The SRE and PSHCEE - A Review

Executive Principal: Sir J A Townsley BA (Hons) NPQH Chair of the Board: Mr D Morgan Sex and Relationships Education (SRE) and Teenage Pregnancy Policy Designated Teacher: Director of Inclusive Support Reviewed by: Governors Policy Committee Date: October 2015 Review Cycle: Annual Fountain Street, Morley, Leeds LS27 0PD T 0113 253 2952 F 0113 253 1483 E info@morley.leeds.sch.uk W www.morley.leeds.sch.uk

SRE AND TEENAGE PREGNANCY POLICY Document Status Date of Policy Creation October 2015 Author Jenny Holden Director of Inclusive Support Date of Policy adoption by Policy Committee October 2015 Responsibility Policy Committee Date of Policy adoption by Board of Governors Responsibility Board of Governors Date of Policy Implementation by Academy Principal Policy Amendments Responsibility Responsibility Academy Principal Author Name/Title/Department Date of next Policy Review 3 Years Responsibility All/as above 1. INTRODUCTION 1.1. The Trust and Trust Academies will provide SRE for every student.). SRE is defined as: Lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health. (Sex and Relationship Education Guidance, DfE, 2000). 1.2. SRE is part of the programme of Personal, Social Health, Citizenship and Economic Education programme (PSHCEE). Certain topics are also covered in the programme of study for the Science curriculum and in cross curricular areas of study. 1.3. Student welfare, health and wellbeing is central to the ethos of the Trust and SRE provision with the student at the centre of the curriculum.

1.4. SRE informs students about sexual health in the context of morality, selfawareness and individual responsibility. Whilst acknowledging the variety of home backgrounds and personal experiences of our students it is still possible to promote the view that a sexual relationship should be an integral part of a stable and loving relationship and family life. We also acknowledge the right of students and their families to privacy, respect, acceptance and equality, which will be done by adopting a supportive and non-judgemental approach. 1.5. The Trust will fulfil local and national responsibilities as laid out in the following documents:- Working Together to Safeguard Children (DfE, July 2015) Keeping Children Safe in Education (DfE, July 2015) Leeds Safeguarding Children s Board Procedures (2007) What to do if you are Worried a Child is Being Abused (DfE, March 2015) Children s and Families Act 2014 Children Act 1989 (as amended 2004, Section 52) Sexual Offences Act (2003) Education Act 2011 s175/157 Teachers Standards 2012 SRE Guidance (DfE 2000) Information Sharing Advice for Practitioners Providing Safeguarding Services to Children, Young People, Parents and Carers (DfE March 2015) 1.6. The SRE and Teenage Pregnancy Policy should be read in conjunction with other Trust policies, including:- Child Protection Policy E and Online Safety Policy PSHCEE Policy Social, Moral, Spiritual and Cultural Development (SMSC) Policy Equal Opportunities Policy Teaching and Learning Policy Positive Discipline Policy Dealing with Allegations Against Staff Policy 2. PRINCIPLES UNDERPINNING SRE 2.1. There are a number of underlying principles which guide SRE content:

