Sex & Relationship Education Policy

Meadow High School

Sex and Relationship Education Policy

 

 

Policy No: 4

Type of Policy: Statutory

Effective Date: [Month Year]              

Last Revised: May 2019

External Requirement for Review: Annual review and switch to new format

 

 

Policy Owner: J. Richards

Policy Contact:

 Jane Richards Assistant Head Teacher Years 8-11

jrichards@meadowhighschool.org


 

1.Reason for Policy

Our SEN policy and information report aims to:

  • Set out how our school will support and make provision for pupils with special educational needs (SEN)
  • Explain the roles and responsibilities of everyone involved in providing for pupils with SEN
  • Reflect the changes by The Department of Education which states introduces compulsory Relationships and Sex Education (RSE) for secondary pupils from September 2020. Also, from September 2020 it will be compulsory for all schools to teach Health Education.

2.Policy Statement

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

3.Scope

All teaching staff will teach SRE as part of the Science or PHSE Curriculum.

4.Definitions

Terms specific to this Policy. 

SEN

A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than the majority of others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

 

SRE

Sex and relationship education is a lifelong information about physical, moral and emotional development. It is understanding the importance of family life, relationships of all kinds, consent, respect, love and care. It is also about the teaching of sex, sexuality and sexual health.

Puberty

The period during which adolescents reach sexual maturity and become capable of reproduction

 

Personal Hygiene

Maintaining cleanliness of one's body and clothing to preserve overall health and well-being.

Term

Sexual Intercourse

Heterosexual intercourse involving penetration of the vagina by the penis COITUS

Intercourse (such as anal or oral intercourse) that does not involve penetration of the vagina by the penis

Sexuality

A person's sexual orientation or preference.

Consent

Permission for something to happen or agreement to do something.

Conception

The action of conceiving a child or of one being conceived

Age of Consent

What is and is not legal in matters relating to sexual activity.

Pregnancy

Carrying a developing embryo or fetus within the female body.

Term

Childbirth

One or more babies leaving a woman's uterus by vaginal passage or Caesarean section.

Gender

Either of the two sexes (male and female), especially when considered with reference to social and cultural differences rather than biological ones. The term is also used more broadly to denote a range of identities that do not correspond to established ideas of male and female.

Contraception

The deliberate use of artificial ,methods or other techniques to prevent pregnancy after sexual intercourse

Relationships

The way in which two or more people or groups regard and behave towards each other.

Respect

Due regard for the feelings, wishes, or rights of others.

Sexting

Send (someone) sexually explicit photographs or messages via mobile phone

Breast Ironing

Breast Ironing is practiced in some African countries, notably Cameroon. Girls aged between 9 and 15 have hot pestles, stones or other implements rubbed on their developing breast to stop them growing further

5.Procedures

Procedures outline how the policy’s requirements will be met. 

 

5.1 Sub-Heading

Subject

How will the major responsibilities be met

Procedure

The Head Teacher will:

Ensure the policy is followed

Liaise with the Governors on the teaching in the school

Liaise with parents

Ensure the policy is reviewed annually

Disseminate information to staff

Respond to individual problems

Governors

Ensure the legal framework is followed

Consult with parents on the determination of the school’s SRE policy

Carry out an annual review of the policy

Make and keep up to date a separate written statement of the school’s policy with regard to Sex Education

To ensure that this statement is available for inspection by parents of pupils registered at the school (via the school website) and provide a copy free of charge to any parent who request one

Faculty lead

Assist in the development of the school policy concerning SRE education at Meadow High School

Take advice from appropriate sources – where necessary , adapt to meet each individual child’s needs

Disseminate suitable SRE Schemes of Work and resources appropriate to a child’s level of need to teachers

Class teachers

Prepare long and short term plans to include SRE in the Curriculum

Ensure appropriate resources are available

Adapt resources to the individual needs of children

 

 

5.2 Sub-Heading

Subject

Aims and Values

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Monitoring and Review

 

 

 

 


Links to other policies

 

 

 

 

 

 


Areas of responsibility

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Methodology and Approach

 

 

 

 

 

 

Content

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources and Criteria Used for their selection

