Sex and Relationship Policy
1. Introduction
This policy has been produced in accordance to the DfEE document Sex and Relationship Education Guidance (ref DfEE 0116/2000). In this document, sex education is defined as ‘learning about physical, moral and emotional development. It is about understanding 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’. In our school sex education is part of the personal, social and health education curriculum. While we use sex education to inform children about sexual issues, we do this with regard to matters of morality and individual responsibility, and in a way that allows children to ask and explore moral questions. We do not use sex education as a means of promoting any form of sexual orientation.
2. Rationale
At Mab’s Cross Primary school we believe that effective sex and relationship education (SRE) is essential if young people are to make responsible and well informed decisions about their lives. Effective sex and relationship education does not encourage early experimentation. It should teach young children to understand human sexuality and to respect themselves and others.
3. Aims and objectives
The Sex and Relationship Education aims to:
- prepare all our pupils for the opportunities, responsibilities and experiences of adult life;
- promote spiritual, moral, cultural, mental development of pupils within school;
- provide our pupils with the knowledge, skills and understanding required to make healthy life choices;
- nurture the self esteem and emotional development of all children;
- develop their ability to establish effective relationships and communicate successfully with others;
- encourage the children to examine their own and other people’s attitudes and values in order to make informed decisions.
4. Context
We teach sex education in the context of the school’s aims and values. While sex education in our school means that we give children information about sexual behaviour, we do this with an awareness of the moral code and values which underpin all our work in school. In particular we teach sex and relationship education in the belief that:
- sex education should be taught in the context of family life, marriage and stable and loving relationships;
- children should be taught respect for their own bodies;
- children should learn about their responsibilities to others, and to be aware of the consequences of sexual activity;
- it is important to build positive relationships with others, involving trust and respect;
- children need to learn the importance of self- control.
The Health and Lifestyle Survey questioned 413 Y6 pupils in 2004 that attended schools within the Wigan borough. The survey identified that:
- 20% of the pupils questioned reported that they worried about the way the looked;
- 17% were worried about body changes as they grew up;
- 75% of pupils stated that their parents had talked to them about how their body changes as they grow up;
- 48% of pupils said they could usually or always say no if a friend wanted them to do something that they didn’t want to do.
In 2010 we questioned our Year 5 and 6 pupils and discovered that:
- 94% of pupils felt that puberty should be taught in either Year 5 / 6.
- 81% of pupils identified that they wanted reproduction taught in
Year 6
These statistics have been utilised to identify the needs of our pupils and to inform the SRE units within the PSHE & C long term plan.
5. Organisation
We teach our sex and relationship education on a cross curricular basis through science, PE and our PSHE & C programme which combines the Wigan scheme of work with SEAL (refer to Appendix 1).
In PSHE we teach children about relationships and introduce strategies for managing emotions. Through team building exercises and games they develop problem solving, communication and negotiation skills and consider the qualities that make a good friend. In sex education we teach about parts of the body using the appropriate terms and focus upon ensuring personal hygiene.
In Year 5 we place a particular emphasis upon health education by preparing the children for puberty and encouraging them to develop an awareness of the internal and external changes that will take place to their own bodies, including menstruation and the importance of menstrual hygiene. They are encouraged to identify any concerns that they may have about these changes and to consider ways of dealing with them.
In Year 6 they are taught about the male and female sexual organs including revising the menstrual cycle and introducing wet dreams, erections and sexual intercourse. A brief discussion regarding the importance of using contraception will also be undertaken. Homosexuality will only be referred to during the discussion on stable and loving relationships. We will not undertake any explicit teaching of sexual intercourse between same sex couples. We work closely with health professionals to ensure that the children are provided with specialised knowledge and resources.
