Middleton Primary School. Sex and Relationship Education Policy

Transcription

1 Middleton Primary School Sex and Relationship Education Policy Review Date: September 16

2 MIDDLETON PRIMARY SCHOOL Sex and Relationship Education Policy Sex and Relationship Education Sex and Relationship Education (SRE) involves lifelong learning about ourselves. It enables children to learn about emotions, self-esteem, relationships, rights and responsibilities, sexual behaviour, sexuality and sexual health. It is an entitlement for all young people (Cambridgeshire County Council PSHE Service, 2011). At Middleton school, we understand the importance for SRE to be adopted as a whole school, cross-curricular approach. This begins in the Foundation Stage (Reception) and continues throughout a child s primary schooling in Key Stage 1 (years 1 and 2) and Key Stage 2 (years 3, 4, 5 and 6), then beyond following the transition to Key Stage 3 (secondary school). The delivery of SRE is embedded in the teaching of PSHE across the school, which helps to ensure that it is delivered within a supportive and positive environment. Our policy formation and consultation process The framework for the policy has been developed in discussion with the Sex and Relationships Education (SRE) Working Party. This policy is consistent with current national legislation (Education Act 1996 and Learning and Skills Act 2000). It is also consistent with current national guidance Sex and Relationship Education Guidance (DfEE 2000). Our policy reflects the view of SRE contained within the Schools White Paper The Importance of Teaching (Nov 2010), that children need high quality SRE, so that they can make wise and informed choices. Our SRE policy is the responsibility of the governing body and has been developed through discussion with staff, parents, governors and a range of other professionals. The SRE policy will be made available to staff in their policy folders, on the school network and on the school website. Other school policies that are relevant to our provision of SRE: PSHE and Citizenship, Safeguarding and Child Protection, Science, Confidentiality, Behaviour, Inclusion, Anti-bullying, Equality, Staff Health and Wellbeing, Healthy Schools. The issues that have been considered in writing this policy are: The philosophy of the school taking a whole school approach to SRE Statement of aims for SRE Statement of values for SRE The teaching of SRE Who will teach SRE? Loss of School Nurse resources How will it be taught? Dealing with difficult questions from the children Partnership with parents Communication about SRE with parents across the school Using the school website to share information for SRE

3 Resources for SRE budget Supporting the transition to year 7 (KS3) regarding SRE Special Educational Needs Equal Opportunity Statement Monitoring of SRE and involvement of Governors Withdrawal procedures Review and evaluation Appendices links to other school policies and documentation The Philosophy of the School Our school philosophy aims to provide a stimulating and caring environment in which each child may experience high standards of education and preparation for the future, working in partnership with parents and the local community. As part of our PSHE programme, the policy for Sex and Relationships Education is written in accordance with this philosophy. We aim to: Raise children s self esteem and confidence, especially in relationships with others Develop children s skills in language, decision making and assertiveness Help children gain access to information and support Enable children to participate in society and value self and others Aspects of SRE are taught as an integral part of PSHE provision from the Foundation Stage up to Year 6. In this way, children are able to develop their ideas, knowledge and skills gradually and appropriately. Statement of aims of SRE To enable children to: Develop confidence in talking, listening and thinking about feelings and relationships Enable children to name parts of the body and describe how their bodies work Inform children on matters of personal hygiene and body changes (related to puberty) Develop emotional literacy and communication, to enable them to express themselves according to maturity Enable each child to make decisions and communicate effectively, particularly with regard to their own safety and well being Encourage children to value, respect and care for their bodies linked with own self esteem Engender an atmosphere of mutual respect with regard for the beliefs and experiences of others Counteract the myths and confusion which come from peers and the media Gain information, develop and transfer skills and explore attitudes and values, in order to support informed decision making

