01799 550300 admin@clavering.essex.sch.uk
Clavering Primary School

Sex and Relationship Policy

Date of Policy: June 2017

Member(s) of staff with responsibility for SRE: Mrs L Lipscomb

Review Date: June 2018

This policy was formulated in consultation with pupils, staff, parents and governors.

Aims and Objectives

This policy is a working document, which provides guidance and information on all aspects of SRE in the school for staff, parents/carers and governors.

Effective SRE can make a significant contribution to the development of the personal skills needed by pupils, if they are to establish and maintain relationships.  It also enables young people to make responsible and informed decisions about their health and well-being.

Other related policies and documents include: The PSHE & Citizenship Policy, Anti-Bullying Policy, Drugs Education Policy, Child Protection Policy and the Promoting Race Equality document.

Moral and Values Framework

The SRE programme at Clavering Primary School reflects the school ethos and demonstrates and encourages the following values:

Ø Respect for self;

Ø Respect for others;

Ø Responsibility for their own actions;

Ø Responsibility for their family, friends, schools and wider community.

Equal Opportunities Statement

The school is committed to the provision of SRE to all of its pupils.  Our programme aims to respond to the diversity of children’s cultures, faiths and family backgrounds.  Equal time and provision will be allocated for all groups but there may be occasions where children with Special Educational Needs are given extra support.

Content

Key Stage 1

  •  Pupils learn to recognise similarities and differences between themselves and others.
  •  Identify and share their feelings with each other.
  •  Recognise safe and unsafe situations and can identify and be able to talk to someone they trust.

Key Stage 2

  • Pupils learn to express their opinions about relationships and bullying and to listen to and support others, including respecting other people’s viewpoints and beliefs.  They learn to recognise their own worth and identify positive things about themselves and try to balance the stresses in life in order to promote their own mental health and well-being of others.
  • Life processes are discussed including the physical changes that take place at puberty, why they happen and how to manage them.
  • The content of the forty-five minute weekly lessons within the PSHE Curriculum was decided upon after the consultation process involving, staff, governors and the school health adviser using the OFSTED Sex and Relationship Guidance (2002) as a basis for discussion.  A more detailed scheme of work is available on request.
  • Materials used reflect the consultation with parents/carers and the school health adviser.  Age and cultural backgrounds of the pupils were regarded in relation to images used.  The range of material used is available to parents/carers and informative books are available to children.

Organisation

Ø SRE should not be delivered in isolation but firmly embedded in all curriculum areas, including Personal, Social Health Education (PSHE) and Citizenship

Ø SRE is normally delivered by the class teacher, with support from PROVIDE as appropriate. It is normally taught in mixed gender groups other than when it is deemed more appropriate for topics to be covered in single sex groups.

Ø Resources to be used are: Health For Life, Real Health For Real Life, BBC and Sense Ed materials.

SRE may be delivered through class teaching, film and circle time activities with an emphasis on being safe; confidentiality and trust, raising self esteem. A “surgery” offering one to one information or advice is available to Year 6. External agencies such as PROVIDE and the School Nurse are also involved in delivery of SRE where possible.

School visitor policy:

Ø Visitors are invited in to school because of the particular expertise or contribution they are able to make;

Ø All visitors are familiar with and understand the school’s SRE policy and work within it;

Ø All input to SRE lessons is part of a planned programme and negotiated and agreed with staff in advance;

Ø All visitors are supervised/supported by a member of staff at all times;

Ø The input of visitors is monitored and evaluated by staff and pupils.  This evaluation informs future planning

Assessment and Evaluation

Elements of the sex education in the science curriculum are assessed formally.

Assessment and evaluation of the SRE programme outside the science order is conducted using a variety of informal activities which have been built into the programme. These could include peer assessment and self assessment. Teachers delivering SRE should constantly evaluate their lessons to inform future planning.

Specific Issues within SRE

Withdrawal

Parents/Carers have the right to withdraw their children from all or part of the Sex and Relationships Education provided at school except for those parts included in statutory National Curriculum Science.

Those parents/carers wishing to exercise this right are invited in to see the Head teacher and/or SRE Co-ordinator who will explore any concerns and discuss any impact that withdrawal may have on the child. Once a child has been withdrawn they cannot take part in the SRE programme until the request for withdrawal has been removed.

Materials are available to parents/carers who wish to supplement the school SRE programme or who wish to deliver SRE to their children at home.

Confidentiality and Child Protection Issues

As a general rule a child’s confidentiality is maintained by the teacher or member of staff concerned.  If this person believes that the child is at risk or in danger, she/he talks to the named child protection coordinator who takes action as laid down in the Child Protection Policy. Members of staff are familiar with the policy and know the identity of the member of staff with responsibility for Child Protection issues.

The child concerned will be informed that confidentiality is being breached and reasons why.  The child will be supported by the teacher throughout the process.

Answering Difficult Questions

Members of staff are aware that views around SRE related issues are varied.  However, while personal views are respected, all SRE issues are taught without bias.  Topics are presented using a variety of views and beliefs so that pupils are able to form their own, informed opinions but also respect others that may have a different opinion.

Both formal and informal SRE arising from pupils’ questions are answered according to the age and maturity of the pupil(s) concerned.  Questions do not have to be answered directly, and can be addressed individually later.  The school believes that individual teachers must use their skill and discretion in this area and refer to the Child Protection Coordinator if they are concerned.

Dissemination

All staff members and governors receive a copy of the SRE policy.  Training is regularly delivered to staff on the policy content.  Copies of the SRE policy are available from the school office on request from parents.

A short summary of the policy is included in the school prospectus.

Clavering Primary School believes in the importance of appropriate staff training to enable staff to deliver effective SRE. The coordinator should access courses or INSET opportunities to assist staff involved in the delivery of SRE.

The SRE/PSHE Co-ordinator facilitates the gathering of policy feedback from parents, staff and pupils every two years.

Staff, Governors, Parent Consultation

We would like our SRE to…

  • teach self esteem, develop self worth
  • help children to understand and make informed choices
  • encourage  good friendships
  • teach self respect
  • keep parents informed
  • teach children to say ”no”
  • ensure age appropriate progression
  • consider morals and values
  • respect individuality
  • ensure sympathetic approach, considering the needs of individuals
  • teach family values
  • provide CPD for teachers
  • respect and embrace diversity
  • develop confidence

 

Author L Lypscomb