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POLICY FOR SEX AND RELATIONSHIP EDUCATION

In the light of ‘Every Child Matters’, the DfES ‘Healthy Living Blueprint, the Government ‘Public Health White Paper’ and the National Service Framework, schools need to be aware of how children’s services are being developed and integrated with the focus on earlier and targeted prevention within their area. In line with the DfES 5 yr strategy schools will develop their roles to become community, healthy and extended schools and will work closely with the emerging children’s services.

At Stamford High School we value the importance of sex and relationship education to help and support young people through their physical, moral, spiritual, cultural and emotional development. This programme is linked closely to the Policy for Personal, Social and Health Education, Sex and Relationship Education Guidance and the National Healthy School Standard Guidance.

We recognise the partnership of home and school, of parent and teacher, in this important area of personal development.

Sex education is a continuing, developmental process, which includes the exploration of attitudes and values and the development of skills, as well as the presentation of factual knowledge. As with all other learning, it should be gradual and matched to the child’s maturity and stage of development.

Sex education teaches children to develop an awareness of, and respect for, themselves and others. It aids the development of positive self-esteem, which will help children to cope with the challenges of personal growth. It enables children to be aware of the personal choices they can make and prepares them to make responsible decisions. It is about exploring feelings and emotions and enjoying confidence in one’s own ability.

As part of the sex and relationship education framework, students are taught about the nature and importance of family life and bringing up children. Students will learn about the significance of marriage and stable relationships. Care is taken that no child is stigmatized because of his or her home circumstances.

What is Sex and Relationship Education?

Sex and relationship education is about physical, moral, spiritual, cultural and emotional development. It is about the understanding of the importance of marriage, stable and loving relationships, respect, love and care, for family life. It is also about the teaching of sex, sexuality and sexual health.

Sex and relationship education has three main elements.

1. Attitudes and values:

learning the importance of values and moral considerations
learning the value of family life, marriage and stable relationships
learning the value of love, respect and care.

2. Personal and social skills:

learning to manage emotions and relationships confidently and sensitively developing empathy and self-respect
learning to make choices without prejudice appreciating the consequences of choices made managing conflict
recognising and avoiding exploitation and abuse

3. Knowledge and understanding:

learning about and understanding physical development understanding human sexuality, reproduction, sexual health, emotions and relationships.

The Philosophy of the School

It is the philosophy of New Charter Academy that all children experience a planned programme of sex and relationship education that offers them the opportunity to explore attitudes and values, and develop personal and social skills, as well as learning the facts necessary for life. The Sex and relationships Education programme will reflect the school ethos.

The policy links in with the government strategies for:

National Healthy School Standard Level 3 criteria including:

The school has a policy owned and implemented by the whole school, including parents/carers.
The School has a planned SRE programme involving the development of skills in all Key Stages, which identifies learning outcomes appropriate to students’ age, ability and level of maturity and which is based on students’ needs assessment.

As well as the 10 year National Teenage Pregnancy Strategy, main aims:

Working towards reducing the rate of teenage conceptions with the specific aim of halving the rate of conceptions among under 18’s, and to set a firmly established downward trend in the rate of conceptions among under 16’s, by 2010.
Increase the participation of teenage parents in education, training and employment to 60% by 2010, to reduce their list of long-term social exclusion.

Aims and Objectives of the Policy

To reassure children of their value and self-worth, including aspects of dignity, self-respect and self-restraint.
To nurture a responsible attitude towards personal relationships, such as aspects of mutual respect and care, and to develop sensitivity towards the needs of others encompassing fidelity and loyalty.
To foster the ability to manage relationships in a responsible and healthy manner.
To promote the value of loving relationships and of family life.
To recognise that marriage is an important, but not exclusive, context for family life.
To provide knowledge of human reproductive processes.
To inform children on matters of personal hygiene and related health issues.
To encourage exploration of values and moral issues, taking into account the physical and moral risks associated with certain behaviour.
To educate against discrimination and prejudice.
To empower children to make informed choices about their developing sexuality.

This policy supports the following School Policies.

Equal Opportunities
Education for Ethnic Diversity
School Discipline
Statement of School Philosophy, Aims and Objectives
Health and Safety
Personal, Social and Health Education and Citizenship
Child Protection
Looked after Children

Areas of Responsibility

Governors

To ensure the legal framework is followed.
To consult with parents on the determination of the school’s sex and relationship education policy.
To implement the sex and relationship education policy through the Head Teacher.
To implement the ‘annual’ reviews.
To make, and keep up to date, a separate written statement of the school’s policy with regard to Sex Education.
To make copies of this statement available for inspection by parents of students registered at the school and provide a copy free of charge to any parent who requests one.
To include a summary of the content and organisation of sex education in the School Prospectus.