4 We will do this by: Providing information in an objective, balanced and sensitive way, using appropriate language. Helping our children to understand the implications of certain types of behaviour and to assess risk. Creating an environment where children feel confident about raising sensitive, personal issues and be able to protect themselves and ask for help and support Informing children on matters of personal hygiene and related health issues Developing maturity, confidence and self-esteem to enable our children to participate in community and social groups. This will support the following school policies: Equal Opportunities Policy Spiritual, Moral and Cultural Policy School Behaviour Policy Statement of School Philosophy, Aims and Objectives Health and Safety Policy Safeguarding Policy Statement of Values for SRE SRE will be taught in the context of relationships. In addition, SRE will promote children s self esteem and emotional well-being and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others at school, work and in the community. We would hope that the implementation of this policy will lead the children of Middleton to make informed decisions and to live happy and healthy lives. In particular we want to combat fear, enabling the children to keep themselves safe. The teaching of SRE Our programme is firmly embedded in the Personal, Social and Health Education (PSHE) curriculum and will help young people learn to respect themselves and others and prepare themselves with confidence for the passage through adolescence into adulthood. Much of the work will be taught in a cross-curricular way as part of the Science and PSHE programme, in line with our legal requirement National Curriculum for Science at Key Stages 1 and 2 (Appendix 2). At the time of writing this policy, these areas are compulsory. It is up to the class teacher to ensure that the teaching of SRE is differentiated for their children and is age appropriate. The teaching of SRE is an integral part of our school s PSHCE curriculum delivery and is the responsibility of all teaching staff, with the support of the school and other agencies as appropriate e.g. NSPCC, NCH. There will be liaison between any visitors and the teacher in charge and no visitor will be left alone to run a lesson without a teacher being present. Our teaching methods take account of the developmental differences of our children with particular reference to the children in year six regarding their transition year. The majority of teaching and discussion will take place within mixed whole year groups. However, we do recognise it may be appropriate at times for discussions to be on a one-to one basis or in single sex groups/small groups. For some children it may not be appropriate to address certain issues in mixed sex groups and as a school we would encourage parents to discuss these issues and ways of supporting inclusion. Our teachers will plan a variety of activities which will engage boys as well as girls; matching their different learning styles.

5 We understand the importance of ensuring that all children in our school receive their entitlement to SRE. We will carefully consider special educational needs, or disability, gender, sexual orientation, age, nationality, religion, cultural and linguistic background when planning and delivering SRE. We value the different backgrounds of our pupils and, in addressing different views and beliefs, seek to promote tolerance and understanding of all. All staff (including ancillary staff and visitors) will be familiar with and follow the schools SRE policy. Who will teach SRE? In our school we believe that the best possible form of education is delivered by the teachers who know our children well and are aware of their needs. However, we will occasionally use outside visitors to support the class teacher. All teaching staff will teach the factual content from the Foundation Stage through to year 6. There will be some opportunity for single sex and small group work as and when appropriate. Answering difficult questions SRE is taught in a safe, non-judgemental environment where adults and children are confident that they will be respected. Specific ground rules will be established at the beginning of any SRE work, in addition to those already used in the classroom. For example: No one (teacher or pupil) will have to answer a personal question No one will be forced to take part in discussion Only the correct name for body parts will be used Meaning of words will be explained in a sensible and factual way In order to protect children s privacy, we will employ teaching and learning strategies which enable them to discuss issues without disclosing personal experience. For example, we will use fiction, puppets, case studies, role play to enable children to share ideas and opinions and to practise their decision making skills in a safe learning environment. There will also be an anonymous question box for children to submit questions to the teacher which can be dealt with as appropriate by the teacher. Sometimes children will ask difficult or explicit questions in the classroom. At our school individual teachers will use their skills, discretion and knowledge of our children in these situations. Our guidance is to give answers that further develop knowledge and understanding, and direct home questions that may not be appropriate within the context of the SRE programme. In discussion between school/health professionals and specific teachers, issues can be clarified according to the level of understanding within each year group. Teachers will also refer to guidance documents on how to answer more challenging questions (Appendix 3) and understand when to communicate with parents, colleagues or when a situation may require Safeguarding procedures. How will it be taught? There will be a whole school approach towards SRE from the Foundation Stage to Year 6. The school follows the Cambridgeshire Scheme of work for PSHE and

