:

  • What was it like taking part in the discussion today?
  • What did you learn from others, especially those who had a different experience or belief from your own?
  • What do you think you will be able to do as a result of this discussion?
  • What else do you need to think or learn about?

APPENDIX 2 – WORKING WITH PARENTS and CARERS

Working in partnership has proven to be very effective in parent/teacher groups, parent/governor groups, parents’ evenings or community-based meetings.  Clear aims and a planned structure for sessions with parents will make the meeting feel safe.  Although most parents want to talk to their children about sex and relationships, they often find it difficult and embarrassing and want schools to help them by providing good SRE. 

Can parents withdraw their children from SRE?

Parents do not have the right to withdraw their child from the SRE element of the National Science Curriculum.  Reproduction is often taught within science.  Further information on sex and relationships, skills development and values clarification are provided within PSHEe and Citizenship.  Parents do have the right to withdraw their child from SRE provided within PSHEe and Citizenship.

Your school needs to inform parents and carers about the procedures for requesting that their child is withdrawn, and these should be described in your policy.  Involving the whole school community in the development of the SRE policy and programme ensures that withdrawal is rare.

What do we say to parents who want to withdraw their child?

The PSHEe and Citizenship Coordinator and/or a senior manager should invite the parent to talk through any concerns and look at the materials used in and aims of SRE.  This usually reassures, but if a parent does want to withdraw their child from SRE alternative arrangements will need to be made for the pupil.  It may also be appropriate to offer further support to parents.  Developing sex and relationships education in schools: Guidance and training activities for school governors, and information and training pack from the Sex Education Form and National Association of Governors and Managers provides a leaflet for parents.  Staff may look for support from the governing body in these potentially difficult situations.

If we consult with pupils what are they likely to tell us?

Children and young people tell us that their sex education is too little, too late and too biological and that the adults in their lives are too embarrassed or lack skills and knowledge.  Children and young people want SRE where they can talk about feelings and relationships have their questions answered in a straightforward way and explore ‘real life’ dilemmas. 

APPENDIX 3- SUGGESTED SRE LEARNING OUTCOMES FROM OFSTED

In their recent report on SRE provision in maintained schools, Ofsted noted that assessment of learning is an area for development in many schools.  To support teachers in planning and assessing SRE provision they provided a list of suggested learning objectives organised by key stage.

These learning objectives are incredibly useful in terms of knowledge and understanding as well as values clarification.  The Sex Education Forum endorses the following Ofsted learning outcomes and in addition emphasises the importance of emotional and social skills development in SRE and across all aspects of PSHEe and Citizenship:

 asking for and offering help

  • identifying and naming emotions
  • being a good friend
  • listening
  • giving an opinion
  • accessing services
  • negotiation
  • decision making
  • forgiving
  • being empathic
  • critical thinking

APPENDIX 4 - ASSESSMENT

Assessing, recording and reporting pupils’ achievement

Ofsted identified assessing and monitoring pupils’ learning as an area that needs further development.  Although there are no statutory assessment requirements, Ofsted’s suggested learning outcomes for SRE across each of the primary and secondary phases  provides a positive framework on which effective assessment of knowledge, skills and attitudes can be built.  Both pupils and teachers should be involved in monitoring and assessing learning.  Assessment is undertaken in relation to clear targets that are set for pupils in PSHEe and Citizenship.

Schools required to keep records on all aspects of pupils’ development and annual school reports should include a section on PSHEe and Citizenship.  If pupils keep a record of their progress, reporting on this aspect of the curriculum will be more effective.

For teachers, assessment provides an opportunity to ensure that

  • The learning objectives have been achieved.
  • Future learning needs arising from the session are addressed.
  • Planning for future years takes account of feedback.

Monitoring and assessment are important because for pupils they form an important part of the learning process.  Asking questions will help pupils to assimilate and understand what they have learnt and to identify future learning needs.  Questions might include:

  • What new information have you learnt today?
  • What new skills have you practiced or learnt?
  • What do you now think or believe?
  • What did it feel like to do that exercise?
  • What was it like to hear different people’s views?
  • Did anything surprise you?

Pupils can undertake a range of activities that forms the basis of assessment.  Where possible, material can form the basis of a portfolio to record progress.  Pupils can undertake a range of individual, small and whole group activities.  These include:

  • planning a talk, a presentation, leading a discussion or debate, or leading an assembly;
  • evidence of planning a visit or arranging a speaker;
  • completing sentence stems such as ‘I was surprised that…’ I learnt that ….’
  • taking part in a quiz or questionnaire;
  • drawing pictures or posters or designing leaflets;
  • writing letters or articles for school or community papers;
  • devising a quiz or game;
  • producing a diary;
  • demonstrating skills through role play
  • interviews and focus groups
  • drawing and writing techniques.
  • What else do you need to know?

APPENDIX 5 - SPECIAL EDUCATIONAL NEEDS and LEARNING DIFFICULTIES 

Mainstream schools and special schools have a duty to ensure that pupils with special educational needs and learning difficulties are properly included in sex and relationships education.  Sex and relationships education should help all pupils understand their physical and emotional development and enable them to make positive decisions in their lives.

Some parents and carers of children with special educational needs may find it difficult to accept their children’s developing sexuality.  Some pupils will be more vulnerable to abuse and exploitation than their peers, and others may be confused about what is acceptable public behaviour.  These pupils will need to develop skills to reduce the risks of being abused and exploited, and to learn what sorts of behaviour are, and are not acceptable.

Schools should ensure that pupils with special needs in mainstream schools receive sex and relationships education.  Teachers may find that they have to be more explicit and plan work in different ways in order to meet the individual needs of pupils with special educational needs or learning difficulties.  It is important to take care not to marginalise sex and relationships education.  It is also important that pupils with special educational needs are not withdrawn from health education so that they can catch up on National Curriculum subjects.  Special schools will need to address the specific needs of their pupils.

All staff including ancillary staff, physiotherapists, nurses and carers as well as teachers should follow the school’s Sex and Relationships Education policy when working with pupils with special educational needs and learning difficulties.

Schools catering for students with special educational needs are expected to provide SRE

Mainstream schools and special schools have a duty to ensure that children with special educational needs and learning difficulties are properly included in sex and relationships education.  SRE guidance states that SRE ‘should help all pupils understand their physical and emotional development and enable them to make positive decisions in their lives’.

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