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Sex and Relationships Education Policy

Draft Sex and relationship education policy

 

1. Aims

The aims of sex and relationship education (SRE) at our school are to:

  • To enable young people to understand and respect their bodies, and be able to cope with the changes puberty brings, without fear or confusion
  • To help young people develop positive and healthy relationships appropriate to their age, development etc. (respect for self and others)
  • To support young people to have positive self-esteem and body image, and to understand the influences and pressures around them
  • To empower them to be safe and safeguarded

These aims are those of the school through its vision of profound personal development for all, and the school values related to celebrating difference, as well as the British values of mutual respect and tolerance.

2. Statutory requirements

SRE is not compulsory in primary schools. However, primary schools are required to teach the elements of sex education contained in the science curriculum.

 

Key Stage 1 (5 - 7 year olds) Pupils should be taught:

  • That animals, including humans, move, feed, grow and use their sense and reproduce

  • To recognise and compare the main external parts of the bodies of humans

  • That humans and animals can produce offspring and that these grow into adults

  • To recognise similarities and differences between themselves and others, and treat others with sensitivity

  • To describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

     

    Key Stage 2 (7 – 11 year olds) Pupils should be taught:

  • Describe the changes as humans develop to old age.

  • Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

  • Life processes common to humans and other animals include nutrition, growth and reproduction

  • About the main stages of the human life cycle

     

    If primary schools do teach SRE, they must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.

     

    At Dunham-on-Trent Primary School we teach SRE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, pupils and parents. The consultation and policy development process involved the following steps:

  1. Review – a member of staff or working group pulled together all relevant information including relevant national and local guidance

  2. Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations

  3. Parent/stakeholder consultation – parents and any interested parties were invited to attend a meeting about the policy

  4. Pupil consultation – we investigated what exactly pupils want from their SRE

  5. Ratification – once amendments were made, the policy was shared with governors and ratified

4. Definition

SRE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

SRE involves a combination of sharing information, and exploring issues and values.

SRE is not about the promotion of sexual activity.

5. Delivery of SRE

SRE is taught within the personal, social, health and economic (PSHE) education curriculum, within the science curriculum, and aspects are included in religious education (RE).

 

When required pupils also receive stand-alone sex education sessions.

 

Across all Key Stages, pupils will be supported with developing the following skills:

  • Communication, including how to manage changing relationships and emotions

  • Recognising and assessing potential risks

  • Assertiveness

  • Seeking help and support when required

  • Informed decision-making

  • Self-respect and empathy for others

  • Recognising and maximising a healthy lifestyle

  • Managing conflict

  • Discussion and group work

These skills are taught within the context of family life.

 

At Dunham-on-Trent CofE Primary School we use the ‘Jigsaw’ scheme of work for PSHE. This is a progressive scheme in which learning builds each year and combines aspects of the science curriculum with PSHE for example learning to name body parts will be taught alongside keeping private parts private and the NSPCC ‘pants’ rule.

 

Parents are free to examine the content of the Jigsaw scheme and are invited to do so at consultation. The parents’ information leaflet is also available from school or on the policy webpage.

 

Our approach is for children to feel open in discussing and talking about their learning and so with the implementation of the new scheme of work we know that there will be some children despite being in older year groups will not feel ready to take part in any discussion. We will always be sensitive to children’s needs and never expect or force them to discuss unless they are comfortable.

 

In talking about SRE children may feel more confident to disclose abuse. We will always follow the school safeguarding/child protection policy if any concerns come to light.

6. Roles and responsibilities

6.1 The governing board

The governing board will hold the headteacher to account for the implementation of this policy.

6.2 The headteacher

The headteacher is responsible for ensuring that SRE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of SRE (see section 7).

6.3 Staff

Staff are responsible for:

  • Delivering SRE in a sensitive way

  • Modelling positive attitudes to SRE

  • Monitoring progress

  • Responding to the needs of individual pupils

  • Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory components of SRE

    Staff do not have the right to opt out of teaching SRE. Staff who have concerns about teaching SRE are encouraged to discuss this with the headteacher.

6.4 Pupils

Pupils are expected to engage fully in SRE and, when discussing issues related to SRE, treat others with respect and sensitivity.

7. Parents’ right to withdraw

Parents’ have the right to withdraw their children from the non-statutory components of SRE.

Requests for withdrawal should be put in writing and addressed to the headteacher. A copy of withdrawal requests will be placed in the pupil’s educational record. The headteacher will discuss the request with parents and take appropriate action.

This will include a discussion about exactly which aspects of the school non-statutory SRE curriculum the parents would like to withdraw their child from, and communication with the teacher about how to best do that without isolating the child.

Alternative work will be given to pupils who are withdrawn from SRE.

8. Training

Staff are trained on the delivery of SRE as part of their induction and it is included in our continuing professional development calendar.

The headteacher will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching SRE.

9. Monitoring arrangements

The delivery of SRE is monitored by Julia Wallace Headteacher through: planning scrutiny and learning walks.

Pupils’ development in SRE is monitored by class teachers as part of our internal assessment systems.

This policy will be reviewed and approved by Julia Wallace Headteacher as per the consultation cycle described in Part 3.

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