6 Citizenship (Appendix 1 Topic Frameworks). Teachers will plan for SRE using the framework and differentiate accordingly, taking into account the needs and developmental stages of their children. When spontaneous discussion arises it will be treated in such a way, which encourages pupils to have due regard for moral situations and the value of family life. Children will be treated sensitively, as they are in all areas of the PSHE curriculum, according to their age and ability. If teachers feel it is a matter of child protection, they will follow the school procedures to deal with this as detailed in the school Safeguarding Policy. Sensitive Issues Puberty: At our school the SRE is set within the context of PSHE. This means that as our children reach puberty they will know that they will change and develop, and will have confidence in managing the physical and emotional changes. Our teachers will deliver the unit on puberty within Year 5 and develop this further in Year 6. The format for these sessions will be whole class teaching as well as single sex sessions, which will allow for more specific issues and questions to be addressed and dealt with. Boys and girls will be given factual information about the development and changes at puberty that include menstruation, wet dreams and ejaculation as part of the SRE unit. All appropriate questions will be dealt with by the teacher, with guidance to refer more detailed questions to parents/carers (See Appendix 3). Menstruation: The onset of menstruation for girls can be alarming if they are not prepared. At Middleton school, our SRE programme includes preparation for menstruation. We will make adequate and sensitive arrangements to help girls cope with the school environment and ensure that it is conducive to privacy when dealing with sanitary requests and disposal. Depending on the needs of the cohort, we feel it can be necessary to complete the discussion on periods with the girls in the Autumn term of year 5. Abortion/Teenage pregnancies: As part of our primary SRE programme abortion is not an issue that will be addressed directly. The main aim of the SRE/PSHE programme is to enable children to develop the communication skills to discuss more sensitive issues with the appropriate person/people e.g. parents/carers and health professionals. Any direct questions relating to abortion/teenage pregnancies will be directed to parents/carers. Sexually transmitted infections (STIs)/HIV/AIDS: STIs/HIV/AIDS will be covered within the Living and growing /contraception unit in year 6. If the issue does not arise from the children s individual questions then the teacher will discuss this in the context of keeping safe e.g. consequences of unprotected sexual intercourse. This will also be covered in the personal hygiene unit of SRE. More detailed questions will be directed to parents/carers. Sexual Identity and sexual orientation: It is our aim to provide SRE that is relevant and sensitive to all of our children s needs. We will not teach directly about sexual orientation but acknowledge that many children will be aware of both heterosexual and homosexual relationships and may ask questions about these. We will answer these questions factually, in a general way, seeking to challenge prejudice. We will discuss different family arrangements, including same sex partners, when considering relationships. If we encounter

7 examples of homophobic language or attitudes we will challenge these. Incidents of homophobic bullying will be dealt with according to our Anti-bullying policy which explicitly refers to homophobic bullying. Acceptable language/body parts/sexual acts As a school we have agreed to adhere to and use the guidance vocabulary list within the PSHE units of work in the Cambridgeshire Scheme of Work (see appendix 4 Use of vocabulary in primary SRE ). In addition these units will deal with the following terminology: Masturbation Ejaculation Wet dreams Birth Vocabulary During lessons and in class discussion it is recognised that colloquial terminology may be used. However, in all circumstances children will be referred to the correct vocabulary by the teacher. The appropriate vocabulary will be addressed and discussed with the children at the start of any unit of work on SRE, in order to establish ground rules and a mutual understanding of appropriate language for school. It may be appropriate to add to this list depending on the children s contributions. Additionally, where there are children with Hearing Impairment, the class teacher will liaise with the Teacher of the Deaf and Hearing Impaired Teaching Assistant to explain to all of the children about the nature of some of the British Sign Language (BSL) signs that will be used and that they are only appropriate in the context of SRE teaching in school. Partnership with Parents Any work we do in school will be done in partnership with parents. The Working Party responsible for the review and development of SRE has included Governors, parents, teaching staff the head teacher and a Safeguarding Leader from Children s Services from the Local Authority. Parents will have the opportunity to read the SRE policy if they wish, as this will be available, along with any Appendices, on the school website. We will also provide parents with a list of suitable children s books to support SRE, which will be used in school. A summary of the SRE policy can be found in the school prospectus along with further information and guidance for parents. Notification will be sent to parents in advance of specific SRE lessons. This will include a unit summary taken from the Cambridgeshire Scheme of Work for the children s appropriate year group. This gives details of what will be covered in this area of SRE and enables the parents to see progression. If requested, the parent/carer can discuss concerns with a teacher/health professional. If concerns continue, discussions on parental wishes and possible withdrawal can be arranged with the Head teacher, class teacher and PSHE Co-ordinator. At all times we will respect the values and beliefs of parents and carers in the process of resolving any concerns or decisions to withdraw. Parents will have the opportunity to view the resources and have any queries answered during an open meeting held prior to the delivery of the SRE programme. Private viewing can be arranged by appointment with the class teacher and PSHE Co-ordinator, as appropriate.

