1. Context
This policy should be read in conjunction with the general Statement on Writing Subject Policies.
Sex and Relationship Education (SRE) is firmly rooted in our school’s Personal, Social, Health and Economic Education (PSHEe) and is also delivered as part of other curriculum areas such as Science and RE. This policy links with other school policies such as the anti-bullying policy, equal opportunities policy, safeguarding policy, confidentiality policy, e-safety policy, drugs and alcohol policy and health and safety policy.
2. School aims and objectives of sex and relationship education
At Frant School SRE is underpinned by the ethos and values of our school and we uphold it an entitlement for all our children. We recognise the need to work as a whole school community to ensure a shared understanding of SRE. As a Church of England school we will deliver an effective programme that meets the needs of our children within a framework of positive Christian values.
In our school we are committed to working towards equality of opportunity in all aspects of school life as described in our Equal Opportunities Policies including our Race, Disability and Gender Equality Policies. We will ensure that our SRE programme is inclusive and we will consider the needs of vulnerable groups, such as looked after children, in the planning and delivery of our programme. Please also refer to the school inclusion policy.
Our chief aims within this subject are;
- to give children information with regard to the functioning and development of the own body
- to help each child to understand the bodily changes which take place as they reach puberty
- to teach SRE within the wider context of building self-esteem, emotional well-being, interpersonal relationships and healthy lives beginning in the early years through to Year 6.
- to engender respect for themselves and others and to take responsibility for their actions and possible consequences.
- to develop knowledge and understanding with regard to issues of personal safety.
The SRE curriculum will be concerned with:
- the discussion of attitudes and values
- the development of a range of personal and social skills
- the provision of factual information and the development of the understanding of it
The objectives for SRE will match the age and maturity of the children involved. Across the school our learning outcomes include:
Attitudes and Values
- to learn the value of respect, love and care
- to learn to value and respect ourselves and others
- to develop an understanding and valuing of diversity
- to promote a positive attitude to healthy lifestyle and keeping safe
- to develop and understanding of the value of family life and an appreciation of the many different types of family.
Personal and Social Skills
- to learn how to identify and manage emotions confidently and sensitively
- to develop self-respect and empathy for others
- to develop communication skills with peers, school and family
- to learn how to assess risk and to develop strategies for keeping safe
- to develop an understanding of difference and an absence of prejudice.
Knowledge and Understanding
- to recognise and name the main external parts of the body including agreed names for sexual parts and when in the curriculum they will be covered
- to know the basic rules for keeping themselves safe and healthy
- to know about human life processes such as conception, birth and puberty
- to develop an understanding of the physical and emotional aspects of puberty
- to learn that safe routines can stop the spread of viruses
- to know who can provide help and support.
3. The sex and relationship education curriculum
SRE is delivered through the four interrelated strands of PSHEe:
- Developing confidence and responsibility and making the most of childrens’ abilities.
- Preparing to play an active role as citizens.
- Developing a healthy safer lifestyle.
- Developing good relationships and respecting the differences between people.
The SRE programme also includes elements of the statutory Science curriculum, which is mandatory for all pupils. Parent/carers are not able to withdraw their children from National Curriculum Science.
4. The organisation of sex and relationship education
Staff roles and responsibilities
SRE is co-ordinated by the PSHEe co-ordinator. The specific duties of the co-ordinator will include the maintenance, review and development of this policy. This will include keeping up to date with developments and good practice and providing support to other staff.
The PSHEe Co-ordinator will endeavour to keep up-to-date with materials and guidance for SRE and will be responsible for the acquisition and storage of resources within an agreed budget.
The co-ordinator leads, organises and/or informs staff and the wider school community of training and current issues.
Class teachers with their understanding and knowledge about their pupils in terms of age, maturity, development, religious, cultural and special needs are in the best position to deliver most SRE. Therefore, it is our aim that all teachers will be able to deliver SRE in their class with support and training as required. All teachers provide pastoral care by offering support to children as appropriate. Non-teaching staff will be involved in a supportive role in some SRE lessons and play an important pastoral role too. Specialists, such as the school nurse, will be invited to take part in SRE across the school as deemed appropriate.
In the unlikely scenario of a member of staff expressing concern about teaching SRE they will be supported. The PSHEe Co-ordinator will offer support and ensure the delivery of the SRE programme.
5. Delivering the sex and relationship education curriculum
Teaching and learning
The teaching of SRE will take place throughout the school. It will be based on the age and maturity of the children and will be appropriate to their needs. A wide range of teaching methods will be used to encourage children to be active in their own learning and development. This may include quizzes, case studies, research, role-play, DVDs, discussions and guest speakers. Where it is deemed necessary, children may be divided into single gender groups for part/whole sessions.
Teaching is conducted in a safe and supportive learning environment with strict attention to ground rules and the need for personal security and space. Children should be made aware that full confidentiality cannot be requested from staff in line with child protection procedures.
Resources
All resources are selected to ensure that they are consistent with the school’s values and support the SRE aims and objectives. They will be chosen for their appropriateness to the age range of the audience. Staff will ensure responsibility for the careful use of resources. The co-ordinator will, after consultation with colleagues, ensure materials and equipment are identified, ordered and stored appropriately. The co-ordinator will review the usefulness of these resources regularly.
Whilst we will always try to work with parents to accommodate their wishes, we will also accept that parents can exercise their right to withdraw their children from SRE outside National Curriculum Science.
Integration and Differentiation
Our children have different abilities based on their emotional and physical development, life experiences, literacy levels and learning difficulties, but we will aim to ensure that all pupils are properly included in SRE. We will, for example, use differentiated materials or different approaches.
Appropriate arrangements will be made for children who are withdrawn from SRE. For example, they will be able to participate in a lesson in another class. We will endeavour to encourage an active partnership with parents/carers in relation to SRE and fully respect and value their views. The school will ensure that parents/carers are kept informed of all issues and plans in relation to SRE.
6. Confidentiality and child protection
Our school is committed to acting in the best interest of all within the school community. SRE should take place within a safe and supportive environment that facilitates relevant discussion. Pupils will also be told, in age and maturity appropriate language, that teachers can keep confidentiality except when the teacher is concerned about their safety or that of another child. When appropriate, pupils will be informed of sources of confidential help, such as the school nurse (in a one to one session) and Childline.
Teachers and support staff are aware that teaching SRE can lead to children’s disclosures. All staff and visitors involved in the delivery of SRE are also clear that they cannot offer or give unconditional confidentiality to children in the school. Staff are also aware of school child protection procedures. Local guidance and the DfEE’s Child Protection circular 10/95 – ‘Protecting Children from Abuse; The Role of the Education Service’ Staff will reassure children that, if confidentiality has been broken, they will be informed first and supported.
Frant Church of England Primary School Church Lane Frant TN3 9DX Tel/Fax (01892) 750243 |
Dear Parents,
Sex Education
As part of their on-going PSHEe programme, children in Years 5 and 6 will shortly be undertaking work related to ‘growing up’ and ‘relationships’. This will involve input from the class teachers and from the school nurse.
If you have any concerns or queries regarding the content of this session, please do not hesitate to contact me. If you feel strongly that it would not be appropriate for your child to take part, you do have the right to request that they should not be included. If you would be interested in seeing the school policy it is available on the school website.
