SEX AND RELATIONSHIP EDUCATION POLICY

Transcription

1 CHINGFORD ACADEMIES TRUST For use in: CHINGFORD FOUNDATION SCHOOL RUSHCROFT FOUNDATION SCHOOL SEX AND RELATIONSHIP EDUCATION POLICY (Part of the Behaviour & Safety Suite of Policies) Return to: Trustees Return on: 1 st January 2018 Last amended: 1 st January 2016 Lead staff: Ms C Smith

2 SAFEGUARDING IN CHINGFORD ACADEMIES TRUST The policies which most directly encapsulate our Safeguarding practice are available to view on our website and are all cognisant of Keeping Children Safe in Education (September, 2016) and Working Together to Safeguard Children (March, 2015) More recently, our duties within the Prevent agenda, promotion of British Values and alertness to Forced Marriage and Female Genital Mutilation have become an integral part of our safeguarding work. The following statement of Safeguarding Principles should be read as a preface to these policies. Safeguarding Principles In line with Keeping Children Safe in Education 2016, the school works towards ensuring that every child will be protected from harm and be supported to be healthy, safe, enjoying and achieving. Every child should be making a positive contribution to the school and its community and preparing to achieve economic wellbeing. Every child should feel valued and important within school, family and community 1. All Chingford Academies Trust staff, Trustees and Governors are committed to keeping young people safe and take every appropriate action and precaution to ensure that they are safe at school and, as far as staff can know, safe at home. This includes physical and psychological safety. This commitment is evidenced by: Establishing and maintaining an environment where children feel secure, are encouraged to talk, and are listened to. Identifying students who are suffering or are likely to suffer significant harm. Teaching and developing skills in young people, which enable them to recognise and protect themselves from abuse. Establishing a safe environment, conducive to learning. Working to prevent radicalisation through direct teaching identifying students at risk and helping to keep students safe online. Personalising pathways for vulnerable/disengaged students. 2. The school respects the basic needs and rights of children and expects parents/carers to do so too. The school works within the framework of the London Child Protection Procedures and the Waltham Forest Safeguarding Children Board procedures (which are underpinned by the documents referenced in paragraph 1 above) 3. The school operates safer recruitment procedures, including: Having a team of staff who have successfully completed Safer Recruitment Training. Ensuring that one member of every interview panel is Safer Recruitment qualified. Keeping a single Central Record of all staff. Ensuring that all appropriate checks are carried out on staff and volunteers. 4. The school recognises that there are occasions when staff must work with students on a one to one basis. Safety is maintained in many ways, including: (All as set out in One to One Working Policy) Clear general guidance for all staff. Guidance on working in particular contexts both in school and on school business out of school. Planning one to one work to build in safety measures. Preparing environments for safe one to one working. As a priority, all staff and visitors who work directly with children are expected to familiarise themselves with the policies which promote safeguarding. Copies have been provided to the Teaching Supply Agencies with which the schools work currently, are available in hard copy in the staffrooms and can be ed from g.sendall@chingford.waltham.sch.uk Statement dated: July, 2016 For Review: July, 2017 Sex and Relationship Education Policy 2

