Sarah Bonnell School Sex & Relationships Education Policy November 2012

Transcription

1 Sarah Bonnell School Sex & Relationships Education Policy November 2012 Issued: November 2012 Last Updated: November 2012 Co-ordinators: Vuyo Gawe Governors: This policy is communicated to: Governors via Curriculum Committee and Full Governing Body Meeting Staff through the virtual Staff Handbook in the MLE Parents/Carers with parental responsibility via school website Students verbally by all staff inside and outside the classroom, classroom display and Student Planners 1

2 SEX & RELATIONSHIPS EDUCATION POLICY JULY 2010 Contents Introduction Development of policy Purpose of the policy Links with other policies and programmes Morals and values Framework Faith and Cultural Perspectives in SRE Aims of SRE programme Organisation of SRE Co-ordination Who teaches SRE Where is it taught? Content of sex education How is SRE taught? Specific Issue Statements Puberty Menstruation Conception Contraception Abortion STIs including HIV /AIDS Masturbation Relationships Sexual Identity and Sexual Orientation Childcare and Parenting Harassment Answering difficult questions Confidentiality and Child Protection SRE for children and young people with learning difficulties SRE, Equal Opportunities and Inclusion Working with the whole community Parents and carers (including withdrawal of pupils from SRE) Governors Pupils Evaluation and Assessment Support Agencies 2

3 Training and support for Teachers Teaching materials and other resources Appendix 1: Appendix 2: Appendix 3: Appendix 4: Appendix 5: Learning Outcomes National Guidance on Sex and Relationships Education Model Confidentiality Policy Procedures for supporting any members of the school community infected or affected by HIV Useful Contacts 3

4 Review process Vuyo Gawe has read and made reference to the recommendations put to the Government by the External Steering Committee on the implementation of a statutory status for PSHE across all schools nationally. Governors will be notified when the policy is updated and kept up to date with consultation with pupils. A parent governor will form part of the working group when reviewing the policy and the governing body will be kept informed of the process before the policy is brought before the governing body for approval. Purpose of Policy The purpose of this policy is to explain the aims of Sex and Relationships Education (SRE) within Personal, Social, Health, Religious Education (PSHRE). It also describes what we teach and the approaches we use. This policy helps to ensure that the whole school community of parents, staff, governors and pupils has a shared understanding of this important area of the curriculum. The DCSF s SRE Final White Paper (2008) aims: to put PSHE on a statutory footing. It would: be consistent with the vision for the 21st century school, as set out in the Children s Plan; support schools in meeting the new duty to promote pupils well-being Sarah Bonnell has been ahead of national developments in this area for some years, and the existence of a SRE policy is testament to that. With this in mind, the review needed only a light touch approach. SRE is incorporated into the curriculum explicitly within the PSHRE programme, through science classes (human biology) as well as through Child Development & Family classes (optional at KS4). In addition, the SHINE organisation regularly contributes to Health & Well being sessions at KS4. Sarah Bonnell has a room on the MLE to which all students have access where they can access (anonymously) information regarding all aspects of sexual health all year round. This means that students are not limited by timetabling / calendar constraints. The national Teenage Pregnancy Strategy (1999) aimed to reduce pregnancy drastically among under-18s by On 26 February 2009, Public Health Minister Dawn Primarolo and Young People's Minister Beverley Hughes announced an extra 20.5 million to help young people get better access to contraception, support for teenagers and to raise awareness of the risks of unprotected sex. The Annual Report from the Teenage Pregnancy Independent Advisory Group 4

5 (TPIAG) from 2007/8 reported:- The latest available provisional data from 2006 showed an overall decline of 13.3% in the under- 18 conception rate and a fall of 13% in the under- 16s since 1998, the baseline year of the strategy. Within the overall decline, there has been a reduction of 23% in conceptions leading to births, while the abortion rate has remained stable. In Newham the level of both unplanned teenage pregnancies and sexually transmitted infections (STIs) is above the national average. As a school we want to equip our pupils with the relevant knowledge, skills and attitudes to develop the selfconfidence and self esteem to ensure they do not engage in early sexual activity. Both the national and local Teenage Pregnancy Strategies identify effective sex and relationships education as an important contributory factor in the reduction of under- 18 conception rates. Having an up-to-date SRE policy is a requirement for the Healthy Schools status which the school currently enjoys. Links with other policies and programmes SRE is taught within the PSHRE programme across all years. The school has a drugs policy that shares common criteria with the SRE Policy. The Confidentiality Policy has been developed separately from the SRE Policy and is available on request. Confidentiality is referred to later in this Policy. The school has Healthy Schools Status of which an effective SRE policy and Scheme of Work is a requirement. The school also has an Anti-Bullying Policy to help ensure pupils are free from discrimination. Moral and Values Framework The sex education programme will reflect the school ethos and demonstrate and encourage the following values: Respect for self; Respect for individuals and human rights Responsibility for one s own actions; Responsibility for one s family, friends, school and wider community The value of family life Freedom from exploitation Acceptance of minority groups without prejudice. 5