2.1.1. Information should be factually accurate and evidence-based reflecting the latest medical evidence available on topics such as: the efficacy of different contraceptive methods in preventing unplanned pregnancies and Sexually Transmitted Infections (STIs); and pregnancy choices. Distinctions should be made between factual information and views and beliefs. National and local data and statistics can be used to inform SRE, for example about teenage pregnancy, alcohol and drugs misuse and domestic violence which will be presented with sensitivity to the diversity of experiences of all students. 2.1.2. The content of SRE will be appropriate to the age and maturity of students. The relevant programmes of study for Science and PSHEE have been designed with an awareness of the physical and emotional maturity of students at each key stage. 2.1.3. The SRE curriculum will be developed to ensure that it is sensitive towards faith and differing cultural perspectives and we recognise that faith and cultural beliefs have an important role in shaping student s views and decisions about sex and relationships. It is right, therefore, that in helping students to make positive and informed choices, faith and cultural perspectives are considered alongside the law and medical facts. 2.1.4. We will promote equality, inclusion, tolerance and acceptance of diversity in SRE which is responsive to the diverse faith, cultural and family backgrounds of students and the local community. SRE will ensure that students appreciate and celebrate diversity and different abilities, gender and sexual orientation of other students and adults. The SRE programme will promote awareness, respect and understanding for the wide range of practices and beliefs relating to sex and relationships within our society, to ensure that students understand fair, open, antidiscriminatory and non-judgemental perspectives on human sexuality. Many people still face unacceptable prejudice and discrimination on the basis of their sexuality and gender identity, and intolerance towards difference needs to be challenged 2.1.5. SRE will promote strong and stable relationships, including the promotion of friendships, relationships void of pressure, the importance of mutual and loving relationships, of family life, marriage and parenthood. SRE will also ensure that students understand the importance of delaying parenthood until they are ready, emotionally, educationally and economically: to provide the care and support their children will need and as part of a strong and stable relationship. We also recognise that there are a number of reasons why there is disruption in family structures due to, for example, bereavement or separation. SRE will help students to build the resilience they need to cope with change and loss. 2.1.6. SRE will provide students with a clear sense of rights and responsibilities in relation to sex and relationships. This will include explanation of the law as it applies to relevant issues including: consent, access to health services and equalities. SRE will: Inform students about their right to say no, what consent really means and the nature of abuse and exploitation, teaching students about the responsibility not to put others under pressure to engage in sexual activity.

Provide students with information about their right to confidential advice and support with sex and relationships, including the responsibility to protect the sexual health of oneself and others Clarify their rights relating to equalities and also explain their responsibility not to discriminate or cause others distress based upon their sexual orientation, gender identity, belief, values or their personal choices relating to sex and relationships 3. OVERALL AIMS 3.1. The aims of this policy are to ensure that primary Academies provide a programme of SRE for students in KS1 and 2 which: develops confidence in talking, listening and thinking about feelings and relationships; ensures that students develop socially, morally, spiritually and culturally; enables students to name parts of the body and describe how their bodies work; gives students an understanding of human reproduction ensures that students can protect themselves and ask for help and support; and ensures that all students are prepared for puberty and the changes that their body will go through. 3.2. The aims of this policy are to ensure that primary Academies provide a programme of SRE for students in KS3 and which: ensures that all students are safeguarded from risk of harm or abuse; ensures that students are able to make informed and consenting choices about relationships void of coercion and negative influence; prepares students for change to enable them to cope with the physical and emotional challenges of developing into adulthood; gives students an understanding of human reproduction; raises awareness of human sexuality and their own sexuality; develops personal awareness and understanding about their own identity with regards to relationships; ensures that students understand the importance of healthy, mutually respectful and protective relationships; enables students to understand the importance of sexual health, protection from disease and emotional wellbeing;

enables students to have balanced, factual and accurate information appropriate to the age of the students, about relationships and sexual health; ensures that students develop socially, morally, spiritually and culturally; supports and compliments the role of parents/carers in this area; enables students to develop a set of standards and moral and personal values with regards to relationship choices; gives students the skills and capability to express their feelings and openly discuss sensitive issues related to relationships; enables students to understand the arguments for delaying sexual relationships; raises awareness of the consequences of their actions and encourages responsible behaviour within pastoral and sexual relationships; gives students the confidence and self-esteem to value themselves and others, and encourages respect for individual conscience by developing the skills to judge what kind of relationships they want; ensures that students have sufficient information and skills to protect themselves and, where they have one, their partner from unintended conceptions, and STIs, including HIV; teaches students about exploitation and gives them the skills and awareness to stop them from being exploited or exploiting others; teaches them to avoid being pressured into unwanted or unprotected sex; outlines their access to confidential sexual health advice, support and if necessary treatment; and helps them to understand how the law applies to sexual relationships. 3.3. It is our belief that these aims are reinforced by the general ethos of the Trust, which provides a supportive environment for all students where individuals are valued and respected. 4. OBJECTIVES 4.1. The objectives of this policy are to: deliver an innovative and engaging programme which covers any statutory requirements and meets student s needs in a sensitive way; make extensive use of the skills of healthcare professionals and external agencies; generate an atmosphere where inquisitive questioning and open discussions about sexual health and relationships can take place in an unembarrassed way, using appropriate vocabulary;

