Sex and Relationship Education Policy

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1 - 1 - Sex and Relationship Education Policy Brookfield Primary School

2 - 2 - Sex and Relationship Education (SRE) To be in line with SRE Guidance 2000 (DfES) the following elements have been included in the SRE policy: A full definition of Sex and Relationship Education (SRE) The aims of SRE in relation to the school Clear links made to the local Healthy Schools Programme How SRE is set in the context of the PSHE and Citizenship Framework (QCA) Clearly identified staff roles and responsibilities for the policy A moral and values framework Explanation of the programme content and materials (culturally sensitive and appropriate to local need) Clearly set out content and organisation of the programme Having content appropriate and related to age, gender, culture/ethnicity Clearly addressed assessment and reporting arrangements How the programme is monitored and evaluated Specific issues are clearly addressed * Listing or signposting of information, support and counselling available for individual young people Links clearly made to the school s Confidentiality Policy Identification of continuing professional development for staff Clearly defined arrangements for parental: consultation, links and withdrawal How consultation with the wider community (including the young people in the school) has been and will continue to be undertaken Guidelines for visitors supporting SRE work What arrangements are for dissemination and monitoring of the policy Timetable and dates for future policy review * Within specific issues the following need to be addressed: Teachers work within framework not their personal beliefs system Arrangements to support young women menstruating Common understanding of confidentiality procedures Guidelines on contraceptive advice Guidelines on referring under 16 s to other agencies Safeguarding Children/ Child Protection(CP) Issues Teaching about STIs, HIV and Safer Sex

3 - 3 - Teaching about abortion Preparation and advice on dealing with individual questions Addressing issues of teaching about sexuality and sexual orientation Materials/Resources are culturally and ethnically sensitive Addresses specific gender issues of boys and girls.

4 - 4 - Sex and Relationship Education Policy This policy was written in 2008 and consultation was carried out with staff, pupils, parents and governors. It will be reviewed in 2011 School Background Information Type of School Primary Member of Healthy Schools Since 2006 Average No. on roll 415 No. of classes in year 2 Ethnic Breakdown Asian 28 African 35 Caribbean 13 European 40 White British 182 Other 97 Gender Boys 212: Girls 202 Key contacts PSHE Education Co-ordinator: SRE Lead: Safeguarding Children (CP) Lead: Healthy School Co-ordinator Abigail Townley Abigail Townley Mark Stubbings Abigail Townley Dissemination Key information from this policy will be incorporated into the following documents where appropriate:

5 - 5 - The prospectus, the Staff Handbook and Governor Induction materials Purpose of SRE Policy This policy has been written as a statutory requirement and to: Give clear guidance to staff and outside visitors about the content, organisation and approach to teaching SRE Give information to parents and carers about what is taught and when Give parents and cares information about their involvement with SRE Give a clear statement on what the school aims to achieve form SRE and why it thinks SRE is important Clarify the content and manner in which SRE is delivered Development of the Policy This policy was developed as part of their statutory responsibility by the school governors in consultation with staff, parents and carers, the school nurse and other health professionals and the CSF adviser. Definition of SRE Sex and relationships education (SRE) is learning about our bodies, health and relationships; with a particular focus on puberty and growing up, sexual health, sexual intimacy, dealing with emotions and managing personal relationships Labour Government Jan 2010 Sex and Relationship Education is not just about learning about growing up, changes and reproduction. It is also about enabling children to make and maintain relationships with others and to feel good about themselves and the choices they make. This involves helping children to gain knowledge, develop skills and form positive beliefs and attitudes. 1. Knowledge and Understanding including; growing and changing, puberty, reproduction and pregnancy, similarities and differences between males and females, parts of the human body, gender stereotyping and discrimination, families, relationships, where to get help if needed 2. Personal and Social Skills including; talking and listening to others, managing emotions, making friends and managing friendships, forming and maintaining loving and caring relationships, developing self respect and empathy for others, respecting the differences between people, resilience to cope with change, making responsible decisions