6 Faith and Cultural Perspectives in SRE The school believes that all young people from all faiths and cultures in the school have an entitlement to SRE that can support them on their journey through childhood to adolescence and adulthood. SRE should be sensitive to the range of different faiths in the school. The school will ensure consultation with parents and the wider community when developing its Scheme of Work and the resources it uses, in order to be sensitive to the range of cultural and faith beliefs and values and to reassure parents. The school will take account of religious festivals and celebrations to ensure as many students as possible can access the SRE programme. Aims of the SRE Programme Sarah Bonnell School believes that sex education in school is developmental and a foundation for further work. As well as the National Curriculum Science topics, it is delivered as part of an integrated PSHRE programme across the school. Work on SRE should be within a clear and explicit values framework of mutual respect, rights and responsibilities, gender equality and acceptance of diversity. (Review of Sex and Relationship Education (SRE) in Schools, SRE Steering group, 2008). Sex education will be taught in the context of relationships. Topics and themes will be repeated from year to year in greater depth taking account of the pupils development. In line with Government guidance (initially Sex and Relationship Education Guidance, July Subsequently DCSF updated 23 October 2008) sex and relationship education at Sarah Bonnell School aims to prepare young people for an adult life in which they can: Develop positive values and a moral framework that will guide their decisions, judgements and behaviour; Be aware of their sexuality and understand human sexuality Understand the arguments for delaying sexual activity Understand the reasons for having protected sex In accordance with government guidance we want to make sure that young people learn about the nature of marriage and its importance for family life and the bringing up of children; and are protected from teaching and materials which are inappropriate, having regard to the age and religious and cultural backgrounds of the pupils concerned. The sex and relationship education programme at Sarah Bonnell School will: 6

7 Teach about relationships, love and care and the responsibilities of parenthood as well as sex Build self-esteem by developing positive attitudes and confidence in pupils Teach the taking-on of responsibility and the consequences of one s actions in relation to sexual activity and parenthood Provide young people with information about different types of contraception, safer sex and how they can access local sources of further advice and treatment Use young people as peer educators, e.g. teenage mothers and fathers Give young people a clear understanding of the arguments for delaying sexual activity and resisting pressure Link sex and relationship education with issues of peer pressure and other risk-taking behaviour such as drugs, smoking and alcohol; Ensure young people understand how the law applies to sexual relationships Discuss different types of relationships and different sexual orientations Provide information which is easy to understand, relevant and appropriate to the age and maturity of the students Include the development of communication and social skills Encourage the exploration and clarification of values and attitudes. Organisation of Sex and Relationships Education Co-ordination The delivery of Sex & Relationships Education will be coordinated by the PSHRE coordinator in collaboration with the post holder for SRE. Position of SRE/PSHRE within the curriculum The External Steering group s review of SRE in schools, 2008 stated that PSHE should be made a statutory subject in all 4 key stages, with statutory content (for secondary schools) based on the current non-statutory programmes of study for personal well-being. Who teaches SRE All members of staff are committed to delivering the programme, although SRE will be taught explicitly by teachers of PSHRE through the curriculum, as well as by teachers of science through biology and teachers of CDF, external visitors (eg. SHINE) and the School Nurse. Where SRE is taught Through the National Curriculum Science Curriculum, through PSHRE lessons (core subject years 8-11), assembly, healthy Schools Multi Agency Health Conference Days and Child Development & Family lessons (option at KS4). 7

8 Content of sex education A Suggested Content for Sex and Relationships Education Year 7 Puberty Menstruation Personal Hygiene Year 8 Reproductive Organs Relationships friendship and love, sexual relationships, personal values and decision making Conception and Contraception Cervical cancer & the HPV vaccine Year 9 Contraception STIs HIV and AIDS Sexual Identity and Sexual Orientation Accessing Sexual Health Service Year 10 Testicular / Cervical / Breast Cancers Abortion Relationships making and breaking Assertiveness skills Cultural and religious perspectives Teenage Pregnancy issues Parenting Skills Year 11 Parenting Choices in Relationships Making relationships work Information and reliable signposting for all these topics are available to all students at all times via the MLE so that no student need wait for a particular module to be taught in order to have their questions answered. How SRE is taught Learning methods, which involve children s full participation, will be used as much as possible. For example: whole class groups, smaller groups of pupils, case studies, role play and drama, as well as individual quizzes / questionnaires and storyboards, presentations from relevant external agencies and health professionals. 8

