This policy applies to staff, volunteers, Governors, sub-contractors and those on work placements.
To be read and used in conjunction with the Safe Guarding Policy.
The aim of the Sex and Relationships Education (SRE) Policy is to clarify the content and manner in which SRE is delivered in this Schools Community. It will comply with the Department of Education’s legal, and policy, requirements.
A copy will be available within the School and on the wiki for parents. All staff will have access through the wiki. All Governors will have access to a copy. The policy has been compiled in consultation with the Governors and Parents of the Schools.
The aims of the policy :
*To provide pupils throughout the key stages with a structured programme, which will be delivered through physical, emotional and moral education, laying the foundations for further work in secondary school.
*To provide pupils with the knowledge, skills and understanding from which they can make informed choices and decisions in the opportunities, responsibilities and experiences of life.
We believe that the parents and guardians are the main educators in children learning to cope with the emotional and physical aspects of growing up and that it is the schools role to support them. The school is committed to working in partnership with parents and to acknowledge that Parents / Guardians do have the right to withdraw their child(ren) from SRE, having consulted with the class teacher/ Headteacher.
Confidentiality and sensitivity
Because of the personal and sensitive nature of some of the issues raised and discussed during PSHE lessons, pupils may occasionally make disclosures, either in class or to individual staff members. Staff do not offer pupils, or their parents, unconditional confidentiality. All staff will make it clear that although most information can be kept confidential some may need to be passed on in the best interests of the a pupil. However, the pupil will know when this has to happen, what will be done with the information and who will have access to it. In class, teachers establish that it is important that pupils agree not to pressure one another to answer questions about their experiences. Many topics raised will arouse strong feelings – these topics may include sex, drugs, politics, family values, law, environmental issues, bullying and bereavement. Staff must ensure pupils establish ground rules about how they will behave and react towards each other and how issues will be dealt with, in a manner relevant to the year group.
Answering difficult questions
Sometimes an individual child will ask an explicit or difficult question in the classroom. Questions do not have to be answered directly, and can be addressed individually later. The school community believes that individual staff members must use their judgement, skill and discretion in these situations and refer to the Head Teacher/Senior Management Team if they are concerned.
The learning will largely be led by the schools teaching staff with support from DESC if necessary. Learning could take place as part of a topic, through story time/ circle time and through the daily life of the school community.
Sex and Relationships Education (SRE) is presented within a framework that stresses personal responsibility, respect for self and others, and the importance of family life. It should be an integral part of the lifelong learning process beginning in early childhood and continuing in adult life.
- support pupils through their physical, emotional and moral development.
- give pupils an understanding of their own growth and development and the rates at which changes take place.
- generate an atmosphere where questions about sexuality and reproduction can be asked and answered without embarrassment.
- provide an acceptable vocabulary for all parts of the body.
- make pupils aware of external influences e.g. newspapers, magazines and television, and help them to make sensible judgements in this context.
- foster the development of critical thinking and questioning skills.
- support pupils in the acquisition of skills and understanding they will need.
The sequence of teaching Sex Education
people in my life.
- what they do for me and what I do for them;
- my moods - feeling happy, sad, and so on;
- loss and mourning (for example, a person, a pet);
- keeping safe - danger I might come up against.
•my body and other people's bodies - similarities and differences;
- the beginning of life - me, animals, plants;
- growth in people, animals and plants;
- aging - how we know things are alive, dead, young, old.
- changes as we grow;
- different types of families;
- feelings in families (for example, love, jealousy);
- what helps people to get on with each other (for example, listening/ sharing);
- what makes me happy;
- what I like or don't like about other people;
- keeping safe;
- caring for myself- hygiene, sleep, exercise;
- people who help me to care for myself;
- inside my body - the functions of different parts.
- feelings - things which make me happy, sad, embarrassed, scared and so on;
- difficult situations - for example, teasing and bullying;
- changes in my own body and in those of others;
- how babies begin and are born - how they grow;
- family trees; • keeping healthy - exercise, diet, the immune system, and so on;
- friendship - who our friends are, how we make and lose friends;
- making decisions - influences on me;
- keeping safe;
- varied lifestyles in the class and community - differences in others
- and how we feel about differences.
- decision-making, risk-taking;
- feelings about the future (for example, changing schools);
- families and how they behave - what members expect of each other;
- celebrations of birth, christening, puberty, marriage and death in different cultures;
- expressing feelings and how we do this; being assertive, not bullying;
- differences and similarities in people;
- puberty and sexuality - what is it and what words describe it
Parents will be informed in writing when the lessons that deal specifically when the Relationships and Sex Education lessons will occur (Year 5 or 6) and written agreement for all children will be sought before the child is involved in any lesson of this nature. Further written permission must be given before the child is included in any subsequent lesson.
Any resources used will be available for review on request to the Headteacher. The School Nurse can also be asked to be involved in the delivery of Y5/6 lessons.
Monitoring and Evaluation of the Policy
Staff will monitor the impact of the policy on the attitudes and
understanding of the pupils. The findings of the process will be
shared with Governors. Equal Opportunities Andreas School is
committed to an Inclusive policy of equal opportunity for all
pupils. All children are entitled to a Sex and relationships
education regardless of personal beliefs, gender, social class or
ability. All lessons are planned with these factors in
Sept 2012 Reviewed Aut 2014 2015 2016 2017, 2018, Jan 2020, June 2021
Next review June 2023