There is no statutory requirement to teach Sex and Relationships education in the Curriculum 2014 document. However, it does form part of learning about ‘ourselves’, ‘relationships’ and ‘keeping safe’, which are essential parts of learning in PSHE. Moreover, learning about growing up and puberty forms part of the Science Curriculum. As such we teach SRE in a cross curricular way most of the time. However, pupils in Year 5 and 6 will receive an intensive SRE focus fortnight during their education at Thornhill Primary. We believe this is important to ensure, pupils receive accurate factual information from a trusted adult.
2. Aims and Objectives
Sex and Relationships Education within our school aims to provide opportunities for pupils to develop the skills, knowledge and understanding they need to lead confident, healthy, independent lives and become active and informed citizens. Information will be delivered in an accepting and honest way, which enables young people to contribute, and as deemed age-appropriate. Parents will be fully informed of policy and practice.
SRE will focus on:
2.1 Attitudes and Values
o Learning about the values of family life and stable relationships.
o Learning the value of respect, love and care.
o Exploring, considering and understanding moral dilemmas.
o Developing critical thinking as part of decision making.
3.2 Personal and Social Skills
o Learning to manage emotions and relationships confidently and sensitively.
o Developing self-respect and empathy for others.
o Learning to make choices based on understanding of differences and with the absence of prejudice.
o Providing opportunities for young people to develop the ability to understand the consequences of their decisions and actions, and to manage conflict.
3.3 Knowledge and Understanding
o Information about healthier, safer lifestyles
o Physical development
o Emotions, relationships and reproduction.
3. Curriculum Content
In the Early Years Foundation Stage and Key Stage 1, the focus will be on children being able to understand the importance of:
Ø Self esteem
Ø The concept of growth and change
Ø Showing respect
Ø Relationships – family, friends; understanding others and respecting difference
Ø Knowing the correct names for the external parts of the body, including sexual parts
Ø Personal hygiene
Ø Knowing places that are safe and where to go for help
Ø Making safe choices – saying no, when to keep a secret, when to tell
Ø Knowing that we have rights over our own bodies.
In Key Stage 2
Ø Life changes
Ø Self esteem
Ø Respect for their own and others bodies
Ø Recognising risk/making safe choices – who has access to their bodies?
Ø Resisting unwanted peer pressure
Ø The influence of the media
Ø How to access help
Ø Feelings and emotional change (linked to puberty)
Ø Relationships (family, friends, love, marriage)
Ø Understanding differences
Ø Preparation for sexual maturity and the process of conception and birth
Ø How changes at puberty affect bodily hygiene
4. Organisation and Delivery
5.1 The head teacher/ PSHE Co-ordinator is responsible for co-ordinating the policy and curriculum content.
SRE will be taught to mixed ability sets, with provision for single-sex groups as appropriate, and will be delivered as a discrete lesson and as part of other lessons for example Science and English.
5.2 Other agencies/ visiting speakers may be invited to input into the programme.
All linked agencies, as above, will be appraised of this policy and where they fit within the planned programme; there will be discussions before any input, including on confidentiality issues, and joint evaluation afterwards. No visitor will work with pupils in a classroom situation without a teacher present.
5.3 Parents have the right to withdraw their children from any SRE. Any parents expressing concerns will be invited into to school for discussions with the headteacher and teacher responsible for delivering the programme, and to view materials and resources. Should they still decide to exercise this right school will make provision for the supervision of the child.
5.4 Teachers will answer pupil questions appropriately and using their professional judgement, in line with this policy. There is no expectation that any teacher delivering SRE will automatically answer pupil questions, as this may infringe personal boundaries. However, in this instance, pupils will be advised to talk to their parents, another member of staff, or advised as to where they may be able to access information eg helplines, websites, leaflets etc.
5.5 The programme will be monitored as an ongoing part of the process by both teaching staff and pupils.
5. Monitoring and Evaluation
6.1 Both the policy and classroom delivery will be monitored and evaluated as part of the regular cycle of self review.
6.2 Procedures will include:
· self -evaluation by pupils of individual sessions
· staff evaluation
6.3 The policy will be reviewed, after consideration of all of the above, at least every two years and ratified by the full governing body.
6. Support and Training
7.1 The governors acknowledge that the effective teaching of SRE, within the PSHE framework, requires particular skills and expertise. All staff will have the opportunity to attend awareness-raising sessions and to discuss whole-school issues. Those staff with specific responsibility for delivering the programme will be consulted as to their particular training requirements, and access to these will be through CPD. It is essential that those teachers delivering the programme are confident in their abilities, and in the support offered by this policy.
Governors will also be offered an annual opportunity to be updated on any changes and developments.
7.2 Because of the changing nature of the content, issues of resourcing will be dealt with appropriately with PSHE/SRE being a consideration within the annual budget.