9 Specific Issues Statements All the issues highlighted in this section will be addressed while ensuring pupils are referred to the values of their communities and to discuss the issues with their parents and families if they are able. Up to date medical information will be given in discussion of these subjects, where appropriate. This could be from the school nurse or other visiting Health Professionals, for example SHINE, the young people s sexual health service based within Newham NHS Primary Care Trust. Puberty All children need to know about puberty before they experience the onset of physical changes. When they arrive at the school we will ensure that the knowledge of puberty that they should have received in the primary school is reinforced and is made relevant for their age. This will include addressing emotional and physical changes and how young people can deal with these. It is important for girls to understand the changes for their own sex, and for the opposite one. Menstruation Programmes will include preparation for menstruation. Research shows that about a third of girls are not told about periods by their parents and 10% receive no preparation at all before their first period. We will also make adequate and sensitive arrangements to help girls cope with menstruation and with requests for sanitary protection. Packs of sanitary protection are distributed to all year 7 and 8 students. Extra sets are kept with the Curriculum Leader for CDF. (DfES SRE Guidance 2000) Contraception Students need to be made aware of contraception long before they might need to use it and it should be addressed in a way that is appropriate to each pupil s age, experience and level of understanding. Information can be given about contraception to pupils under 16 by teachers. However if personal contraceptive advice is sought by young people below the age of consent, teachers are advised not to provide it and should suggest that help is sought from the student s parents or from a medical practitioner or young people s clinic such as SHINE. However in line with the DfES SRE Guidance 2000, the school will deliver sessions that give full up-to-date information on contraception. Trained staff in secondary schools should be able to give young people full information about different types of contraception, including emergency contraception and their effectiveness. Trained teachers can also give pupils 9

10 individually and as a class additional information and guidance on where they can obtain confidential advice, counselling and, where necessary, treatment. Abortion Young people need to be given accurate and up-to-date medical information about abortion from established reputable health professionals. In the case of Newham, this will be SHINE, family planning nurses or school nurses. When abortion is covered, it should enable young people to know and understand about abortion, give them an opportunity to explore dilemmas, and help them to develop the communication skills needed to discuss it with parents and health professionals. Young people need to have advice on the services available to them and how to access them. Ensuring the delivery of non-directive education is essential, if young people are to make informed choices. Teachers inviting an outside agency into school to complement their programme of work around SRE should ensure that visitors work to the same good practice standards as school staff. Exploring the issues of unintended pregnancy and abortion raise can be done in a safe, non-judgemental way which neither promotes nor stigmatises particular choices. The school and / or agency will: 1. Provide a safe learning environment in which individuals are respected and able to explore and express their views 2. Adopt an inclusive approach for example, working from the assumption that a student in the group has direct experience of unintended pregnancy helps to ensure that language and activities do not alienate vulnerable young people. 3. Utilise appropriate teaching materials and images. 4. Discuss risk-taking behaviour and how to reduce the risk of unintended pregnancy and sexually transmitted infections. 5. Value all pregnancy choices equally, so as not to stigmatise particular options. 6. Give accurate, impartial information about abortion in relation to health and the law. 7. Help to dispel fear, shame and guilt, which are obstacles to young people s learning. 8. Value diversity and recognises that there is a spectrum of religious and secular views on abortion. 9. Explore the ethical dilemmas which abortion can present and enable students to form their own beliefs and opinions. 10

11 10. Consider outside pressures and sources of influence in decision-making 11. Signpost young people to impartial sources of advice and support. 12. Emphasise young people s right to make and act on informed choices. Sexually Transmitted Infections (STIs), including HIV/AIDS Teaching about HIV / AIDS and STIs includes: 1. Helping pupils clarify their knowledge of HIV/AIDS and STIs 2. Teaching them assertiveness skills for negotiating relationships and 3. Enabling them to become effective users of services that help prevent / treat STIs and HIV To reinforce these points the DfES SRE Guidance 2000 (and this is upheld in the DCSF 2008 report) states that the key messages for sexual health professionals and teachers should be that: 1. Information and knowledge about HIV/AIDS is vital 2. Young people need to understand what is risky behaviour and what is not 3. Sex and relationship education should inform young people about condom use and safer sex in general 4. Young people need skills to enable them to avoid being pressured into unwanted or unprotected sex (this should link with issues of peer pressure and other risk-taking behaviour such as drugs and alcohol) 5. Young people need factual information about safer sex and skills to enable them to negotiate safer sex Please see Appendix 4: Procedures for supporting any members of the school community infected or affected by HIV. Masturbation Young people need to be given accurate medical information and be able to discuss the different religious beliefs around this topic. Teachers need to ensure they are comfortable discussing this subject so as to be careful not to give incorrect information. Relationships This will include discussion about feelings, relationships and values. It should help young people learn to respect themselves and others. Within the context of talking 11