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How Pupil Progress is Assessed and Reported

 

 

Dealing with Sensitive Issues

 

 

 

 

 

 

 

 

Teaching Strategies

 

 

 

 

 

 

 

 

 

 

 

Confidentiality Statement (in line with Child Protection)

 

 

 

 

 

 

 

Staff Training

 

 

 

 

 

 

 

 

 

 

 

 

 

Parents Support and Consultation

 

 

 

 

 

 

 

 

 

Specific Issues

 

 

 

 

 

 

 

Complaints Procedure

 

 

Dissemination of the Policy

 

 

 

Further information

Useful Documents and Resources

 

 

Procedure

  • To reassure children of their value and self-worth, including aspects of dignity and self-respect
  • 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.
  • 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 at a level suitable to the children’s level of maturity and understanding
  • 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 enable pupils to understand the influence of the media and peer groups and remain independent decision makers.
  • To enable pupils to know what is and what is not legal in matters relating to sexual activity.
  • To inform pupils where they can access further information and advice.
  • To educate against discrimination and prejudice

 

Procedure

This policy will be formally reviewed every 2 years. The Senior Management Team and Governors will consider this policy carefully and suggest updates when necessary.  Parents will be consulted as part of this process (through a newsletter item or at a parents’ forum meeting). The teaching of SRE will be monitored by the PSHE coordinator.

 

This policy supports the following School Policies:-

 

  • Equal Opportunities
  • School Behaviour
  • Mission Statement, Aims and Objectives
  • Health & Safety
  • Personal, Social and Health Education and Citizenship
  • Child Protection
  • Safeguarding

 

There is a named member of staff for overall responsibility for SRE

There is a named governor with designated responsibility for SRE

 

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 carry out an annual review of the policy
  • 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 pupils 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
  • To ensure the policy is reviewed annually
  • To disseminate information to staff
  • To respond to individual problems experienced by children, enlisting external agency support if appropriate

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

 

School/Health Service Specialists

  • To give support throughout the school, when appropriate

Faculty Leads

  • To assist in the development of the school’s policy concerning the welfare and educational needs of all children in the school

 

All teaching staff (class teachers) will teach sex and relationship education as part of the Science and the PSHE Curriculum.

The subject will be taught in a cross-curricular way, encompassing all the elements within Personal, Social and Health Education topics, as well as expanding on human relationships.  Active approaches, group work, discussion and project work are used as these encourage learning and are enjoyable for pupils.  Lessons have specific learning outcomes. When planning lessons, teachers should consider appropriate grouping in respect of pupil experience and need.  Pupils are usually taught in mixed-gender classes.

 

The content needs to include:-

  • knowledge
  • discussion of  morals and values
  • practising skills

Sex and relationship education is delivered within the Science Curriculum and the four broad themes within PSHE including:-          

  1. Developing confidence and responsibility and making the most of their abilities
  2. Developing a healthy, safer lifestyle
  3. Developing good relationships and respecting differences between people

Within the Science Curriculum, the children should be taught about:-

Key Stage 3

  • fertilisation in humans... the fusion of a male and a female cell
  • the physical and emotional changes that take place during adolescence
  • the human reproductive system including the menstrual cycle and fertilisation
  • how the foetus develops in the uterus
  • how the growth and reproduction of bacteria and the replication of viruses can affect health

 

Key Stage 4

  • about 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

 

At secondary school level, 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,

      judgements 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;
  • 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; understanding FGM
  • avoid being pressured into unwanted or unprotected sex;
  • access confidential sexual health advice, support and if necessary treat understand concept of consent
  • understand the concept of ‘public’ and ‘private’ where it relates to sexual activity
  • Know how the law applies to sexual relationships.

 

 

Through Lesson and Resource Assessment sheets the resources used are annually reviewed to ensure that they are age, gender and culturally appropriate, and that special needs of pupils are accommodated.  

 

The Sex Education Coordinator in consultation with teachers and Governors chooses all resources.  Advice is taken from appropriate sources.  Parents’ comments are taken into consideration.

 

Pupil’s work in PSHE is assessed in line with the PSHE policy and school assessment policy.  Achievement in PSHE is reported on in the full annual report to parents.