The National Curriculum statutory requirements for Science are:
KS1
- how animals including humans, move, feed, grow, use their senses and reproduce;
- that humans and animals can produce offspring and these grow into adults;
- to recognise similarities and differences between themselves and others and treat others with sensitivity;
- to recognise and compare the main external parts of the bodies of humans,
KS2
- that the life processes common to humans and other animals include nutrition, growth and reproduction;
- about the main stages of the human life cycle.
6. Teaching and learning
We use a range of teaching and learning styles but recognise that pupils learn best in this area when they feel confident in talking, listening and thinking about sex and relationships. We utilise a number of teaching strategies to help create this safe and secure environment, including:
- establishing ground rules;
- using ‘distancing’ techniques;
- using discussion and project learning methods and appropriate materials;
- encouraging reflection;
- dealing appropriately with unexpected questions or comments from pupils.
Ground rules
Ground rules will be developed in collaboration with the children from each class every year. For example:
- no one (teacher or pupil) will have to answer a personal question;
- only the correct names for body parts will be used;
- everyone will be treated with respect.
Distancing techniques
A teacher may wish to avoid embarrassment and protect pupils’ privacy by depersonalising discussions. This may include role-play, discussing case-studies, story telling and utilising a question box,
Discussion and project learning
At Mab’s Cross we believe that discussion and project learning is very effective and is enjoyed by pupils. Pupils take part in a structured activity in which they can:
- draw on previous knowledge to develop more understanding;
- practise their social and personal skills;
- consider their beliefs and attitudes about topics;
- reflect on their new learning;
- plan and shape future action.
Reflection
We consider reflection to be a crucial aspect of learning as it encourages pupils to consolidate what they have learned and to form a new understanding. Teachers will encourage the reflective process through questioning and by providing activities that are focused towards developing thinking skills.
Dealing with questions
Teachers will establish clear parameters at the beginning of the unit to identify appropriate and inappropriate questions for whole-class sessions and for the question box.
- If a question is too personal, too explicit or inappropriate, the teacher will remind the pupil of the ground rules or promise to attend to it later, on an individual basis. The teacher may then refer him or her to an appropriate person, for example parents, the school nurse or an outside agency.
- If a teacher doesn’t know the answer to a question, they will acknowledge this and if appropriate suggest that they can research the question later.
7. Outside agencies and visitors
A range of outside agencies and individuals will contribute to SRE both in the planning and delivery e.g. school nurse, doctors etc. Health professionals who are involved in delivering programmes are expected to work within the school’s sex and relationship education policy and on the instructions of the head teacher. However, when they are in their professional role, such as a school nurse in a consultation with an individual pupil, they should follow their own professional codes of conduct.
8. The role of parents
The school believes that the primary role in children’s sex education lies with parents and carers. We wish to build a positive and supporting relationship with them through mutual understanding, trust and co-operation. In promoting this objective we:
- inform parents about the school’s sex education policy and practice;
- arrange a meeting for parents of Year 5 and 6 children to discuss their particular programme of lessons and to provide the opportunity for a viewing of the resources;
- answer any questions that parents may have about the sex education of their child(ren);
- encourage parents to be involved in reviewing the school policy and making any necessary modifications;
- offer support to parents who wish to discuss sex and relationships with their child(ren).
9. Right of withdrawal
Parents have the right to withdraw their child from all or part of the PSHE elements of our sex and relationship education programme. They MAY NOT withdraw their child from the National Curriculum statutory requirements for Science (refer to section 5).
In Year 5 and 6 permission for pupils to undertake the sessions will be obtained from all parent(s) / guardians prior to the units on puberty. Year 6 parents will also be asked to give permission for a teacher or another professional to inform their child(ren) about sexual intercourse and contraception.
10. Special Educational Needs and SRE
At Mab’s Cross we recognise the importance of SRE for all pupils including those with special needs and learning difficulties. These children may need help to develop the skills to reduce the risks of abuse, exploitation and learn about what is acceptable public behaviour. We aim to ensure that we plan appropriate work in order to meet their individual needs.