12 about relationships, children should be taught about the nature of marriage, its importance for family life and for bringing up children. They should be taught that marriage and stable relationships are key building blocks of community and society. This subject needs to be taught in a way so as not to stigmatise children due to their own family network or home environment. Sexuality and Sexual Orientation The school upholds positive beliefs about diversity and wants to ensure pupils are not bullied or discriminated against. Young people also need to know that they will come into contact with a diverse group of people in their lives through work, leisure, family and friends. In a lesson where homosexuality is discussed, the teacher will ensure that the young people will know that homosexuality is legal and what the age of consent is for sex between two people of the same sex. Young people, whatever their developing sexuality, need to feel that SRE is relevant to them, and sensitive to their needs. Teachers should be able to deal honestly and sensitively with sexual orientation. Teachers can be assured that they can discuss this subject within the classroom. Government guidance 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. The Social Inclusion: Pupil Support Circular 10 /99 states that Homophobia should be challenged wherever and whenever it arises in schools. Homophobic bullying should be dealt with as unacceptable like other forms of bullying such, for example, as racial bullying or because of a student s appearance because of the emotional distress and harm caused. the goal [of educating against homophobia] should be that of enabling all members of the school community both adults and young people alike to stay safe, enjoy and achieve, and make a positive contribution that is recognised by all. This, no less and no more, is what tackling homophobia in schools is all about. And this is a task around which there exists growing national consensus. (Homophobia, Sexual Orientation and Schools: a Review and Implications for Action, Warwick et al, 2004) Please note that the Section 28 legislation has been repealed and did not in any case apply to schools. Childcare and Parenting This will include looking at the needs of children; explore the demands on parents and the responsibilities of parenthood. 12

13 Harassment This will equip young people to challenge stereotypes and address racial, sexual and homophobic harassment. It will help young people to learn to make choices based on an understanding of difference and an absence of prejudice. It will include information about support agencies and how to access them. Answering difficult questions Sarah Bonnell uses the MLE SHEP (Sexual Health Education Programme) room to which all students have access. Students are able to leave a question anonymously and receive an honest, accurate response via the MLE. Any questions that require a more detailed response will be responded to with reliable & accurate signposting to a legitimate website or reference source (eg SHINE, NHS) for further information. Sometimes an individual pupil will ask an explicit or difficult question in the classroom. Questions do not have to be answered directly and can be addressed individually later. Sarah Bonnell School believes that individual teachers must use their skill and discretion in these situations and refer to the Curriculum Leader or Child Protection Officer if they are concerned. Teachers should not feel that they have to give an answer, if they are not sure or do not want to, for any reason, but must do what they can to ensure pupils have access to the relevant information, if appropriate. If outside visitors are being used to deliver elements of SRE, it may be possible to consult with them to answer these questions by getting the pupils to write down questions for the visitors. Confidentiality and Child Protection The classroom can be deemed to be a confidential environment and young people should be made aware of this when Ground rules are being established at the beginning of the sessions. As a general rule, a child s confidentiality will be maintained by the teacher or member of staff concerned, though it cannot be promised to the students. If this person believes that a child is at risk or in danger, s/he must talk to the Learning Manager who may confer with the Child Protection officer before any decision is made. The child concerned will be informed that the confidentiality is being breached and the reasons why. The child will be supported by the teacher/appropriate support adult throughout the process. Borough Child Protection Procedures and the school policy are located in the Staff Room, on the notice board opposite the entrance/exit door. 13