counteract ignorance, intolerance, stereotypes and misconceptions about sexual health, relationships, sexual orientation, human sexuality and gender identity to challenge sexual and gender stereotypes and bias; reassure students that variations occur in the rate of growth and development (including physical, emotional and social development); promote responsible behaviour and raise awareness about negative risk taking behaviours in relationships, enabling students to recognise the physical, emotional and moral implications of certain types of behaviour; promote self-respect and respect for others; foster an appreciation of the value of stable family life and the responsibilities of parenthood; and encourage students to access advice, support and guidance in each Academy and where needed signpost them to support available externally. 5. CONTENT, DELIVERY AND METHODOLOGY 5.1. SRE education at The Trust has three main elements: 5.1.1. Attitudes and Values learning the importance of values and individual conscience and moral considerations; learning the value of family life, marriage, and stable and loving relationships for the nurture of children; learning the value of respect, love and care; exploring, considering and understanding moral dilemmas; and developing critical thinking as part of decision-making. 5.1.2. Personal and Social Skills learning to manage emotions and relationships confidently and sensitively; developing self-respect and empathy for others; learning to make choices based on an understanding of difference and with an absence of prejudice; developing an appreciation of the consequences of choices made; managing conflict; and learning how to recognise and avoid exploitation and abuse. 5.1.3. Knowledge and Understanding learning and understanding physical development at appropriate stages;

understanding human sexuality, reproduction, sexual health, emotions and relationships; learning about contraception and the range of local and national sexual health services, contraception advice and other support services; learning the reasons for delaying sexual activity, and the benefits to be gained from such delay; and the avoidance of unplanned pregnancy. 5.2. The following topics are part of the statutory Science programme of study, delivered by science specialists to science groups setted by ability: 5.2.1. At KS1 students should be taught: a. to recognise and compare the main external parts of the bodies of humans and other animals; b. that humans and other animals can produce offspring and that these offspring grow into adults ; c. about the senses that enable humans and other animals to be aware of the world around them. 5.2.2. At KS2 students should be taught: a. that the life processes common to humans and other animals include nutrition, movement, growth and reproduction b. that the life processes common to plants include growth, nutrition and reproduction c. to make links between life processes in familiar animals and plants and the environments in which they are found 5.2.3. At KS3 students should be taught: a. reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta 5.2.4. At KS4 students should be taught: a. the relationship between health and disease b. communicable diseases, including STIs in humans (including HIV/AIDs) c. hormones in human reproduction, hormonal and non-hormonal methods of contraception

d. gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta. 5.3. The following topics are part of the PSHCEE programme of study for students in KS1 and 2 which is age specific and delivered by visiting healthcare professionals, guest speakers and/or school staff to groups or larger groupings puberty and physical development personal hygiene, for example brushing teeth and hair preparation for puberty healthy friendships and relationships self esteem and positive self-image different types of families how a baby is conceived how a baby is born e-safety and online risk anti-bullying and skills for developing positive relationships and friendships 5.4. The following topics are part of the comprehensive PSHCEE programme of study for students in KS3 and 4 which is age specific and delivered by visiting healthcare professionals, guest speakers and/or school staff to groups or larger groupings anti-bullying and healthy friendships self-image and positive body image personal hygiene and puberty friendships and healthy relationships self-esteem and self-confidence Child Sexual Exploitation (CSE) drug and alcohol misuse awareness volatile substances misuse awareness support available from health services STIs, including HIV/AIDS contraception and teenage pregnancy sexting and protecting personal images and information pornography and realistic and healthy relationship expectations domestic violence and partner abuse.