Head Teacher

To implement the Sex and Relationship Education Policy.
To ensure the policy is followed.
To liaise with the Governors on the teaching in school.
To liaise with parents / carers.
To ensure the policy is reviewed annually (19/2/07).
To disseminate information to staff.
To respond to individual problems experienced by children, enlisting external agency support if appropriate.
To ensure continuing professional development for staff.
To ensure that all staff are aware of confidentiality issues and procedures.

Class Teacher

To prepare long- and short-term plans to include Sex and Relationship Education in the Curriculum.
To ensure the correct resources are available.
To respond to the individual needs of children, giving relevant support should a child be experiencing difficulties.
To ensure absent students have access to information, especially surrounding puberty.

School Nurse/Health Service Specialists

To give support throughout the school, when appropriate.
To take separate lessons for Years 10 and 11.

The Special Needs Co-ordinator

To assist in the development of the school’s policy concerning the welfare and educational needs of all children at New Charter Academy.
To take advice from all appropriate sources and, where necessary, adapt the policy to meet each individual child’s needs.

Policy, Formation and Consultation Process

The policy has been written following the DfES guidelines Sex and Relationship Education Guidance 0166/2000. (see attached Key Points)

A group of Governors from the general purpose committee agreed a draft policy in consultation with teachers. The draft policy was presented to the teachers for their views. The parents or guardians were consulted through a newsletter and the school website and given the opportunity to ask questions of the teachers, Governors and others within the community involved with sex and relationship education. Students were consulted through the student council.

Equal Opportunities

In support of the Equal Opportunities Policy, all Stamford High School students, regardless of age, ability, gender race or sexuality, have the same opportunity to benefit from the sex education resources and teaching methods. It is important that boys’ needs are met as well as girls on the subject of puberty.

Organisation of School Sex and Relationship Education

Who Will Teach It?

Secondary – Science teachers will teach Sex and Relationship Education as part of the statutory Science Curriculum. PSHE team will teach PSHE as part of the spiral PSHE curriculum.

Methodology and Approach

There will be a whole-school approach – ( Years 7 – 11). Progression and continuity are built into the programme. The subject will be taught in a dedicated lesson encompassing all the elements within Personal, Social and Health Education topics, as well as expanding on human relationships, human and physical development and reproduction, sexuality and the risks of sexual activity, including issues around unwanted pregnancy and sexually transmitted infections.

Dealing with Sensitive Issues

Governors and teachers are in agreement that teachers should answer all children’s questions relating to sex and relationship education in an open and factual way, taking into consideration the family background, culture, religious beliefs, and students’ differing experiences. The Governors expect teachers to use their professional judgment and discretion when faced with, or answering, questions, which they deem to be of a sensitive nature, for example homosexuality, contraception or sexually transmitted infections.

The following ground rules have been established.

Teachers should not enter into discussions about personal issues and lifestyles.
No one (child or adult) has to answer a personal question.
Nobody is forced to take part in discussion.
In discussion, teachers will promote the knowledge and use of ‘accepted’ names of body parts.
Meanings of words are explained in a sensible and factual way.

Stamford High School Sex and Relationship Education Programme

Sex and relationship education is delivered within the Science Curriculum and the four broad themes within PSHE.

1. Developing confidence and responsibility and making the most of students’ abilities.

2. Preparing to play an active role as citizens.

3. Embracing a healthier, safer lifestyle.

4. Developing good relationships and respecting differences between people.

Sex and relationship education should prepare young people for an adult life in which they can:

Develop positive values and a moral framework that will guide their decisions, judgments and behaviour;
Be aware of their sexuality and understand human sexuality;
Understand the arguments for delaying sexual activity;
Understand the reasons for having protected sex;
Understand the consequences of their actions and behave responsibly within sexual and pastoral relationships;
Have the confidence and self-esteem to value themselves and others and respect for individual conscience and the skills to judge what kind of relationships they want;
Communicate effectively;
Have sufficient information and skills to protect themselves and, where they have one, their partner from unintended/unwanted conceptions, and sexually transmitted infections including HIV;
Avoid being exploited or exploiting others;
Avoid being pressured into unwanted or unprotected sex;
Access confidential sexual health advice, support and if necessary treatment; and
Know how the law applies to sexual relationships.

Within the Science Curriculum, the children should know:

Key Stage 3

That fertilization in humans.... is the fusion of a male and female cell.
About the physical and emotional changes that take place during adolescence.
About the human reproductive system, including the menstrual cycle and fertilization.
How the fetus develops in the uterus.
How the growth and reproduction of bacteria and the replication of viruses can affect health.