14 SRE for children and young people with learning difficulties The school believes that children with learning difficulties should have equal access to the SRE program. Advice is taken from school nurses, the local sexual health providers and the speech and language therapy service. The content of the SRE programme for students with learning difficulties is roughly divided into: Body parts Gender Feelings Public and private Relationships Life cycle Active methods of group work are used. These methods use a variety of ways of communicating and are not only verbal. They include circle work, matching and sequencing pictures, storytelling, drama and mime. Some of the ways that we work include: Setting up working agreements from the start, such as no-one will be expected to ask or answer a personal question; it also provides clarity about what will need to be passed on if there is a genuine concern Use of distancing techniques, e.g. case studies Using group building activities to form a cooperative and safe group Giving a variety of opportunities for developing and practising skills like decision-making and assertion Using distancing methods like stories, case studies, drama and 3D models to allow discussion about matters without referring to people in the group Using ritual and repetition to promote learning, for example using the same song or activity to start the session Building on what has gone before by returning to similar content at each stage Drawing on a wide range of materials, including visual, aural and tactile. SRE, Equal Opportunities and Inclusion Sarah Bonnell School is committed to working towards equality of opportunity in all aspects of school life. The school will work to ensure that the policy and programme is relevant to: All students The range of cultures and faiths of students at the school and within UK society Students with special needs Lesbian, gay and bisexual students All resources and methods will be as inclusive as possible and guidance will be sought on the most accessible resources relevant to the needs of the pupils in our school. 14

15 Working with the Whole Community Parents and Carers The school is committed to working with parents. development of this policy. Parents are consulted in the Withdrawal from the SRE programme Under the Education Act 1993 their parents can withdraw pupils from part of the sex education that is outside the compulsory elements contained in the Science National Curriculum. Sir Alastair MacDonald s review of how best to make PSHE compulsory in schools in April 2009, following the DCSF review in 2008 recommended that this existing right be maintained. Parents wanting to exercise this right are invited to see the Headteacher. She will explore the concerns of the parents and the possibilities of adjusting the programme or approach and will discuss any impact that withdrawal may have on the child. She will talk with the parents about the child s possible negative experiences or feelings that may result from exclusion and the ways in which these can be minimised. Once a child has been withdrawn, they cannot take part in sex education until the request for withdrawal has been removed. Students In school, students provide feedback on the materials during lessons and advise staff on topics and issues that are of particular interest or concern to them. Lessons are particularly flexible to meet the needs of students at any given time and an evaluation is held at the end of the Scheme of Work. The School Student Council is informed and interested students consulted on the development of the SRE Policy. There are also two student associate members on the Governors Curriculum Committee. School Council Representatives are members of the Youth Forum for Stratford and West Ham and the LBN Youth Parliament and can inform/gain pertinent information from this link. Evaluation and Assessment The policy will be reviewed using a consultative process, which identifies teachers, pupils and parents feedback on the sex education programme. A variety of informal evaluation activities have been built into the programme. Teachers are required to evaluate each lesson and provide feedback to the Curriculum Leader. 15

16 Elements of sex education in the science curriculum will also be assessed formally. Use of Support Agencies The school appreciates the input that visitors can contribute to the SRE programme. There are various people who can resource and support school-based sex education. In Newham these people may include Healthy Schools, SHINE, SPARK, Teenage Health Project, Connexions, as well as parents, the school nurse, religious or other health professionals. A visitor can: Bring a new perspective to a subject Offer specialised knowledge, experience and resources Make the topic less embarrassing because the visitor is a safe stranger Form a link to the community and make local services more accessible Add variety to the curriculum Give support to teachers When working with external agencies the school will consult the Healthy Schools Team if agencies are previously unknown to the school. Most agencies will have a policy for working in schools and the school SRE coordinator will meet with an agency representative to ensure the following: Any contributions by visitors are consistent with the governments overall policy Consistent with statutory requirements Are aware of the school Sex and Relationships Education Policy specifically the Specific Issues content of the policy The role of visitor when delivering the session The role of teacher when visitor is delivering a workshop Loco parentis remains with the teacher when an outside visitor is leading a class and it is important that the teacher and the visitor have agreed roles and responsibilities so that they do not undermine each other. Training and Support Teachers are encouraged to attend Borough training on SRE and PSHRE and other courses as appropriate. 16

17 Teaching Materials and Resources The school uses the following resources that it uses to deliver elements of SRE: Contraceptive Kit World AIDS day materials & lesson plans for various learning areas Sexually transmitted disease information packs & leaflets Posters & flyers from SHINE About You teaching packs for teaching about puberty APAUSE teaching materials Science Boardworks In-house PowerPoints SHEP via the MLE The materials used will be available for review on request to the PSHRE Coordinator. Dissemination of the Policy A short summary of the policy will be prepared and included in the school prospectus, with a full copy to be made available on the school website and MLE once finalised. 17