SRE Policy

Tower Hill Primary School

Sex and Relationships Education Policy

Date         :   Autumn 2015         Author : Christine Cartlidge

Review Date :   Autumn 2018

Introduction

In 2000, the Department for Education and Employment (DfEE, now DfE) published Sex and Relationship Education Guidance.

The DfEE Guidance states that SRE should contribute to promoting the spiritual, moral, cultural, mental and physical development of students. It should stress the importance of relationships for family life, stable and loving interactions, respect, love and care and the teaching of sex, sexuality and sexual health. (Ref DfEE 0116/2000).

Brook (www.brook.org.uk) the PSHE Association ( www.pshe-association.org.uk ) and the Sex Education Forum (www.sexeducationforum.org.uk) have worked together to produce advice for schools which supplements that guidance. Sex and Relationships Education (SRE) for the 21st Century. This advice should be read alongside the Sex and Relationship Education Guidance (DfEE 0116/2000).

Schools maintain a statutory obligation under the Children Act (2004) to promote their pupils’ wellbeing, and under the Education Act (1996) to prepare children and young people for the challenges, opportunities and responsibilities of adult life.

The Department of Health set out its ambition for all children and young people to receive high quality sex and relationships education in the Sexual Health Improvement Framework (2013), while the Department for Education’s paper The Importance of Teaching (2010) highlighted that ‘Children need high quality sex and relationships education so they can make wise and informed choices’.

We have based our school’s Sex and Relationship Education (SRE) policy on the DfEE guidance document as well as the supplementary guidance Sex and Relationships Education (SRE) for the 21st Century.

At Tower Hill we believe that sex and relationship education does not stand as a subject on its own, but as an integral part of a ‘balanced and broadly  based’ curriculum, that promotes pupil wellbeing.  We also believe that our children deserve the highest quality of education and to provide this Tower Hill will maintain contact with local health promotion agencies, the school medical service and specialist services. 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.

Our Main Aims:

Our SRE programme will cover a broad range of topics and will be about relationships and feelings as well as the functioning and care of the body.

Our aims are:

  • To teach children about their changing bodies.
  • To provide reassurance that body changes, physical, emotional and social, are normal and acceptable.
  • To teach them to look after their bodies through diet, exercise and hygiene.
  • To teach them to respect their own and other people’s bodies and feelings.
  • To increase their personal relationship skills.
  • To promote the spiritual, moral, social, cultural, mental and physical development of the children in our school.
  • To teach the children the importance of honest relationships.
  • To teach about the values and responsibilities of family life and to encourage awareness, respect and responsibility to oneself and others.
  • To generate an atmosphere where questions of a sexual nature can be asked and answered openly.

Teaching and Learning

Planning and Differentiation:

Whilst there are obvious links with the Science curriculum, other aspects of sex and relationship education may be covered, at different times, through other subjects such as R.E., C.P.S.H.E. and/or Circle Time as deemed suitable by the content and age of the children. Resources will be reviewed annually by class teachers as they undertake their teaching of the SRE programme.

Curriculum Provision

As topics 

  • YR: All About Me
  • Y1: Me, Myself & I – humans
  • Y2: My Body is Important –health and growth
  • Y3: In Someone Else’s Shoes – teeth and eating, staying safe inside school, feelings
  • Y4: Moving and Growing – skeletons and muscles, staying safe outside of school
  • Y5: Animals including Humans – life processes including aging
  • Y6: Life Styles, Evolution & Inheritance
  • Through planned aspects of science
  • Through pastoral time
  • Addressed occasionally in assembly time
  • Through regular consultation with the school nurse and occasional visits from parents and siblings
  • Through the use of story time and Circle Time

In Year 5 & 6 planned lessons delivered by an experienced member of staff will address dealing with puberty.

In Year 5, as a class, children will be taught about personal hygiene. An LA approved video, ‘Some of Your Bits Ain’t Nice’ from Concord Media, will  be used as a platform to discuss and explore the need to take care of ourselves. They will also be taught about the changes that occur in their bodies during puberty. Girls and boys will be taught in gender groups. An LA approved video, the BBC’s ‘Girl Talk/Boy Talk’, is used to open discussions.

Letters will be sent to parents of children in Year 5 to give them the opportunity to view the teaching resources and discuss the content of the lessons.

In Year 6 children will be taught about how babies are conceived and born. An LA approved video, the BBC’s ‘Living and Growing’, is used to open discussions. The video covers: body changes, conception, contraception and birth.

Letters will be sent to parents of children in Year 6 to give them the opportunity to view the teaching resources and discuss the content of the lessons.

Working in Partnership with Parents/Carers and Pupils

Tower Hill is committed to working in partnership with parents and carers. Under the 1993 Education Act, parents have the right to withdraw their children from all, or part of, the Sex Education provided apart from those elements that are required by the National Curriculum Science programme of study.

In order to exercise this right, and to make an informed decision about whether to withdraw their children, parents/carers will be informed in the half term when Sex Education is to be taught and are welcome to view the materials used in our Sex Education programme but are under no legal obligation to do so.  This information will be provided in a letter to parent/carers and those who wish to withdraw their children from all, or part, of the Sex Education programme should inform the Headteacher in writing.

Pupils withdrawn from Sex Education lessons will be provided with alternative work.

Confidentiality/ Child Protection

In accordance with the 1989 Children’s Act as it applies to schools, we will operate a policy of not offering children confidentiality, as where we have a concern about any young person we will operate our Child Protection procedure.

Inclusion

Staff at Tower Hill value all pupils equally and support inclusion. Within the school, staff and pupils will be constantly involved in the best ways to support all pupils' needs. Staff will endeavour to answer all questions honestly and frankly, however, sometimes an individual child will ask an explicit or difficult question.   Questions do not have to be answered directly and can be addressed individually later.

N.B. to give advice or explanations in some areas relating to sexuality/substances may involve child protection issues or could be seen as a breach of the law.  Teachers must exercise discretion in these situations and should refer to the Science Manager, CPSHE /Pastoral Care Manager or Headteacher if they are concerned, for further advice and clarification.  If in doubt ASK.

Assessment and Record Keeping

Elements of sex education that are included in the science curriculum will be assessed formally.  Teachers will keep their own evaluations of other lessons on medium term planning sheets and discuss any issues that arise with either the Science Manager, CPSHE /Pastoral Care Manager or Headteacher as appropriate.

Staff Development

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

Evaluating the Success of the SRE Policy

The SRE policy will be evaluated and reviewed annually.  Feedback from staff, parents/carers, pupils and medium term plans will inform this process.

The evaluation process will serve the basis for planning programmes of action and targeting time, support and resources.

N.B. “Parents” should be taken to include all those with parental responsibility as defined in the Children’s Act.

This policy operates in conjunction with the following policies:-

  • Teaching for Learning Policy
  • Assessment Policy
  • Behaviour Policy
  • Accessibility Policy
  • Special Needs Policy
  • Child Protection Policy

Review of Policy

This policy will be reviewed on a three year basis or sooner dependent on statutory requirements by the CPSHE/Pastoral Care Manager with annual reports to the Governing Body regarding the delivery of the programme.