E and Online safety 5.5. At Key Stage 1 the range, content, key concepts and processes for SRE in PSHCEE are; the process of growing from young to old and how people s needs change the names of the main parts of the body rules for, and ways of keeping safe, and about people who can help them to stay safe how to develop good relationships and respecting the differences between people recognising how their behaviour affects other people knowing how to listen to other people, and play and work cooperatively knowing how to identify and respect the differences and similarities between people being aware that families and friends should care for each other understanding that there are different types of bullying, that bullying is wrong, and how to get help to deal with bullying developing confidence and responsibility and making the most of their abilities 5.6. At Key Stage 2 the range, content, key concepts and processes for SRE in PSHCEE are: recognising 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 developing a healthy and safe lifestyle understanding how the body changes as they approach puberty recognising the different risks in different situations and responsible decision making, including judging what kind of physical contact is acceptable and unacceptable understanding that pressure to behave in an unacceptable or risky way can come from a variety of sources, including friends and people they know, how to ask for help and use basic techniques for resisting pressure to do the wrong thing understanding physical development, puberty and when puberty occurs how a baby is conceived and born the development of good relationships and respecting the differences between people

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 to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships to recognise and challenge stereotypes that differences and similarities between people arise from a number of factors, including cultural, ethnic, religious, gender and physical diversity where individuals, families and groups can get help and support 5.7. At Key Stage 3 the range, content, key concepts and processes for SRE and PSHCEE are; examples of diverse values encountered in society and the clarification of personal values physical and emotional change and puberty sexual activity, human reproduction, contraception, pregnancy, and STIs and HIV, and how high-risk behaviours can affect the health and wellbeing of individuals, families and communities the features of positive and stable relationships, how to deal with a breakdown in a relationship and the effects of loss and bereavement different types of relationships, including those within families and between older and young people, boys and girls, and people of the same gender, including same marriage and same gender relationships the nature and importance of marriage and of stable relationships for family life and bringing up children the similarities, differences and diversity among people of different ethnicity, culture, ability, disability, gender, age and sexual orientation, and the impact of prejudice, bullying, discrimination and racism on individuals and communities 5.8. At Key Stage 4 the range, content, key concepts and processes for SRE and PSHCEE are; the effect of diverse and conflicting values on individuals, families and communities and ways of responding to them how the media portrays young people, body image and health issues the benefits and risks of health and lifestyle choices, including choices relating to sexual activity and substance use and misuse, and the short and long-term consequences for the health, mental health and emotional wellbeing of individuals, families and communities

where and how to obtain health information, how to recognise and follow health and safety procedures, ways of reducing risk and minimising harm in risky situations, how to find sources of emergency help and how to use basic and emergency first aid characteristics of positive relationships, and awareness of exploitation in relationships and of statutory and voluntary organisations that support relationships in crisis parenting skills and qualities and their central importance to family life the impact of separation, divorce and bereavement on families and the need to adapt and develop the resilience to cope with changing circumstances the diversity of ethnic and cultural groups, the power of prejudice, bullying, and discrimination, and the need to take the initiative in challenging this and other offensive behaviours and in giving support to victims of abuse. 5.9. It is important that a range of teaching methodologies are employed, including the opportunity for open discussion. 5.10. Ground rules must be set to promote a confident and secure atmosphere. (see the Trust s PSHCEE policy for these specific ground rules). 5.11. Some topics may be delivered to single gender groups, as appropriate, to enable open discussion of sensitive issues specific to that gender. 5.12. All students will have equal opportunity of access to SRE, unless specifically withdrawn by their parent/carer. 5.13. A range of teaching styles and techniques will be utilised in SRE lessons which take into account the differing needs and learning styles of students, this will include:- different types of groupings, large groups, paired work, mixed gender groups and whole class activities; interactive activities where students work independently and in groups, for example card sorts, scenario based discussion; drama based activities, such as role play, role on the wall, hot seating; art based activities, for example posters, storyboards mind maps, discussion, debate and dilemma based activities; lessons taught by external agencies who have SRE expertise; use of visual stimulus, visual cues, PowerPoints, images, YouTube, media images and video clips; worksheets and paper based activities; activities where students move around the room, for example speed questioning, interviewing, dilemma continuums, and;

