Holmes Chapel Primary School Sex and Relationship Policy January 2017

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1 Holmes Chapel Primary School Sex and Relationship Policy January Introduction At Holmes Chapel Primary school, we value the importance of Sex and Relationship Education in helping and supporting children, through their physical, emotional moral and social development. We believe that sex and relationship education is a continuing developmental process, which includes the exploration of attitudes and values and the development of skills, as well as the presentation of factual knowledge. As with all other learning, Sex and Relationship Education is relevant to pupil needs and their age and stage of development. We recognise the partnership of home and school, and of parent and teacher in this important area of personal development. 2. Policy Formulation The Sex and Relationship Education Policy is developed in consultation with teachers, governors, and partner agencies, including the School Health Team (Appendix 2.) The views of all the aforementioned were taken into account when developing both the SRE policy and programme. This policy presents clearly what the school is setting out to achieve in Sex and Relationship Education and how it proposes to go about it. This policy acknowledges the guidance given in the DfEE 0116/2000 Sex and Relationship Education. The aim of this policy is to provide a working document that gives clear framework within which teachers will feel secure to work. 3. Relationship to other policies Sex and Relationship Education forms an integral part of the Schemes of Work for Science and P.S.H.E. & Citizenship. (Personal, Social and Health Education and Citizenship) Other related policies and documents include the PSHE & Citizenship policy, Anti-Bullying Policy, Drug Education Policy, Child Protection Policy and the Promoting Race Equality document. 4. Aims Sex and relationships education in our school aims to provide opportunities for children to develop the knowledge and understanding they need to lead healthy, confident, independent lives and to be informed and active citizens. We aim to equip all children with accurate, unbiased knowledge about sex and relationships and give children the opportunity to acquire life skills that will help children make good use of this knowledge. We aim to develop positive self-esteem within children, which will help them cope with the challenges of personal growth and development. 5. Objectives As part of the Sex and Relationship Education framework, we aim to develop the following areas: 5.1 Attitudes and values: Learning the importance of values and moral consideration. Learning the value of family life, marriage and stable relationships. 5.2 Personal and Social Skills: Learning to manage emotions and relationships confidently and sensitively. Developing empathy and self-respect Learning to make choices without prejudice. 5.3 Knowledge and Understanding: Learning about, and understanding, physical and emotional development. Learning about, and understanding, human sexuality, reproduction, emotions and relationships. Reassure children of their value and encourage their self-worth. 1

2 Nurture a responsible attitude towards personal relationships, such as aspects of mutual care and respect. Develop sensitivity towards the needs of others. Promote the value of loving relationships and of family life. Provide knowledge of reproductive processes and associated emotional changes. Inform children on matters of personal hygiene and related health issues. 6. Moral and Values framework Our SRE programme will also give children opportunities to explore and respect their own and others opinions, attitudes and values to help children develop their own, individual moral framework. It will reflect the school ethos and demonstrate and encourage the following; Respect for self and and others Respect and tolerance towards others who may have different backgrounds, cultures, feelings, views and sexuality. Accepting the responsibility for the consequences of our own actions Responsibility for their family, friends, schools and wider community. Taking account of other people s feelings. Mutual support and co-operation. The right of people to hold their own views within a framework of respect for others. Not imposing our views on other people. The right not to be abused by other people or taken advantage of. The right to accurate information about sex and relationship issues 7. Equality and Inclusion In support of the school policies for Race Equality, Equal Opportunities and Inclusion, all children, regardless of age, ability, gender or race have the same opportunity to benefit from sex education, resources and teaching methods. The school is committed to the provision of SRE to all of its children. Our programme aims to respond to the diversity of children s cultures, faiths and family backgrounds. Equal time and provision will be allocated for all groups but there may be occasions where children with Special Educational Needs are given extra support from SEN teachers. 8. Content Planning for sex and relationship education is a whole school responsibility in order to ensure that the provision for children s needs is met and the way in which the modes of delivery are combined are appropriate to the school curriculum policy. The content of the school SRE programme was decided upon after a consultation process involving, teachers, governors and the school health adviser Consideration of the children social, physical and emotional maturity was considered during the development of the programme. The SRE programme ensures that children will revisit topics so they build upon their existing knowledge and skills throughout the school. The main content of SRE is delivered predominantly in PHSE lessons and in a coherent spiral curriculum to ensure a comprehensive coverage. However, consolidation and extension of SRE is found in science, RE, English and during assemblies. Circle time is also used to deliver SRE (and PSHE) and this occurs in all classes. We aim to teach SRE through a variety of active learning methods that suit the learning objectives of the lesson and the different learning abilities of the children. Throughout the programme, children practise life skills such as assertiveness, self awareness, decision making and consider all aspects of relationships and what affects them and also provides many opportunities for children to explore their own and others attitudes, values and opinions on a variety of issues. The class teacher is responsible for the delivery of sex education. Where and when appropriate, suitable outside agencies, including the school health team, support the learning and teaching. Wherever possible, parental involvement in SRE is encouraged. In key stage 1 children learn to recognise similarities and differences between themselves and others, identify and share their feelings with each other, recognise safe and unsafe situations and identify and be able to talk to someone they trust. 2

