School Relationships and Sexuality Education Policy Frederick Bird Primary School, February 2015

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1 School Relationships and Sexuality Education Policy Frederick Bird Primary School, February 2015 CONTEXT - RSE at Frederick Bird Primary School Relationships and Sexuality Education is lifelong learning about relationships, emotions, sex, sexuality, and sexual health. It involves acquiring information, developing skills and forming positive, beliefs, values and attitudes. Primary Schools 1.12 The Department recommends that all primary schools should have a sex and relationship education programme tailored to the age and the physical and emotional maturity of the children. It should ensure that both boys and girls know about puberty and how a baby is born as set out in Key Stages 1 and 2 of the National Science Curriculum. Section 3 gives further information on what should be taught at these stages and how this should be rooted in the PSHE framework All children, including those who develop earlier than the average, need to know about puberty before they experience the onset of physical changes. In the early primary school years, education about relationships needs to focus on friendship, bullying and the building of self-esteem. [ ] Government Guidance, 15 th October 2014 Members of staff responsible: Juliet Silverton (Head), Vivien Mitchell (PSHE coordinator), Ros Whitworth (Health and Well-being Faculty leader) and Janette Catton( Assistant head) Review date: February 2017 Description of Policy Formation and Consultation Process Following research of relevant guidance (see Appendix) the Policy has been written by the PSHE co-ordinator in liaison with the staff responsible and the Governing Body. During the process parent Governors have considered the issues surrounding SRE and age appropriateness, as well as the issue of parental rights to withdraw children, in order to reach the following policy statements. Aims and Objectives of Relationships and Sexuality Education Policy To nurture a responsible attitude towards personal relationships including aspects of mutual respect and care To develop sensitivity towards the needs of others To provide knowledge of loving relationships To promote honesty and loyalty in relationships To give children opportunities to explore and clarify some of their attitudes towards friendship, sexuality and gender and to educate against discrimination and prejudice To promote the importance of family life and stable relationships for bringing up children To teach the fundamentals of human reproduction To inform children on matters of personal hygiene and related health issues To empower children to make informed choices about relationships and lay the foundation for successful adult relationships. To develop skills and to negotiate and resist unwanted pressure.

2 To protect children from materials that are inappropriate. To maintain strong cross curricular links with curriculum areas in order to foster many and appropriate opportunities to develop content discretely, through science and through the context of the school s PSHE programme. To enhance the principles of the school s single equality policy. Moral and Values Framework The key morals of the policy reflect our values framework of celebrating diversity and challenging prejudices, promoting respect and tolerance of the values and beliefs of others. They are inherent in our school ethos to aspire and achieve. They also operate against the backdrop of teaching our children to be a rounded citizen, capable of effectively and existing in, and contributing to a cohesive British society. Equal Opportunities All pupils will have opportunities to benefit from the SRE curriculum regardless of age, ability, sex, religion or race. Pupils need to be given accurate information and helped to develop skills to enable them to understand difference and respect themselves and others to prevent and remove prejudice. Individual children s needs are to be met to enable them to achieve academically and in their personal relationships. This may involve providing particular support for individual pupils. It is well documented that students are sometimes bullied because of their perceived sexual orientation. This school takes this and all forms of bullying seriously and is addressed in the school s anti-bullying policy. In line with Department of Education guidance, teachers will be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support. There will be no direct promotion of sexual orientation. Organisation of Relationships and Sexuality Education Programme Vivien Mitchell is responsible for RSE in school, with the Head teacher. It will be taught by teachers, who will be able to access training through literature and the School Nurse, as well as any courses that may be available. There will be a whole school approach. The subject will be taught in a cross-curricular way as part of the wider PSHE curriculum and will be relevant to the needs and experiences of all children and will be flexible and develop as children grow older. RSE will be taught within a positive climate in which children feel able to talk openly and honestly and teachers respond to children s direct questions in an open and factual way. In addition it will be discussed or taught as and when it arises through normal science work. All RSE will be taught in mixed sex classes where appropriate but where developmental, social or educational factors make single sex teaching more appropriate, this will be done. For example hygiene, menstruation and the changes brought by puberty are often best taught to single sex groups. The school values and encourages the involvement of the school nurse service in supporting teaching aspects of this subject, such as the physical development of children. Where this service is involved their contribution will be properly planned as part of the overall programme with formal agreement on content, delivery styles and monitoring processes. Their contribution will compliment other teaching and teachers will always be involved so they can deal with questions and concerns. Due to the cross-curricular nature of the subject, it will be discussed or taught as and when it arises through normal science work.