personalised activities that are differentiated in accordance with the different abilities and needs of individual students. 6. SRE FOR STUDENTS WHO HAVE SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) 6.1. We recognise that we have a duty to ensure that students with SEND have equal access to SRE lessons to ensure that they are able to understand their physical and emotional development and to enable them to make positive decisions in their lives. 6.2. Some students with SEND will be more vulnerable to abuse and exploitation than their peers, and others may be confused about what is acceptable and unacceptable behaviour. It is important that these students have support to develop skills to reduce the risks of being abused and exploited and can learn what sorts of behaviour are, and are not, acceptable. 6.3. To ensure that students with SEND can access the SRE programme we will ensure that resources are differentiated and lesson personalised for individual students in accordance with their needs. Where students have access to a teaching assistant for support this will be provided during SRE lessons. 6.4. Where a student cannot access an SRE lesson or where a student needs support to help them to understand information, concepts and processes we will provide individual additional support and guidance. 7. PARENTS/CARERS 7.1. The Trust recognises that parents/carers are key people in educating students about sex and relationships, maintaining the culture and ethos of the family, helping students to understand the emotional and physical aspects of growing up and preparing them for the responsibilities and challenges of adolescence and adulthood. 7.2. We will work in partnerships with parents/carers and the community to ensure that we provide SRE for our students to shape their attitudes and behaviours in a way which is complimentary to and supportive of the parent/carer s role. 7.3. Parents/carers have a right to withdraw students from SRE as part of PSHCEE (but not from those elements of the statutory Science Curriculum), but if they choose to withdraw their children from school SRE they have a responsibility to provide alternative SRE. In this circumstance will work in partnerships with parents/ carer to support them to fulfill their responsibility to provide SRE at home. (see appendix one) 8. CONFIDENTIALITY AND OTHER ISSUES 8.1. Students must be made aware that disclosures made to members of staff or external agencies cannot be treated as confidential, particularly if the law is contravened or students or other children are at risk of harm.

8.2. The Trust has a Child Protection Policy and any disclosures suggestive of physical, emotional or sexual abuse, neglect or other types of abuse must be reported immediately to the child protection designated officers, as per procedures outlined in the this policy. 8.3. Contraceptive advice or guidance will not be given individually or personally, but only to a group of students in general terms, however, students will be made aware of where and how to access support, advice and information. 9. LEADERSHIP AND CO-ORDINATION OF SRE 9.1. It is the overall responsibility of the Principal at each Academy to ensure that SRE is delivered and that this policy is implemented in consultation with the PSHCEE co-ordinator and in liaison with the Governing Body and Policy Committee Board. 9.2. The designated PSHCEE Coordinator for each Academy is responsible for the coordination and planning of the PSHCEE and SRE programme. 9.3. It is the responsibility of the PSHCEE/SRE Coordinator to ensure that all visitors who support the Academy s provision of SRE will: have a Disclosure and Barring Service check (DBS) and provide a copy of their DBS certificate prior to attending the Academy; have had a preliminary meeting to agree content and delivery methods be made aware of all relevant Trust policies, including the Child Protection Policy have relevant experience and knowledge in the field of SRE be able to offer a particular expertise which teaching staff cannot provide. 9.4. In all cases a member of teaching staff will be present to support a visiting speaker throughout the time they spend with a group and will be accompanied in the Academy by members of staff. 10. MONITORING AND EVALUATION OF SRE 10.1. The Trust is committed to ensuring that the SRE programme reflects the needs of our students and is evaluated and monitored to ensure that the programme fulfils these needs and reflects the student voice. 10.2. Delivery of PSHCEE and SRE is monitored by one or more of the following: PSHCEE Coordinator/staff member who coordinates PSHCEE PSHCEE line manager/assistant Principal) Senior Leadership Team (SLT) Pastoral Teams/Head of Alliance Members of the Governing Body.