6 Attitudes and Values including; feeling positive about growing up, the importance of respect, care and love, the value of family life, the importance of stable and loving relationships, including marriage, for bringing up children, rights and responsibilities in relationships, acceptance of difference and diversity, gender equality Aims of SRE Develop the confidence to talk, listen and think about their feelings and relationships Develop friendship/relationship skills Develop positive attitudes, values and self esteem Gain knowledge and understanding about puberty and the changes that will take place Gain knowledge and understanding about reproduction and sexuality Address concerns and correct misunderstanding that children may have gained from the media and peers Develop skills to help children protect themselves against unwanted sexual experience Know where and how to seek help Challenge negative attitudes and prejudices Lay the foundations for SRE at secondary level Challenge and reduce discrimination based on sexual orientation and gender Understand the importance of respect, love and care in relationships Moral and Values framework SRE will be delivered within the school s agreed aims, values and moral framework which is sensitive to the needs and beliefs of pupils, parents / carers and other members of the school community. This will be delivered within the school's agreed equal opportunities framework. Sex and Relationships Education (SRE) supports and guides children and young people in life long learning about relationships, emotions, the human biology of sex, sexuality and sexual health. Along with parents and carers, we help our young people to understand and manage their physical and emotional development in adolescence and prepare for the decisions to be made in adult life.

7 - 7 - We believe that pupils should have accurate information that relates to their needs. They need help to explore their own feelings and attitudes, and those of society, in order to develop values on which to base decisions about relationships. They need to learn the communication skills necessary to help them take increasing responsibility for their own sexual behaviour. SRE will, as far as possible, support the importance of marriage or stable relationships, for family life and bringing up children. Care is taken to ensure there is no stigmatisation of children based on their different home circumstances. Thinking about morals and values also includes: Respect for self and others Non-exploitation in relationships Commitment, trust and love within relationships Honesty with self and others Self awareness Exploration of rights, duties and responsibilities Understanding diversity regarding religion, culture and sexual orientation Content and Organisation of the Programme Timetable allocation 1 hour 30 minutes Staff Involved Where taught Class teacher sometimes supported by the leadership team Dedicated PSHE lessons How taught: Teachers will set a group agreement with pupils to ensure that an atmosphere is created where pupils feel able to discuss concerns, feeling and relationships It should be recognised that questions from pupils will be addressed and dealt with in the most appropriate manner and not disregarded. The form in which these questions are addressed may be in group activities, or on a oneto-one basis, as appropriate. We also use question boxes so that pupils can anonymously ask questions.

8 - 8 - Resources will be assessed to ensure that they are appropriate to the age and maturity of pupils. They will take into account equality of opportunity through their use of language, cultural attitudes and images, avoiding stereotyping, racism and sexism. In every section of the course a variety of teaching and learning styles are used including videos, information sheets, pamphlets, textbooks, visual aids and models, games, role-play, interactive CD ROMS, the Internet and visits by theatre groups. The SRE policy reflects and is line with our equal opportunities policy and the school ensures that the SRE teaching programme is an inclusive one and is appropriate and relevant to all pupils, including those with SEN and disabilities. Where needed, SRE is differentiated to meet the needs of pupils and specialist resources may be used to respond to their individual needs. In some cases pupils have individual support or work in small groups with a TA or learning mentor Teachers do not discuss details of their personal relationships with pupils. Teachers are sensitive to the issues of different types of relationships. Promoting inclusion and reducing discrimination are part of SRE throughout the school. The teaching programme in Year 5 and 6 will include an understanding of different types of relationships, including lesbian, gay, bisexual and trans relationships. Homophobic and transphobic references and homophobic and transphobic actions and bullying are not tolerated in school and are challenged and dealt with as part of our commitment to promoting inclusion, gender equality and preventing bullying. Confidentiality Statement The school will ensure that pupils know that teachers cannot offer unconditional confidentiality and are reassured that their best interests will be maintained. They will be reminded that if confidentiality has to be broken, they will be informed first and then supported as appropriate. They are encouraged to talk to their parents or carers and are provided with support to do so. The school will ensure that staff understand that they cannot offer unconditional confidentiality to pupils. They will work within the school's confidentiality policy agreed procedure for recording and reporting disclosures and the nature of access to this information.