Key Stage 4

The way in which hormonal control occurs, including the effects of sex hormones.
Some medical uses of hormones including the control and promotion of fertility.
The defence mechanisms of the body.
How sex is determined in humans.

*Parents should be aware that children cannot be withdrawn from these Science lessons.

Scheme of Work see appendix

Specific Classroom Arrangements

When planning lessons, teachers should consider appropriate grouping in respect of student experience and need. Mixed-gender classes will be the norm for the younger students.

Girls are taught separately about menstruation, boys about changes including wet dreams to avoid possible embarrassment. They are also separated for specific talks on contraception, it is important that the needs of both girls and boys are met. Girls and boys are taught about issues, such as sexual stereotyping and menstruation together, thus treating the issues as part of the broad sex education programme and in particular avoiding boys’ misconceptions and speculation.

Curriculum Entitlement

Sex and relationship education will be taught at Stamford High School within PSHE and Science. It is therefore not envisaged that there will be ‘one-off’ or isolated lessons, except when a Health Professional is invited to address the children. Children with Special Educational Needs relating to sex education, will have their needs addressed both within the class, and where appropriate, on a one-to-one basis.

Procedures for Reviewing the Effectiveness of the Programme

Topics are reviewed weekly through short-term plans and each term through long-term plans. Staff and Governors review the Sex and Relationship Education Policy annually. Parents and students are invited to comment at each review.

Assessment, Recording and Reporting

Students are assessed of their SRE knowledge through both summative (questioning and answering sessions, teacher evaluations in class) and formative assessments (tests and questionnaires) in class.

This is then used to amend schemes of learning to address gaps in knowledge.

Monitoring and Evaluation

The school monitors and evaluates SRE lessons in line with the school policy on monitoring and evaluation.

Student evaluation of lessons will be used to inform future planning.

Resources and Criteria Used for their Selection

The PSHE Co-ordinator in consultation with teachers chooses all resources. Advice is taken from appropriate sources. Parents’ comments are taken into consideration.

Specific Issues:

Child Sex Abuse Procedure

The Child Protection Procedures as laid down by the LEA are followed. All referrals, whatever their origin, are taken seriously and considered with an open mind, which does not pre-judge the situation. The procedures adopted within the LEA area for handling cases of neglect, physical, emotional or sexual abuse, and failure to thrive, involving children and young persons, are based on the principle that the interests and welfare of the child or young person are of paramount importance.

Confidentiality should not prevent action being taken if the child is ‘at risk’. Teachers listen sympathetically to anything a child tells them in confidence; however, if a teacher believes that a child is at risk, the appropriate people will be contacted – in accordance with the above Child Protection Procedures. A copy of this is available in school for parents.

The child / young person will be offered appropriate and sensitive support.

Vulnerable Young People

Schools have a role in ensuring that vulnerable young people receive appropriate support through the curriculum, pastoral system and referral to other services. All members of staff need to feel confident in identifying students who may be experiencing difficulties and be clear about where and how support can be accessed

(SRE Guidance 2000 1.26) Mainstream schools and special schools have a duty to ensure that children with special educational needs and learning difficulties are properly included in sex and relationship education.

Child Withdrawal Procedure

Sex education at Stamford High School is taught across the Curriculum and it is not possible to separate all the sex education lessons. There will be, sometimes, specific lessons at which Health Professionals are invited to address the children in the presence of the class teacher. Notification is always sent to parents in advance. If parents wish to withdraw a child they should discuss their concerns with the Head Teacher.

In the event of a child being withdrawn from a lesson, that child is provided with appropriate, challenging work until the sex education lesson is over.

Complaints Procedure

If a parent or guardian has any cause for concern about the Sex Education Policy, they should approach the Head Teacher and staff. If the concern cannot be resolved, the Governors can be contacted.

Procedures for the Involvement of Health Professionals and Visitors

Visiting Health Professionals are involved in the implementation of the Sex Education Policy only after consultation concerning lesson content and method of teaching. The class teacher remains in the lesson throughout. All visitors will agree a contract between the school and themselves. Attached to this will be an outline of the relevant policy. (See appendix for copy of contract)

Working with Parents

Stamford High School seeks to work in partnership with parents through consultation and support. Parents are vital in teaching children about sex and relationships, maintaining the culture and ethos of the family, helping children to cope with the emotional and physical aspects of growing, and preparing them for the challenges and responsibilities that sexual maturity brings.

Parents are consulted before the formal policy document is submitted to the full Governing Body for approval. Local Health Care Professionals are invited when necessary to take part in the presentation of the document to parents to provide any additional information and support.

The policy is available in school for all parents to inspect and details of the policy are published in the School newsletter (and on the school website) so that parents of potential students are fully aware of Stamford High School’s position in this matter. The policy is presented annually to new parents, again with the involvement of local Health Care Professionals when necessary.