3 Introduction: The Sex and Relationship Education Policy clarifies the provision of sex and relationship education to all students [including education about HIV, AIDS and other sexually transmitted diseases] and the teaching of human growth and reproduction. Principles The Trust believes that a responsive, balanced sex and relationship education programme will dispel ignorance, prejudice and myths. It will raise awareness and understanding and enable students to make responsible, informed choices about lifestyle. Definition of Sex and Relationship Education Sex and relationship education is a term which refers to the physical, emotional, intellectual and social aspects of a student s development, taking into account personal relationships, culture, beliefs and value systems, responsible attitudes and appropriate behaviour. The process of sex education is a combination of the sharing of information and exploration of issues and attitudes. In a climate of increasing intensity and versatility of personal technology in the promotion and spread of sexually explicit and personally abusive material, the school takes seriously the part it should, rightly, play in equipping students to selfprotect and to respect others. Aims The Trust s overall aim in this area of work is to support the personal and social development of all students, ensuring that they have the ability to accept their own and others sexuality in positive ways and to enjoy relationships based on mutual respect and responsibility, free from any abuse. All students will experience a programme of sex and relationship education and personal development at a level commensurate with their age and physical development. The aim of this policy is to communicate to staff, parents and students the manner in which sex and relationship education will be delivered in each school. Family Life The value of family life is an important aspect, which will be approached largely through a consideration of the qualities and relationships between groups of people, with an emphasis on stability, respect, caring and support. These messages begin in Years 7 and 8 in assemblies and tutor time. In Enhancement Week drop-days in Year 8, initial learning is consolidated. In Year 9, the Personal Education through Drama programme allows students to investigate scenarios and consequences through improvisations and teamwork. Great emphasis, in Years 10 and 11, is placed on ensuring the students understand risk through consolidation of biological facts. Sex and Relationship Education Policy 3

4 Facts As part of the sex education programme, issues of contraception, HIV/AIDS, sexuality and abortion are addressed. Facts will be presented in an objective and balanced way, with students being encouraged to consider their attitudes and values within the framework set out. They will be made aware of the difference between fact, opinion and religious belief. Content Sex education provides knowledge and encourages the acquisition of skills and attitudes which allow students to manage their lives in a responsible and healthy way. a] Knowledge and Information Key Stage 3: Puberty, personal safety, friendship and love, family life and relationships, gender issues, conception and birth, contraception, sexually transmitted diseases, HIV/AIDS, safer sex, helping agencies, sex and the law. Key Stage 4: Birth processes, abortion, fostering and adoption, genetic inheritance, early parenting, sexually transmitted diseases including HIV/AIDS, sexual lifestyles, prejudice and stereotyping, relationship responsibility, different faiths and cultures. b] Values and Beliefs As well as knowledge and information, students will be encouraged to consider the importance of the following values which are derived from the school ethos: Respect and valuing of themselves and others Understanding and sensitivity towards the needs and views of others Responsibility for their own actions To promote the ethos of caring and loving relationships which value and respect self and others To enable students to accept variations in rates of growth and physical, emotional and social development To develop skills such as communication, assertiveness and responsibilities to minimise risk which will enhance personal relationships To develop skills in problem solving and informed decision making To enable students to be informed in order to challenge sexism and prejudice in society and to promote equal opportunities To be aware of sources of help and to acquire the skills and confidence to use them Sex and Relationship Education Policy 4

5 c] Skills and Abilities Students will be helped to develop the following skills: Communication including the making and keeping of relationships Assertiveness Informed decision-making Recognising and using opportunities to develop a healthy lifestyle Parental Partnership Under the Education Act 1993, parents have the right to withdraw their children from all or part of the sex education programme. Parents wishing to exercise that right are asked to put this in writing to the Executive Vice Principal. Once a child has been withdrawn, they cannot later take part in sex education without parental approval. Organisation a] Delivery Planned aspects within the Science, Careers, Citizenship and Personal Education, PE, Religious Education and Drama curricula. Also, historical aspects in GCSE History. The biological elements of sex education, including naming body parts, puberty and human development are part of the Science programme, and are compulsory. Moral and ethical issues may arise from apparently unrelated topics in all subjects. Within this category, as long as any discussion takes place within the context of the subject it will not be deemed part of the sex education programme and therefore not subject to the parental right of withdrawal. b] Methodology Teaching will be through a variety of approaches to give students relevant information through teaching, group and and individual research, to enable moral issues to be explored through discussion and to acquire appropriate skills through role play and inter-active techniques. Visiting specialist speakers will form part of the programme. Staff will decide the most effective teaching style to use in the classroom. Sex and Relationship Education Policy 5