9 - 9 - All health professionals work within their own professional code of conduct. This provides a set of criteria against which they can assess each individual situation and if appropriate maintain confidentiality. This school upholds the right of any health professional to work within their professional code of conduct Content This is based on outcomes in line with the National Curriculum and the QCA PSHE and Citizenship framework (see Appendix 1) Specific and Sensitive Issues See Appendix 2 Assessing SRE and Monitoring the Programme The SRE Lead will be responsible for: Ensuring the policy and programmes are implemented as agreed Supporting staff to assess pupil s progress Evaluation of the programme will be made by assessing, the attitudes of the pupils, the development of their personal skills and the knowledge and understanding they have gained. Review forms part of the content and is an ongoing process. The views of pupils, staff and parents will be sought and taken into account as the programme develops and changes. Training staff to deliver SRE It is important that staff who deliver SRE work within the values framework of this policy and feel confident, skilled and knowledgeable to deliver effective SRE. Continuing professional development will be provided through a range of options: individual study and development/ in-house CPD/ external training courses. Training could include: What to teach and when Leading discussions about attitudes and values Information updates Practising a variety of teaching methods Facilitating group discussions

10 Involving pupils in their own learning Managing sensitive issues Working with Parents/Carers and Child Withdrawal Procedures On entry to the school, parents are given the school handbook in which parents are advised that SRE forms part of the curriculum. This helps to establish consultation and a partnership with parents, which reinforces the dual responsibility for SRE learning. Parents are kept informed about the content of the programme. Section 405 of the Education Act 1996, which consolidates previous Education Act gives parents the right to withdraw their children from any or all parts of a school s programme of sex education - where it is not part of the National Curriculum. We place the utmost importance on sharing equal and joint responsibility with parents/carers for their children s education, including sexual matters. We do our best to find out from them any religious or cultural views they may have which may affect the PSHE they wish to be given to their children, although we would consider carefully any request that compromised our equal opportunities policy. We take every opportunity to inform and involve parents/carers: By making our commitment clear in the school handbook/brochure Discussing personal development when their child enters the school. Parents have a right to withdraw their children from SRE lessons, although not those elements that are in the National Curriculum Orders for Science, or any other part of the National Curriculum. If a parent wishes to withdraw a child from SRE lessons, we ask that they discuss it with the Head Teacher, to be clear about what their child will do when they are withdrawn from the lessons. We should like to make clear that even when a child has been withdrawn from SRE lessons, if the child should ask questions at other times, these questions would be answered honestly by staff. Working with the Wider Community

11 The following individuals were consulted in the development of this policy: The school nurse, health professionals, the adviser from CSF. Disseminating and Monitoring the SRE Policy A copy of this policy will be made available to all staff on the shared area in the policies folder and key elements will be included within the staff handbook. A full copy will be made freely available to parents and governors through application to the office. Copies will also be supplied to other professionals whose work relates to SRE or who may be involved in its delivery. Frequency of monitoring Annual Ratified Sept 2011 Date of next review Sept 2012

12 Appendix 1 - Contents National Curriculum Context The aims of the National Curriculum are: Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and achieve Aim 2: The school curriculum should aim to promote pupils spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life The interdependence of these two aims is clear. The personal development of pupils plays a significant part in their ability to learn and to achieve. Therefore the inclusion of PSHE and Citizenship in the taught and hidden curriculum is fundamental to meeting these aims. Key Stage 1 During key stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals form personal, social and emotional development. They learn the basic skills for keeping themselves healthy. They begin to learn about their own and other peoples feelings. National Curriculum Science - Sc2Life processes that animals, including humans, move, feed, grow, use their senses and reproduce to name, recognise and compare the main external parts of the bodies of humans that humans and animals can produce offspring and these grow into adults to recognise similarities between themselves and others and treat others with sensitivity The following are non-statutory guidelines Knowledge, skills and understanding.