10.3. During SRE lessons students will use a number of methods of assessment, which will include self-assessment, group and peer assessment and plenary activities where students will reflect upon learning objectives and outcomes. 10.4. Evaluation by students and teaching staff takes place following PSHCEE/ SEAL lessons and is used to inform future planning, this includes the use of evaluation forms, questionnaires, online forums and questionnaires. The student council/ executive will also be consulted with regards to the content of the PSHCEE programme. 10.5. The Trust is committed to providing Continuous Professional Development (CPD) opportunities for the PSHCEE/SRE Coordinator, who is also responsible for ensuring that staff members who teach SRE have the training, skills and knowledge to provide SRE provision for our students. 11. TEENAGE RELATIONSHIPS 11.1. It is imperative that staff who teach and support students are able to manage and assess the risk to students who may disclose that they are sexually active and in sexual relationships. The assessment of the risk to a student is based on the core principle that the welfare of the student is paramount and that all members of staff, in accordance with Keeping Children Safe in Education (DfE, July 2015) have a responsibility to safeguard students and report any concerns about students 11.2. We recognise that in some circumstances immediate additional support from services is needed for students who are at risk of significant harm and abuse with regard to sexual relationships. 11.3. It is important that designated child protection lead/officers are able to accurately assess the risk of significant harm when a student is engaged in a sexually active relationship and acknowledges that cases of underage sexual activity which present cause for concern are likely to raise difficult issues and should be handled sensitively. 11.4. If a member of staff has a concern with regards to a student/s following a disclosure during an SRE lesson, in other lessons or around the Academy they must follow the procedure outlined in the Trust s Child Protection Policy. 11.5. If a member of staff is unsure as to whether the concern is of a child protection nature it is important that the concern is still referred to the designated officer. 12. PROVIDING SUPPORT FOR STUDENTS 12.1. A child under 13 is not legally capable of consenting to sexual activity. Any offence under the Sexual Offences Act 2003 involving a student under 13 is very serious and should be taken to indicate a risk of significant harm to the child and must be passed on to the appropriate authorities immediately. 12.2. Any disclosure involving under 13 s should always be discussed immediately with a child protection designated lead/officer, and under the Sexual Offences Act any

form of sexual activity with a child under 13 is rape. Where a practitioner or member of staff is concerned that a student is involved in any form of sexual activity there will always be reasonable cause to suspect that a student is suffering significant harm. 12.3. Sexual activity with a child under 16 is also an offence in law. It is important that students understand the law surrounding sexual relationships in their SRE lessons. Where a disclosure is made about a relationship that is consensual it may be deemed as less serious than if the student were under 13, but may nevertheless have serious consequences for the welfare of the student/s and there for needs to be passed on to the child protection designated officer. 12.4. Consideration should be given in every case of sexual activity involving a child aged 13-16 as to whether there should be a discussion with other agencies and whether a referral should be made to Children s Social Care Services (CSWS) by the child protection lead/officer. 12.5. The age of consent in the UK for students in homosexual relationships is the same as the age of consent for students in heterosexual relationships and all sexual relations must be assessed equally. It is essential that students are treated equally regardless of their gender, gender orientation, sexual orientation, culture, religion, ethnicity, values system, physical and emotional needs and that the same considerations apply to all students. 13. REPORTING AND ASSESSING CONCERNS 13.1. The first duty of every staff member in accordance with Keeping Children Safe in Education (DfE, July 2015) is to safeguard and promote the welfare of students and any other child or young person. It must always be made clear to students at the earliest opportunity that the duty of confidentiality is not absolute, and that there will be some circumstances where the welfare of the student or other students/ children can only be safeguarded by sharing information with others. 13.2. At any time Academy staff members can contact CSWS if they have a concern that a student is at risk of harm, significant or immediate harm. 13.3. When a professional becomes aware that a student is already, or is likely to be sexually active an assessment must be made to ensure the wellbeing of the students/s involved and also to assess whether the relationship is consensual or if a student is at risk of harm, exploitation, coercion,, or at risk of CSE. 13.4. In order to determine whether a relationship presents a risk of harm to a student the following factors must be considered: Whether the student is competent to understand, and consent to the relationship and/or sexual activity that they may become involved in or are involved in (students under 13 are not legally capable of consenting to sexual activity) What context the student/s lives in, whether they are attending the Academy, if they have been missing from education (CME), if the student is in looked after care (CLA), if the student is at risk of CSE, whether the student is living in

