School: John Spence Community High School
Date of Policy: November 2010
Member of staff responsible: David Gibson
Review date: September 2017
Member of staff with PSHCEE CPD Accreditation: David Gibson
Links to Other Policies/Guidance
Safeguarding, Child Protection, Confidentiality, Equalities.
We have based our school’s sex education policy on the DfEE guidance document Relationship and Sex Education Guidance (ref DfEE 0116/2000). In this document, relationship and 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’.
Relationship and Sex Education is part of the personal, social, health and citizenship education. It focuses on relationships, equality, friendships, family life, marriage, communication, safety, respect, trust and caring for others. Details about life cycles and reproduction are included in our Relationship and Sex Education and are generally addressed in the Science curriculum.
2. Aims and Objectives
We aim to:
We teach Relationship and Sex education in the context of the school’s aims and values. In particular, we teach Relationship and sex education in the belief that: it should be taught in the context of marriage and family life; it is part of a wider social, personal, spiritual and moral education process; children should be taught to have respect for their own bodies; children should learn about their responsibilities to others, and be aware of the consequences of their actions;
It is important to build positive relationships with others, involving trust and respect.
4.Organisation and Approach
We teach Relationship and Sex education through different aspects of the curriculum from Year 7 through to Year 11. The main Relationship and Sex education teaching is in our personal, social and health education (PSHE) curriculum. We also teach some Relationship and Sex education through other subject areas (for example, science, PE R.E, Citizenship and SEAL), where we feel that they contribute significantly to a child’s knowledge and understanding of his or her own body, and how it is changing and developing.
Pupils will know that they are free to ask further questions and to discuss issues with their teacher and support staff. They will answer pupil’s questions in an open, factual and appropriate way but will not enter into discussions about personal issues. Governors and staff are agreed that staff will answer questions as long as they are age appropriate. Staff will also encourage the children to discuss questions with their parents.
5. Inclusion/Difference and Diversity
RSE will meet the needs of all pupils, including those who are marginalized and vulnerable. We support those students who identify as LGBTQ+. We work in partnership with the SENCO and parents to ensure that all students experience a quality SRE programme. We also consult with students and parents who may have different needs due to religious or cultural beliefs.
School safeguarding procedures must be followed when any disclosures about abuse are made
The following statements outline our scheme of work for the teaching of Relationship and Sex education. They draw on the DfEE and other guidance on Relationship and Sex education and reflect elements of the non-statutory framework for PSHE and Citizenship. Some statements are part of the National Curriculum Science requirements and have been marked by*.
By the end of Key Stage Three
Pupils will gain knowledge, understanding, attitudes and skills including:
By the end of Key Stage Four
Pupils will gain knowledge, understanding, attitudes and skills including:
This information is based on information published in “Relationships and sex. A report from the Office of Her Majesty’s Chief Inspector of Schools 2002”
8. The role of parents
The school is well aware that the primary role in children’s relationship and sex education lies with parents and carers. We wish to build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust and co-operation. In promoting this objective we answer any questions that parents may have about the relationship and sex education of their child. Parents have been consulted and will be involved in any review of the policy. We also take seriously any issue that parents raise with teachers or governors about our policy or the arrangements for relationship and sex education in the school.
We believe that, through the exchange of knowledge and information, children will benefit from being given consistent messages about their changing body and their increasing responsibilities.
9. The role of pupils
Students are consulted via student voice on programme development. There is consultation with Student Council and dissemination to all students. Feedback from students is used to evaluate and change programme.
10. The role of other members of the community
We encourage other valued members of the community to work with us to provide advice and support to the children with regard to health education. In particular, members of the Primary Care Trust, such as the school nurse and other health professionals, give us valuable support with our Relationship and sex education programme. Other people that we call on include social workers and youth workers.
All sessions will be jointly planned with the classroom teacher or the SRE Lead and visitors will follow school policies. All information given to students must be age appropriate.
Teachers conduct relationship and sex education lessons in a sensitive manner and in confidence. It is the responsibility of the classroom teacher to create a safe environment through ground rules and distancing techniques. However, if a child causes the teacher reason for concern, then the teacher will take the matter seriously and deal with it as a matter of child protection. Teachers will respond in a similar way if a child indicates that they themselves may have been a victim of abuse. In these circumstances the teacher will talk to the child as a matter of urgency. If the teacher has concerns, they will draw their concerns to the attention of the headteacher. The headteacher will then deal with the matter in consultation with health care professionals.
12. The role of the Head teacher/PSHE Co-ordinator
It is the responsibility of the head teacher or SRE Lead to ensure that both staff and parents are informed about our Relationship and sex education policy, and that the policy is implemented effectively. It is also the headteacher’s responsibility to ensure that members of staff are given sufficient training, so that they can teach effectively and handle any difficult issues with sensitivity.
The head teacher or SRE Lead liaises with external agencies regarding the school relationship and sex education programme, and ensures that all adults who work with children on these issues are aware of the school policy, and that they work within this framework. The head teacher monitors this policy on a regular basis and reports to governors, when requested, on the effectiveness of the policy.
Varying forms of assessment are used such as peer, self, reflective, observational and teaching. Assessment is used to identify what learners already know and what areas need to be developed further.
14. Monitoring and review
The SRE lead and other relevant parties monitors our Relationship and sex education policy on a biannual basis. This committee reports its findings and recommendations as necessary, if the policy needs modification. The Curriculum Committee gives serious consideration to any comments from parents about the Relationship and sex education programme, and makes a record of all such comments.