3 In key stage 2 children learn to express their opinions about relationships and bullying and to listen to and support others, including respecting other people s viewpoints and beliefs. They learn to recognise their own worth and identify positive things about themselves and try to balance the stresses in life in order to promote their own mental health and well-being of others. Life processes are discussed including the physical changes that take place at puberty, why they happen and how to manage them. A more detailed scheme of work is available on request (see attached) 8.1 Mixed and single gender groups. SRE is normally delivered by class teachers in mixed gender groups other than when it is deemed more appropriate for topics to be covered in single sex groups. 8.2 Resources Any potential resources are viewed by the PHSE Subject Leader and teachers to ensure that there is no stereotyping, bias or prejudice and that they are suitable for the age group of the audience. 9. Assessment, Recording and Reporting Assessment, recording and reporting is carried out in accordance with the school s Assessment Recording and Reporting Policy. Assessment of attainment is carried out within Science and P.S.H.E. 10. Monitoring and Evaluation The PSHE co-ordinator will be responsible for reacting to the responses of the whole school community to the SRE policy and programme which will be investigated The policy will be reviewed, after consideration of all of the above annually and ratified by the full governing body. The governors acknowledge that the effective teaching of SRE, within the PSHE framework, requires particular skills and expertise. All teachers will have the opportunity to attend awareness-raising sessions and to discuss whole-school issues. Those teachers with specific responsibility for delivering the programme will be consulted as to their particular training requirements, and access to these will be through CPD. It is essential that those teachers delivering the programme are confident in their abilities, and in the support offered by this policy. 11. Dissemination of the policy Teachers at the school have actively been involved in reaching consensus on the content of the SRE policy and are aware of its content through discussion of the final draft. Parents have been invited to view the policy, via a letter, and a copy is always available for parents in the school office. Parents/carers will be kept informed of any developments or opportunities in SRE. Governors have responsibility to the SRE policy production and have been involved in the reviewing process throughout. Date of policy established by governing body - Date of Review - January 2018 Signed by: 3

4 Holmes Chapel Primary School Sex and Relationship Policy Specific Issues Statements Language During all SRE lessons, the correct terms for all body parts and functions will be used if and when appropriate. Whenever necessary or appropriate, to prevent stigmatisation of any group of people or any life choices, the prochoice approach to PSHE and SRE is adopted. This means that every issue is presented in terms of, some people and others let s explore the effect these choices might have on a person s life. Using visitors to deliver SRE We acknowledge the valuable support the school nurse and other health professionals may offer to enhance the delivery of sex and relationship education in school. Visitors are invited in to school because of the particular expertise or contribution they are able to make. We must emphasise, however, that all visitors are used in addition to, not instead of, a planned programme of Sex Education. Where visitors are involved we ensure that; All visitors are familiar with and understand the school s SRE policy and work within it; All input to PSHE lessons are part of a planned programme and negotiated and agreed with teachers in advance; All visitors are supervised/supported by a member of staff at all times; The input of visitors is monitored and evaluated by teachers and children. This evaluation informs future planning. Informing parents/carers and parents right to withdraw their child Before each year group embarks upon an explicit SRE programme, parents are informed by letter of their right to withdraw their child from SRE lessons and given an overview of the topics the child will be covering. Parents/Carers have the right to withdraw their children from all or part of the sex and relationships education provided at school except for those parts included in statutory National Curriculum (Education Act 1996). Parents are also reminded that they can have a copy of the school s SRE Policy on request, from the school office. Parents are also invited to view all teaching resources that will be used in the delivery of their child s SRE. Provision is made for children whose parents wish their child to be removed from SRE lessons to work in another classroom while their SRE is being delivered. Confidentiality Effective SRE may bring about disclosures of child protection issues and teachers are aware of the procedures for reporting their concerns. Ground rules will be developed during SRE lessons based on respect and as a general rule, children s confidentiality is respected and maintained by the teacher or member of staff concerned, unless they suspect that the child or anyone else is at risk from harm. Teachers will make it clear to children when appropriate that if they suspect a child or anyone else is at risk from harm, they will need to tell another adult. The school s Designated Safeguarding Officer will then be contacted in accordance with the schools Safeguarding procedures. The school has a separate Safeguarding Policy Children s Access to Help and Support In SRE lessons and assemblies, children are reminded that if they ever find themselves in a situation where something is happening that they feel they cannot do anything about, they need to find an adult to tell, until someone does something to help with the situation. Girls who start their periods at school or need sanitary protection are supported by named staff and are made aware of whom they can approach Named members of staff will provide sanitary protection and be sensitive to the amount of support the individual seems to require, including discussion when needed with parents. Dealing with questions Both formal and informal SRE arising from children questions are answered according to the age and maturity of the pupil concerned. Questions do not have to be answered directly, and can be addressed individually later by the teacher (with another teacher or teaching assistant present). The school believes that individual teachers 4

5 must use their skill and discretion in this area and refer to the Safeguarding Coordinator if they are concerned e.g. if a child shows inappropriate sexual knowledge. The following ground rules have been established: Teachers should not enter into discussions about personal issues or lifestyles. No-one (child or adult) has to answer a personal question. Nobody is forced to take part in a discussion. In discussion, teachers will promote the knowledge and use of accepted names for external body parts. Meanings of words are explained in a sensible and factual way. A question box will be made available for children to write questions down if they do not wish to ask these If a child needs further support, they will be encouraged to ask their parents or carers. A referral to the school nurse or school health team may be made, however it may be necessary to consult with parents prior to taking this action. If several children start to ask questions about a particular topic (perhaps due to media coverage) then the SRE programme may be adapted to deal with this issue so as to prevent children from becoming misinformed or receive biased information, if it is in the realms of the SRE school curriculum Teachers will answer pupil questions appropriately and using their professional judgement, in line with this policy. There is no expectation that any teacher delivering SRE will automatically answer pupil questions, as this may infringe personal boundaries. However, in this instance, children will be advised to talk to their parents, another member of staff, or advised as to where they may be able to access information. 5