Bampton CE Primary School. Sex and Relationship Education Policy

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1 Bampton CE Primary School Policy Statement and Guidelines Sex and Relationship Education Policy Curriculum Committee Learning together with Respect, Friendship and Perseverance Date Adopted by the Governing Body September 2014 Review Date September 2017 Signed by the Chair of Governors

2 Vision Statement We aim to enable all children to reach their full potential, embrace Christian values and prepare themselves to be learners for life. Introduction This policy has been created using the DFE guidance document Sex and Relationship Education Guidance (Ref DfEE 0116/2000). In this document it states that Sex and Relationship 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. It also states that the objective of sex and relationship education is: to help and support young people through their physical, emotional and moral development. A successful programme, firmly embedded in PSHE, will help young people learn to respect themselves and others and move with confidence from childhood through adolescence into adulthood. Context As a Church of England School we believe that Christian beliefs and values should underpin our Sex and Relationship Education programme. Therefore these principles underpin our policy: Sex education is taught in the context of marriage and family life Sex education includes learning about physical and emotional development Sex education is part of a wider social, moral and spiritual process Aims and Objectives Within the Personal, Social, Health and Education (PSHE) curriculum, the national curriculum for science and specific sex education lessons we will teach children about: The physical development of their bodies as they grow into adults Physical and emotional well being Reproduction Respect for their own bodies The importance of family life and loving stable relationships Relationships Self -esteem and respect for others Moral questions Where to seek help when things are not right Early Years In the early years the curriculum includes education about relationships with a focus on friendship, bullying and the building of self esteem. Understanding the World covers simple lifecycles. Key Stage One In key stage one the children build on the work in the early years and continue to focus on building relationships, particularly friendships, bullying and self- esteem. They learn about

3 the basic necessities for life, lifecycles, how to keep their bodies safe and healthy as well as identifying and naming parts of the body. Key Stage Two In key stage two the curriculum continues to build on the foundations laid in key stage 1. The curriculum is about developing confidence and responsibilities. It is about preparing pupils to play an active role as citizens. It supports them in developing a healthy and safe lifestyle. It helps them develop good relationships and learn to respect differences between people. In Science pupils will describe life cycles, birth, growth, development, reproduction, death and describe changes in humans through the life cycle, recognise the impact of diet, exercise, drugs and lifestyle. The delivery of the PSHE and Science curriculum will be led by the teaching staff but other professionals or members of the community may be brought in to support the learning in these lessons. The delivery of specific sex education lessons will be led by the school nurse using a programme approved by the NHS and which meets with the DfE guidance. Parents will be informed about the content of the lessons their children will participate in prior to the nurse coming to deliver the programme. While teachers will not be teaching the sex education lessons a member of staff will be present during the lessons. Some lessons may need to be gender specific (i.e. talking about periods is a session for girls only). The Role of the Teacher Teachers have established ground rules for sex education lessons so that children and adults feel comfortable during the session. These are: No one(teacher or pupil) will have to answer a personal question No one will be forced to take part in a discussion Only the correct names for body parts will be used Meanings of words will be explained in a sensible and factual way. Teachers will respond appropriately to questions as they arise, considering the age and maturity of the pupils, within these parameters. A teacher s personal beliefs and attitudes will not influence their teaching of sex and relationship education. The following topics are not taught as part of sex and relationship education, but if questions arose teachers would handle them sensitively within the guidelines as set out above: Homosexuality, Lesbianism, Abortion, Prostitution, Contraception, Transvestites, Transgender, Rape, AIDS/HIV The following subjects will not be taught or discussed in class: Oral sex, masturbation, exploitive or violent sex, incest, different forms of sexual intercourse, foreplay

4 If a child asks a question on any of these topics the teacher will explain that this is not a matter dealt with in school and that the child should speak to their parent for an answer. The teacher will then inform the parent of this conversation. The Role of Parents and Carers The school is well aware that the primary role in children s sex education lies with parents and carers. We wish to build a positive and supporting relationship with the parents and carers of children at our school through mutual understanding, trust and cooperation. Therefore we aim to: Inform parents and carers about the school s sex and relationship education policy and practice Answer any questions that parents and carers may have about the sex education of their child Take seriously any issue that parents or carers raise with teachers or governors about this policy or the arrangements for Sex and Relationship education in school. Parents have the right to withdraw their child from all or part of the specific sex education programme but not from science or PSHE lessons. If a parent wishes their child to be withdrawn form sex education lessons they should discuss this with the head teacher and make it clear which aspects of the programme they do not wish their child to participate in. Confidentiality Teachers and health professionals conduct sex education lesson in a sensitive manner and in confidence. However if a child makes a reference to being involved, or likely to be involved, in sexual activity or makes any other form of disclosure then the matter must be dealt with as a child protection issue and in line with our Safeguarding Policy. Monitoring and Evaluating Parents, staff and governors will be involved in the monitoring and reviewing of the policy. Teaching materials will be monitored by teaching staff and Head teacher for suitability. Appendices A copy of the letter from the school nurse describing the sex education lessons content. A letter to parents and carers to offer feedback on the policy

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7 Appendix 2 Sex and Relationship Education Monitoring and Evaluation Questionnaire 1. Have you read the policy? Yes/No 2. Does it reflect our Christian ethos and values? Yes/No If no what would you amend? 3. Does the policy make clear what SRE will be taught in our school? Yes/No If no, how could this be improved? 4. Does the policy make clear how SRE will be taught in our school? Yes/No If no, how could this be improved? 5. Does the policy make clear the role of teachers and parents in teaching SRE? Yes/No If no, how could this be improved? 6. Do you have any concerns over the content of SRE lessons as described in the policy? Yes/No If yes, please state what your concerns are and how we could seek to address them. 7. Has your child participated in Sex Education Lessons? Yes/ No If yes, please share any feedback either from your child or yourselves Please return this form to the school office or to

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