Dissemination of the policy

Every parent or guardian can request a copy of the policy. A copy of the policy is sent to those parents and guardians who request one. A copy can be obtained from the Head Teacher or on the school website.

The policy is presented to all staff and a copy made available to them in the staff handbook / on the school intranet.

Training

Teachers are trained on SRE through in service training
Parents are invited for talks and presentations on SRE
Students are invited to attend peer education training and are then used to educate their peers as well as younger students

Further Information

Useful Documents and Resources

DfEE Sex and Relationship Education Guidance (Circular 0116/2000)

DfES/DH National Healthy School Standard Guidance 1999

National Healthy School Standard – Getting Started – A Guide for Schools

QCA The National Curriculum Handbook 2000 for Primary Teachers in England

Secondary Teachers

Useful Websites (examples)

www.childline.co.uk

www.clued-up.org.uk

www.crush-onu.co.uk

www.wiredforhealth.co.uk

www.teachernet.gov.uk/pshe

www.teenagepregnancyunit.gov.uk

www.nw-teenagepregnancy.info

Websites for parents (examples)

www.parentlineplus.org.uk

www.parentalk.co.uk

www.e-parents.org

www.ncb.org.uk

Appendix

Sex and Relationship Education Guidance DfEE 0116/2000

Developing a policy for SRE – Key Points:

All schools must have an up to date SRE policy, drawn up by the governing body, and available to parents and for inspection.
This should be developed in consultation with parents and the wider community.
Primary schools should have clear parameters on what children will be taught in the transition year before moving to secondary school, and that parents be consulted.
Secondary schools’ policies must include how they will teach the relevant National Curriculum Science topics and how they will provide SRE as part of PSHE.
Policies should be inclusive of all students.
Having a policy in line with this guidance will be a key part of meeting the criteria for SRE outlined in the National Healthy School Standard.

Appendix

SRE Policy –

Good Practice for SRE: (Ofsted 2002)

State the aims and objectives for the programmes and explain how the aims will be fulfilled
Are based on consultation with parents and the wider community
Establish the framework of values within which the teaching of SRE is set
Define the content of the programme and how the needs of the individual will be met and link to child protection procedure
Give guidance on teaching methods
Spell out the arrangements for students who are withdrawn from aspects of SRE
Specify the means of review and evaluation and the timetable for these processes

(Ofsted) Effective personal skills to be considered during lesson planning – students need to be given the opportunity to develop and reflect on skills, such as those needed to:

Communicate a point of view clearly and appropriately and listen to the view of others.
Make sensible choices about what to do in particular situations.
Manage relationships with friends confidently and effectively.
Act responsibly as an individual and as a member of a group.

Appendix

National Healthy School Standard

Accompanying guidance

A whole school approach

Wider school context:

....................................

The whole school community (students, staff, parents, governors and community partners) is invited to take part in policy development, physical, social and cultural activity and support each others learning.

....................................

section b) policy development, for example in sex and relationships education, drug education (including alcohol and tobacco)

The school develops all policies in line with legal requirements and non-statutory guidance.
The school has established mechanisms for involving the whole school community in policy development and implementation such as parent forums.
The roles and responsibilities of the whole school community are clearly defined in all policies.

Contract between

................................................................................................................(Name of Agency)

................................................................................................................(Name of School)

Agency Contact Details

School Contact Details

Contact person:

Address:

Tel:

Fax:

E-mail:

Contact person:

Address:

Tel:

Fax:

E-mail:

Session Details:

Date:

Time:

Number of students:

Age of students:

Meeting point:

Classroom location:

Name/of agency/tutors:

Name/s of teacher/s to be present in sessions:

Room layout:

Who will prepare the room:

When will the room be prepared:

Equipment needed: Provided by

Visitor School

.....................................

....................................

Aims and Objectives of the Session

What have the students already done related to this topic?

How will the work fit into the Sex and Relationship Education Programme?

Have the materials/resources to be used in the session been seen and agreed by:

Teacher/co-ordinator

Visitor

Has classroom control been discussed and agreed by visitor and the teacher?

Have the format and teaching methods been agreed?

Has the role of the teacher during the session been agreed?

¨ Participative

¨ Co-tutor

¨ Non-participative

¨ Other

Have boundaries and use of language been discussed?

Evaluation

¨ Feedback from school to visitor

¨ Feedback from visitor to school

¨ Feedback from students

How will the session be followed up?

Confidentiality has been discussed and the school and agency has exchanged confidentiality policies.

Yes No

Signed................................................................Designation...................................................................Visitor

Signed....................................................................Designation...................................................................School

Date: .....................................................................