13 Developing confidence and responsibility and making the most of their abilities. a. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong b. to share their opinions on things that matter to them and explain their views c. to recognise, name and deal with their feelings in a positive way d. to think about themselves, learn from their experiences and recognise what they are good at 2. Preparing to play an active role as citizens. a. to take part in discussions with one other person and the whole class b. to take part in a simple debate about topical issues e. to realise that people and other living things have needs, and that they have responsibilities to meet them f. that they belong to various groups and communities, such as family and school 3. Developing a healthy, safer lifestyle. a) How to make simple choices that improve their health and well being. b) To maintain personal hygiene. c) How some diseases spread and can be controlled. d) About the process of growing from young to old and how people s needs change. e) The names of the main parts of the body. f) Rules for and ways of, keeping safe and about people who can help them to stay safe. 4. Developing good relationships and respecting the difference between people. a) To recognise how their behaviour effects other people. b) To listen to other people, and play, and work co-operatively. c) To identify and respect the differences and similarities between people. d) That family and friends should care for each other e) That there are different types of teasing and bullying, that bullying is wrong, and how to get help with bullying.

14 Key Stage 2 During key stage 2 pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as a member of their communities. They become more mature, independent and self-confident. As they develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. National Curriculum Science - Sc2Life processes that the life processes common to humans and other animals include nutrition, movement, growth and reproduction about the main stages of the human life cycle The following are non-statutory guidelines Knowledge, Skills and Understanding. 1. Developing confidence and responsibility and making the most of their abilities. a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society b. to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals d. 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. 2. Preparing to play and active role as citizens. a. to research, discuss and debate topical issues, problems and events b. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences

15 f. to resolve differences by looking at alternatives, making decisions and explaining choices i. to appreciate the range of national, regional, religious and ethnic identities in the UK 3. Developing a healthy, safer lifestyle. a) What makes a healthy lifestyle, including what effects mental health, and how to make informed choices. b) That bacteria and viruses can affect health and those following simple, simple safe routines can reduce their spread. c) About how the body changes as they approach puberty. e) To recognise the different risks in different situations and then decide how to behave responsibly, and judging what physical contact is acceptable and unacceptable. f) That pressure to behave in a 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. g) School rules about health and safety, basic emergency aid procedures and where to get help. 4. Developing good relationships and respecting the differences between people. a) 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. b) To think about the lives of other people living in other places and times, and people with different values and customs. c) To be aware of different types of relationships, including marriage and those between friends and families, and to develop the skills to be effective in relationships. d) To realise the nature and consequences of racism, teasing, bullying and aggressive behaviours and how to respond to them and ask for help e) To recognise the challenge of stereo types.

16 f) That differences and similarities between people arise from a number of factors including cultural, ethnic, racial and religious diversity, gender and disability g) Where individuals, families and groups can get help and support. Appendix 2 Specific and Sensitive Issues Body Image When delivering PSHE Education and SRE there is a need to alleviate unrealistic expectations (sometimes created by the media). Teaching about body image is not just thinking about being fat or thin. Teaching materials and styles, as well as the ethos of the school can go some way towards balancing this. There should be celebration of diversity and difference, which reflects statements made in equal opportunities policies. This can be reflected in hidden curriculum messages, e.g. the posters around school, the paintings on the walls, the accessibility of the building, language which includes rather than excludes, etc. Whatever a person's shape, size, ability or disability they will be a sexual being and entitled to the individual expression of their sexuality. This also extends to how that sexuality is expressed in choices about relationships, celibacy etc. Confidentiality This could be amalgamated with the paragraphs on page 9 All health professionals work within their own professional code of conduct. This provides a set of criteria against which they can assess each individual situation and if appropriate maintain confidentiality. This school upholds the right of any health professional to work within their professional code of conduct. Culture, Ethnicity and Religion Through consultation the school takes all appropriate precautions to ensure they are sensitive to all cultural groups. Gender SRE is ideally taught in mixed groups to encourage boys and girls to work together, however, consideration is given to teaching specific issues such as