challenging circumstances or whether they or their siblings are receiving support from CSWS already. The nature of the relationship between those involved, particularly if there are age or power imbalances. Whether the student s own behaviour, for example through misuse of alcohol or other substances, places him/her in a position where he/she is unable to make an informed choice about the activity. Any attempts to secure secrecy by the sexual partner beyond what would be considered usual in teenage relationships. 13.5. Sexual abuse and CSE involves an imbalance of power. Any conversation that a designated officer has with a students should seek to identify possible power imbalances within a relationship. These can result from differences in size, age, material wealth and/or psychological, social and physical development. In addition gender, sexuality, race and levels of sexual knowledge can be used to exert power. 13.6. It must be recognised where a power imbalance results in coercion, manipulation and/or bribery and seduction, these pressures can be applied to a student in a number of forms and by a variety of perpetrators. 13.7. There is an imbalance of power and the student will not be deemed able to give consent if the sexual partner is in a position of trust or is a family member as defined by the Sexual Offences Act 2003; and/or any pre-existing legislation. If it is suspected or there is concern that the relationship is with a person of trust within the Trust, Academy or other establishments the member of staff must follow the procedures of the Trust s Allegation Management Policy. 13.8. Students with SEND and CLA may be particularly vulnerable to coercion due to physical dependency or because a learning disability or a communication difficulty means that it is not easy for them to communicate their wishes to another person. For CLA students their life experiences and personal circumstances could make them more at risk. This increases the risk that a relationship may not be consensual. Where a SEND or CLA student makes a disclosure of a sexual relationship a cause for concern must be completed and handed to the designated child protection lead/ officer, bearing in mind the possible increased risk of abuse, coercion, pressure, power imbalance and vulnerability. 14. PROFESSIONAL PRINCIPLES - SHARING OF INFORMATION 14.1. The welfare of the student is paramount and central to our ethos of the Trust. 14.2. Our relationships with parents/carers are essential to enable us to provide the right support for students and the role of a parent/carer is to support students in their development, understanding of sexual health and healthy relationships and promote healthy and consensual relationships. It is important that child protection designated/lead officers contact parents/carers to discuss any concerns about

sexual health and relationships, unless a student will be put at risk of harm or significant harm if a parent/carer is contacted. 15. POST- 16 STUDENTS 15.1. Consensual sexual activity involving students over the age of 16 year old is legal in the UK, however, a relationship with students over 16 years of age may still involve harm, the risk of harm, coercion, aggression, relationship abuse and CSE. Professionals should still bear in mind the considerations and processes outlined when assessing risk, and should share information as appropriate. 16. TEENAGE PREGNANCY AND PARENTHOOD 16.1. If any female student discloses that she is pregnant or may be pregnant or a male student discloses that his partner may be or is pregnant, it must be pointed out to her that such information cannot be treated as confidential and that parents/carers would need to be informed. This information must be passed on immediately to a child protection designated lead/ officer. 16.2. When discussing pregnancy in SRE and on a one-to-one basis it is important that students are treated sensitively, without judgement and with respect. Staff must remain impartial at all times with regards to any decisions that a student may make with regards to pregnancy and should not give any advice or guidance which might influence a student s decision. It is essential when discussing pregnancy in the classroom or on a one-to-one basis that no personal values, preference or opinions are expressed. 16.3. When a disclosure of pregnancy is passed on to the designated staff member it is paramount that confidentiality is upheld to protect the rights and welfare of the student/s involved. It is essential that the disclosing member of staff follows child protection procedures and that no further information is shared with other staff members following the disclosure. If this information needs to be shared with key professionals this decision will be made as part of an assessment by the investigating designated officer 16.4. When investigating a disclosure of pregnancy or possible pregnancy it is important to gather more information about the case prior to a decision being made to disclose to parents/carers, for example, a female student may be late for their period but may have an irregular cycle or may not have had unprotected sexual intercourse and there for cannot be pregnant. It is important during a conversation with a student that all details and facts about a possible pregnancy or pregnancy are gathered to ensure that the correct information is shared with parents/carers. 16.5. When information has been gathered with regards to a possible pregnancy or pregnancy it is important to encourage the student/s to discuss the disclosure with their parents/ carers. It is, however, essential that the staff member dealing with the case arrange a meeting with a parent/carer and student as soon as possible to discuss this disclosure, unless a student is put at risk of harm or significant harm by doing so. In the majority of circumstances a telephone call is unsuitable for this