8 Resources for Sex and Relationship Education In our school we will use many resources to support the delivery of Sex and Relationship Education. These will include health professionals, storybooks, nonfiction and reference books, leaflets, teaching packs, extracts from videos, internet clips and the Cambridgeshire Scheme of work. Agreed Core resources include: Cambridgeshire PSHE Scheme of Work Living and Growing DVD for Key Stage 1 and associated workbooks/sheets Development of a Human Foetus internet clip (Youtube) NDCS Safe Pack British Sign Language Hearing Impaired resources (Teacher of the Deaf) Teachers have the flexibility to utilise other relevant resources Teachers are a key resource and will be offered training to develop their own knowledge and skills in this area of the curriculum. Parents will be invited to preview resources to be used on an annual basis. We will ensure that we evaluate and view any resources before we use them according to the criteria below; Criteria for evaluating resources We seek to select resources which are: Clear and simple not too repetitive of the message Written to a level and with a vocabulary appropriate to the target group Visually appealing, accurate and reliable Explicit at a level appropriate for the age group Provided with other sources of information Illustrated by images that are relevant to the target group in terms of age, race, culture and background Visitors in the School We believe that the teachers who know the children well and know and are able to understand their needs offer the best possible form of education. At times, we will use outside visitors. There will be close liaison between any visitors and the teacher in charge, and no visitors will be left alone to run a lesson without the teacher being present. Anyone supporting teachers in this area will be aware of the content and principles within this policy and will agree to support. Special Education Needs Pupils The school is committed to the entitlement of all pupils with SEN to SRE, whether in class or Hearing Impaired Unit. Staff responsible for SRE will take into consideration the needs of each individual pupil to ensure differentiation happens according to their level of development and maturity. Resources may need to be adapted to ensure SEN children understand what is being explained to them.

9 Equal Opportunities Statement In support of the Equalities Policy all Middleton Primary School all pupils, regardless of age, ability, sex or race, will have the same opportunities to benefit from the sex education resources and teaching methods. Confidentiality As a school we feel it is important to state that teachers/health professionals cannot guarantee absolute confidentiality. We reassure children that if confidentiality has to be broken they will be informed first, while reassuring them that their best interest will be maintained and they will be supported appropriately. We have a clear and wellunderstood policy of confidentiality within our Safeguarding procedures. Any disclosures to staff or health professionals will be dealt with in accordance with these procedures (See Safeguarding Policy see Appendix 5) Safeguarding and Child Protection We recognise that because effective SRE may alert children to what is appropriate and inappropriate sexual behaviour, there is an increased possibility that a disclosure relating to abuse may be made. All staff are aware of the Safeguarding and Child Protection procedures and will report any disclosure to the designated person for child protection immediately. Review and Evaluation The views of the teachers, governors, parents and children will be taken into account when evaluating the SRE programme. The policy will be reviewed in line with the rolling programme of reviews of policies using a Working Party involving a range of stakeholders. POLICY ADOPTED BY THE FULL GOVERNING BODY Next review date: July 2016

10 Appendix II Criteria for evaluating a resource to be used in school to support the delivery of the Sex Education Programme: Does it fit with our policy for teaching sex education? Does it relate to the agreed aims and objectives of the policy? Is it suitable for the age, stage and abilities of the children? Does it appeal to the teachers and children? Is it up-to-date if it has factual content? Is it produced by a reputable organisation? Does it show an unfair bias eg towards a commercial product? Does it avoid racial, gender and sexual stereotyping? Does it encourage active and participatory learning? Is it well designed and durable? Does it conform to the legal requirements of sex education?