3 Procedures for reviewing effectiveness of programme. The procedures will be monitored annually, through pupil, parent and staff conferencing to evaluate their effectiveness, relevance and appropriateness. This will be through a questionnaire. Resources used and criteria for selection. All resources will be chosen by the PSHE Co-ordinator and Science Co-ordinator in consultation with staff and governors. The school aims to review and update resources regularly. External advice will be taken as appropriate (e.g. School Nurse.) Parents comments will be taken into consideration.we will liaise with post-primary schools to facilitate an effective spiral and developmental curriculum (where practical). Confidentiality (individually and in the classroom). Confidentiality must not prevent action if the child is at risk. Staff will listen sympathetically to anything a child tells them in confidence. However, if a member of staff feels that a child is at risk then the appropriate people will be contacted in accordance with the school s Child Protection Procedures, a copy of which is available for parents in school. If a child makes a reference to being involved, or likely to be involved in sexual activity, then the member of staff will take the matter seriously and deal with it as a matter of Child Protection. The school will use ground rules in lessons including the limits of confidentiality, ensure that pupils are informed of sources of confidential support, for example the school nurse and encourage pupils to talk to their parents or carers and give them support to do so. Involving Parents Parents are informed by letter of the program delivery for Sex Education and have the opportunity to view the resources being used. Arrangements are made for parents with Special Needs or EAL to access information by adapting it as appropriate. The outline scheme of work will be made available to parents. Parents are advised of their right to withdraw children from non-statutory SRE programs, but are nevertheless encouraged to allow them to participate. (see below) Parents are supplied with accompanying literature where appropriate and available following program delivery and offered support in their role as sex educators. Child Withdrawal Procedure SRE at Frederick Bird Primary School is to be taught as a part of the PSHE curriculum in the main and it will not be possible to separate out all the SRE lessons. There will, however, be specific lessons when health professionals (such as the School Health Nurse) will be invited to address the children in the presence of the class teacher. Notification will always be sent to parents in advance of such lessons. In the event of a child being withdrawn from a lesson, that child must stay in school and will be assigned to another class until the Sex Education lesson is over. Frederick Bird Primary School aims to minimise the number of withdrawals from Sex Education by inviting all parents in to school to view and comment upon materials on an annual basis. Parents have the right to withdraw their children from all or part of the sex and relationship education provided at school except for those parts included in the statutory National Curriculum...Schools should make alternative arrangements in such cases. The DfEE will offer schools a standard pack of information for parents who withdraw their children from sex and relationship education. Government Guidance October 2014

4 Dissemination of the Policy The policy will be available to all through the school website. Leadership Monitoring The effectiveness of an RSE policy will be judged against the following checklist by the Governors annually.. Does it provide a secure and supportive framework for staff to work within (for example, are staff clear about the school policy on confidentiality)?. Does it make a statement of the morals and values which the RSE programme seeks to endorse?. Does it provide information for parents on the opportunities for involvement?. Does it provide clear guidance for all staff and any agencies or visitors involved?. Does it make clear who is responsible for what?. Does it involve pupils and parents as part of the evaluation process? APPENDIX: OFFICIAL GUIDANCE Sex and Relationship Education in Schools Standard Note: SN/SP/6103 Last updated: 15 October 2014 Author: Robert Long Section Social Policy Section This note provides an overview of the legislation and guidance currently in place regarding sex and relationship education (SRE) in schools, and also outlines related reviews and proposals in Parliament. This note relates to England only. Relationships 1.21 Young people, when asked about their experiences of sex education at school, often complain about the focus on the physical aspects of reproduction and the lack of any meaningful discussion about feelings, relationships and values. Sex and relationship education set within the framework for PSHE across the four key stages will significantly redress that balance. It will help young people to respect themselves and others, and understand difference. Within the context of talking about

5 relationships, children should be taught about the nature of marriage and its importance for family life and for bringing up children. The Government recognises that there are strong and mutually supportive relationships outside marriage. Therefore, children should learn the significance of marriage and stable relationships as key building blocks of community and society. Teaching in this area needs to be sensitive so as not to stigmatise children on the basis of their home circumstances. Sexual identity and sexual orientation 1.30 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 Sexual orientation and what is taught in schools is an area of concern for some parents. Schools that liaise closely with parents when developing their sex and relationship education policy and programme should be able to reassure parents of the content of the programme and the context in which it will be presented Schools need to be able to deal with homophobic bullying. Guidance issued by the Department (Social Inclusion: Pupil Support Circular 10/99) dealt with the unacceptability of and emotional distress and harm caused by bullying in whatever form be it racial, as a result of a pupil s appearance, related to sexual orientation or for any other reason. Puberty 2.5 Boys and girls need to be prepared for puberty. Schools will need to plan the appropriate age to do so, in consultation with parents. Menstruation 2.7 The onset of menstruation can be alarming for girls if they are not prepared. 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. As with education about puberty, programmes should include preparation for menstruation. 2.8 Schools should also make adequate and sensitive arrangements to help girls cope with menstruation and with requests for sanitary protection. Contraception 2.10 Knowledge of the different types of contraception, and of access to, and availability of contraception is a major part of the Government s strategy to reduce teenage pregnancy. Effective sex and relationship education in secondary schools has an important role to play in achieving this 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. Pupils may wish to raise further issues with staff arising from discussion in the classroom. Trained teachers can also give pupils individually and as a class additional information and guidance on where they can obtain confidential advice, counselling and, where necessary, treatment. Abortion % of teenage pregnancies ended in abortion in 1998 almost 39,000 abortions. There are strongly held views and religious beliefs about abortion and some schools will apply a particular religious ethos through their sex and relationship education policy to the issue which will enable pupils to consider the moral and personal dilemmas involved. The religious convictions of pupils and their parents should be respected It is all too easy to create a classroom debate in which pupils views become polarised and miss the purpose of sex and relationship education in preparing pupils.

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