11. Assessment, Recording and Reporting
Teachers assess the children’s work in SRE in accordance with the PSHE & C policy.
12. Monitoring and Evaluation
The PSHE & C subject leader is responsible for monitoring the standards of children’s work and the quality of teaching. This will be undertaken through classroom observations, discussions with pupils and by a review of the planning. The subject leader will support colleagues in the teaching of SRE, by giving them information about current developments in the subject and by providing a strategic lead and direction for the subject in the school. The subject leader will also provide the head teacher with an annual summary report, evaluating strengths and areas for further improvement.
13. Child Protection
Sensitive issues are raised in SRE, thus opportunities may arise for pupils to make unexpected disclosures to staff. Disclosures may take place at an inappropriate time or place. If this happens, the teacher should talk again individually to the pupil before the end of the day.
If a teacher is approached by a child who is sexually active, is contemplating sexual activity, or is at risk of sexual abuse they should inform the child protection teacher immediately.
Staff should be familiar with the Child Protection Policy and be aware that Mrs. Santus is the designated Child Protection teacher and that in her absence Mrs. Braodhurst will deputise. Miss. McKenna is the Common Assessment Form lead professional.
14. Confidentiality
At Mab’s Cross we inform our pupils that teachers cannot offer unconditional confidentiality but reassure them that their best interests will be maintained at all times. If confidentiality has to be broken we will inform the pupil first and offer them appropriate support. This may involve referring pupils to sources of confidential help, for example, the school nurse or GP etc. We will also encourage pupils to talk to their parents or carers and provide appropriate support to assist them in doing so.
‘Teachers cannot offer or guarantee absolute confidentiality. It is only in the most exceptional circumstances that schools should be in the position of having to handle information without parental knowledge.’ ( Sex and Relationship Education Guidance, Ref DfEE 0116/2000 p.30).
’15. The National Healthy School Standard
We have achieved the National Healthy School Status, thus we:
- consult with parents on all matters of health education;
- listen to the views of our children regarding the teaching and learning of SRE;
- look positively at any local initiatives that support us in providing the best programme that we can devise.
16. Consultation Process
This policy was drawn up in consultation with our parents, teachers, governors and the school council.
17. Links with Other School Policies and Initiatives
This SRE policy has been written within the context of our other school policies. It particularly relates to:
PSHE; Drug Education Policy; Child Protection Policy; Equal Opportunities Policy; Special Educational Needs; Drug Incident Policy; Anti-Bullying Policy.
18. Dissemination of Policy
This policy has been distributed to all staff members, governors and has been made available to parents.
19. Review Date
This policy will be reviewed in February 2013.
Signed
___________________________________________ (Headteacher)
___________________________________________ (Chair of Governors)
___________________________________________ (PSHE & C Co-ordinator)
PSHE & C Long Term Plan
|
|
Term 1 |
Term 2 |
Term 3 |
|
SEAL Focus |
New Beginnings Getting on and falling out Say No To Bullying |
Going for Goals Good to be me |
Relationships Changes |
|
Reception |
Ourselves
Multi-cultural awareness (Africa)
|
Caring for the Environment
|
|
|
Year 1 |
Personal Hygiene
Keeping safe – medicines
|
Looking after Animals
|
Personal Safety – stranger danger
Personal Safety – road safety |
|
Year 2
|
Healthy Eating
Difference and Diversity
Personal safety – electricity |
Financial capability
|
Personal safety – road safety
Personal safety – sun safety |
|
Year 3
|
How Rules Are Made
|
Recycling |
|
|
Year 4
|
Team Building
|
|
First Aid
|
|
Year 5 |
Junior Saving
|
Drugs – smoking and alcohol / Risky Behaviour No – Good to Be Me |
Puberty
|
|
Year 6 |
Democracy
Drugs Education
No – New Beginnings |
Sex and Relationships
Africa No – Going for Goals No – Good to Be Me |
Mini - enterprise
Transition
No – Changes No – Relationships |