type of discussion, unless a parent/carer is unable to attend a meeting. If a student tells a member of staff that parents/carers are aware of a possible pregnancy or pregnancy it is still necessary in every case to contact parents/carers and arrange a meeting to discuss the pregnancy and the support that the Academy can offer the student and parent/carer. 16.6. If a student/s and their parent/carer makes a choice to continue with a pregnancy the designated child protection officer must refer to the Teenage Pregnancy and Parenthood Team for pre and post - birth support. The designated officer will hold regular meetings with the parent/carers, student and their key worker to discuss the pregnancy, school attendance and develop an action plan for support of the student during the pregnancy. At this stage the designated officer must inform the Principal, Assistant Principal and other child protection designated officers. This information must remain confidential until the student and parent/carer feel comfortable to discuss this with other staff members and students. 16.7. If a student/s and a parent/carer make a decision to terminate a pregnancy the designated officer will consult with both parties to discuss an action plan for the student s return to the Academy, support available from the Academy and any referrals to external agencies for support, if needed. The wishes and feelings of the student must be paramount to the decisions that are made and the issue must be handled sensitively, without judgement and with respect. In this circumstance it is not always necessary to disclose information to other professionals in the Academy. The designated member of staff should, however, be aware that the content of lessons in some curriculum areas and SRE may be difficult and challenging for this student and ensure that alternative arrangements are made for this student, if needed.

Appendix One PARENTS/CARERS RIGHT TO WITHDRAW A CHILD FROM SRE Section 405 of the Education Act 1996 enables parents/carers to withdraw their children from SRE other than the sex and relationships education that is in the National Curriculum (such as the biological aspects of human growth and reproduction that are essential elements of National Curriculum Science). If a parent/carer wishes to withdraw a student from SRE they do so in writing to the Principal. When the Principal receives such a letter he/she will invite the parents/carers to a meeting, at which the Principal will explain clearly what the Trust s policy is and see to accommodate the wishes and concerns of the parent/carer. If that is not possible the student will be withdrawn from SRE and given an alternative programme of study where suitable work and supervision will be provided. A paper copy of the SRE Policy will made available to all parents/carers if requested.

Appendix Two AGENCIES AND CONTACT INFORMATION Children s Social Work Services (CSWS) Duty and Advice Team The duty and advice team is available to take referrals from any professional who is concerned that a student may be at risk of immediate or significent harm. They will offer advice and guide members of staff through the referral process. 0113 3760336 Out of Hours CSWS Duty Team 0113 222 4403 www.leedssexualhealth.com A website with all information advice, guidance and support about sexual health services in Leeds. The website contains contact details for GP practices and health clinics which offer confidential advice and support around sexual health, including C- Cards, STI and pregnancy testing and support and advice about contraception. ChildLine http://www.childline.org.uk Telephone: 0800 1111 NSPCC http://www.nspcc.org.uk For help and advice for adults concerned about a child telephone: 0808 800 5000 For young people contact ChildLine Websites for Students to Access Independent Advice and Support http://getconnected.org.uk/ http://teenchallenge.or.uk/ http://fpa.org.uk http://nhs.uk/livewell/sexualhealth http://www.relate.org.uk/advice http://thisisabuse.direct.gov.uk/ http://thesite.org/

Policy Amendment Form To be used by all staff across the Trust, for amendment, insertion/deletion as required. Any amendments for submission are to be raised on this form and passed via the Principal for consideration, who will then arrange for the amendment to be presented to the Policy Board for their review, inclusion or rejection/re-submission within the Policy. 1 Copy the text for amendment into this section as per the Policy. 2 Re-type the text as amended, for review, inclusion or rejection, for Board consideration. 3 Reasons for amendment to be entered here in full. 4 Seen by Academy Principal. Date Comments Signature 5 Seen by Policy Board on: Date Signature Result Reject Include Reasons Remarks 6 To be included and amended into the Policy by: Date Responsible Appointment Signature