17 the management of periods and puberty, or what is good or bad about being a boy or girl, in single sex groups. A growing body of evidence indicates that boys and young men do not always find SRE relevant to their needs. Issues to consider here include stereotypes such as boys don t cry and teenage fatherhood as well as motherhood. HIV Young people living with and/or affected by HIV are often isolated. They can be in institutions where people do not know what is going on for them, let alone their HIV status. It is vital that these young people feel safe. There are children, young people and adults attending or working in schools and in the wider community who are HIV positive. They present no risk to others through day-to-day contact. There is absolutely no necessity for anyone to know the HIV status of any individual within the school community. HIV should be treated in the same way as any other potential health hazard. Every school should have proper hygiene and first aid policies and procedures to cover all circumstances, not just HIV. Staff can ensure that the school provides a secure environment and maintain a safe health regime for all. Schools have shown that they can develop a policy of teaching about HIV that is both effective and sympathetic in meeting the needs of pupils and their parents. Safeguarding Children (Child Protection)/ Sexual Activity Brookfield has a Child protection policy which is reviewed annually. All staff receive regular safeguarding and child protection training. This is in accordance with advice and procedures provided by the LA and the local Safeguarding Children Committee. Sexuality and Sexual Orientation Everyone has sexuality; it is made up of our personality, sensitivities and preferences. Our gender and sexual orientation are part of our sexuality. Sexual orientation denotes whom a person is attracted to. This SRE policy recognises the entitlement of all pupils to appropriate sex education. Key points include Curriculum entitlement is the same for young people whatever their sexual orientation ~ (lesbian, gay, bi-sexual, heterosexual etc.) The duty of confidentiality is the same for all young people regardless of their

18 sexual orientation. There is no legal restriction on teaching about lesbian and gay issues in the classroom Homophobic bullying is now identified as extremely common in British Schools and likely to be more severe than general bullying. These issues are integral to the school s anti-bullying policy and all other policies relating to the security and safety of children. The Guidance states: It is up to schools to make sure that the needs of all pupils are met in their programmes. Young people, whatever their developing sexuality, need to feel that sex and relationship education is relevant to them and sensitive to their needs. The Secretary of State for Education and Employment is clear that teachers should be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support. There should be no direct promotion of sexual orientation. We have a duty to be honest with pupils/students about sexual orientation and to acknowledge it in our day-to-day dealings in school. There are many opportunities within the school curriculum to raise, respond to and discuss homophobia. It is important that the policy requires all staff and pupils to avoid homophobic references and challenge homophobic actions. Special Educational Needs The Education Act 1996 ensures that children and young people with special educational needs have the same entitlement to sex education as their peers. As with all curriculum areas the topic being covered in the lesson will, if necessary, be differentiated to meet their needs. ( Please see information on page 8 for further information about how SRE is taught for children with SEN) Appendix 3 Outside Visitors Guest speakers with specialist knowledge may be used and they will work within an agreed protocol. This means that any agency invited to work with the school to support the delivery of SRE will have an organisational meeting with the appropriate member of staff before work in the school commences. Visitors will be encouraged:

19 To inform the school, in advance, of any equipment needed or special room set-up, in order to facilitate the session (e.g. flip-chart & paper; OHP, TV/Video) To arrive 10 minutes prior to the start of a session, or as arranged. To report to a named person on arrival at the school. To contact the relevant member of staff as soon as possible if unable to deliver a session at the last minute, and no other cover can be organised To provide an evaluation for completion by both students and the teacher(s) concerned. The school will facilitate this arrangement by undertaking: To provide the visitor with an up-to-date copy of the school's SRE Policy (if available). To provide any equipment needed or special room set-up, in order to facilitate the session ( e.g. flip-chart & paper; OHP, TV/Video) To allocate a named person who will meet the visitor) upon their arrival at the school and to start on time, as arranged. To ensure that the class teacher is present throughout the lesson, taking responsibility for discipline and contributing to the session if appropriate. To ensure the school contacts the visitor when a session needs to be cancelled at the last minute. To complete evaluation forms, or ensure another format is used to provide feedback.

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