6 Upper School Curriculum - CFS The Sixth Form curriculum addresses issues which may come under the scope of Sex and Relationship Education. This may occur through the Basic Entitlement and the General Studies Programme: The Basic Curriculum is delivered to all students in Assemblies/Activities Week provision and through periodic Personal Social and Health Education sessions. This includes but not exhaustive: sexually transmitted diseases including HIV/AIDS, sexual lifestyles, prejudice and stereotyping, relationship responsibility, different faiths and cultures, e-safety and social media awareness. All students are prepared for the General Studies AS Level All students study content from the A2 Level General Studies curriculum In addition some of the optional subjects may contain aspects of Sex and Relationship Education. These subjects may include: Sociology AS and A Level Religious Studies AS and A Level Biology AS and A Level Drama AS and A Level Media Studies AS and A Level Extended Project Qualification [This is not an exhaustive list] Upper School - RFS Sex and Relationships Education Programme: Analysis of needs: As the Sixth Form cohort is male only and the rest of the school is mixed in terms of gender it was felt that it was of paramount importance to highlight the laws in relation to sex and relationships. In addition, with the increasing use of social media and mobile phone apps to share images and videos, the session was designed to cover the law in relation to this as well. Finally with access to the internet it was felt that it would be beneficial to cover the laws in relation to pornography as well as the psychological issues pertaining to this. Session One: Definition of key words: Pornography Offensive Indecent Law Sexual assault Consent Cyberbullying Sex and Relationship Education Policy 6

7 Session Two: Focus on the issues that watching pornography can cause both in relationships, with regards to the law and psychological implications. Mini-Quiz covering the following: Age of consent Illegal pornography Sexual images and the law Cyberbullying and sexual bullying Sexual assault Scenario and discussion questions with a focus on where young people can go for advice and the issues and risks associated with sexual phots and social media sites. Unintended pregnancy / STIs and Contraceptive methods: How to use the various different contraceptive methods effectively The effectiveness of all contraceptive methods Session Three: Teenage Relationship Abuse Features of healthy relationships / unacceptable behaviours Sex and Relationship Education Policy 7

8 Specific Issues The following may occur as part of Sex and Relationship education and staff, parents, visitors and students need to understand the schools procedures. a] Confidentiality and Advice Students will be made aware that some information cannot be held confidential and we will ensure that they understand that if certain disclosures are made, certain actions will ensue. At the same time, students will be offered sensitive and appropriate support. The following procedures must be adhered to by all staff or associate adults: i] Disclosure or suspicion of possible abuse The school s Child Protection procedure will be invoked [see relevant policy] ii] Disclosure of pregnancy or advice on contraception - Sixth Form students can speak to a member of the Sixth Form Pastoral team. Younger students must be directed to their Head of School or Deputy Head and assured that they will be supported. These nominated members of staff have access to the appropriate outside agencies. Contraceptive advice may not be given to individual students by staff. However, direction may be given to the appropriate outside agency for counselling and support. Child Protection procedures will be invoked where there is any concern about a student s physical or emotional safety. Co-ordination The Head of Science, Head of RS and Head of Drama (CFS) will inform the Head of School of any proposed change to a Scheme of Work, whether imposed nationally or decided locally, if it may impact on the content of the sex and relationship education in school. Complaints Procedure Any complaints about the sex education curriculum should be made to the Executive Principal who will adhere to the Complaints Policy. Procedures for Monitoring and Evaluation This policy will be monitored carefully and returned for governor scrutiny bi-annually. Amendments will be made in response to such factors as: Changes in legislative framework Changing local social and demographic needs and circumstances Changes in school personnel Needs identified by the ongoing process of curriculum review Sex and Relationship Education Policy 8

9 Education of Students who are/become Parents The Trust acknowledges that students who become/are parents may well need additional support with their studies. In such circumstances the student will be referred to the Special Educational Needs Co-ordinator so that specific support needs can be assessed and provided. The Personalised Learning Co-ordinator/Learning Mentor may be involved in communication and giving support. All students who are parents must enjoy the same equality of opportunity in access to education as students who are not parents. Allied Reading: Female Genital Mutilation Policy Forced Marriage Policy Sex and Relationship Education Policy 9