 

There is provision for those who miss SRE lessons to receive this information in a pack which can be delivered individually or at home.

 

In support of the Equal Opportunities Policy, all pupils at Meadow High School, regardless of age, ability, gender or race, have the same opportunity to benefit from the sex education resources and teaching methods.

 

Topics and reviewed each term though long-term plans. Staff and Governors review the Sex Education Policy annually. The PSHE coordinator monitors SRE through the cycle of lesson observations and book reviews.

 

 

SRE needs to be taught in an atmosphere where questions can be asked and answered without embarrassment and trust and confidentiality are ensured.

 

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 pupil’s differing experiences.  The Governors expect teachers to use their professional judgement and discretion when faced with, or answering, questions which they deem to be of a sensitive nature.

 

 

Establish clear ground rules with pupils:

  • No one will answer a personal question
  • No one will be forced to take part in a discussion
  • Only the correct names for body parts will be used
  • Meanings of words will be described in a sensible and factual way

Use a distancing technique

  • Always depersonalise information
  • Use case studies with inventive characters or use inappropriate videos

Dealing with questions

  • Use a question box so the teacher has time to prepare answers and seek support from other members of staff and the SRE coordinator

 

 

Teachers conduct sex education lessons in a sensitive manner, and in confidence.  However, if a child makes a reference to being involved (or being likely to be involved) in sexual activity, then the teacher will take the reference seriously, and deal with it as a matter of child protection.  Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse.  They will not try to investigate, but will immediately inform the named person for child protection issues about their concerns.  The school Safeguarding Officers will then deal with the matter in consultation with health care professionals (see also our policy on Child Protection).  Pupils are made aware of this when ground rules are set at the start of the SRE lessons.

 

 

Two staff are receiving training to be Health Champions. Staff receive training on SRE in faculty group meetings and through peer observation, shadowing and team teaching. Observations of these lessons are undertaken by senior staff

Visiting Health Professionals are involved in the implementation of the Sex Education policy only after detailed consultation concerning lesson content and method of teaching.  The class teacher remains in the lesson throughout.  The visitor is made aware of school policies relevant to their visit.

Meadow 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 changes to their bodies and personalities.

The school is to provide support to parents in helping children learn the accepted names of the body, talking with the children about their feelings and relationships, and answering questions about growing up, having babies and relationships through the Health Champions

 

Parents are to be consulted after the review of the assessed lessons has taken place.  Local Health Care Professionals as part of the Healthy Hillingdon are invited to comment on the content of the policy through the Health Champions.

The policy is available in school for all parents to inspect and details of the policy are published in the School Prospectus, so that parents of potential pupils are fully aware of the school’s policy in this matter.

Parents of children in KS3, KS4 and KS5 can request the SRE policy, the taught programme, resources used and discuss any issues which may arise.  

Lessons should be differentiated to take account of the SEN of the pupils

 

 

Parents have the right to withdraw their children from all or part of the sex and relationship education at Meadow High School. Parents should be aware that children cannot be withdrawn from those parts included in the statutory National Curriculum Science lessons.  In the event of a child being withdrawn from a lesson, alternative arrangements will be made ie that child is provided with appropriate, challenging work until the sex education lesson is over.

Parents will be offered support to avoid this or alternatively given guidance to assist parents to teach their own children.

 

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.

 

 The policy is available to all parents and guardians though the relevant page on the school website (translations of this are available via this website.)  A copy is sent to those parents and guardians who request one.

The policy is made available to all staff via Google Docs.

 

 

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

DfES    National Healthy Schools Standards Guidance 1999

QCA    The National Curriculum Handbook 2000 for Primary Teachers in England

OfSTED         Sex and relationships   HMI 433

 

6.Forms

Links to any forms needed to meet the policy’s requirements. Use of links recommended, however, forms can also be uploaded directly to the policy page, if necessary.

Title

Link

 

 

 

 

 

 

 

 

7.Frequently Asked Questions

     

Q: Is Relationship Education and Sex Education compulsory in schools?

The Department for Education is introducing compulsory relationships education and RSE from September 2020

 

Q: Will my child’s school have to consult with me before teaching these subjects?

A: Schools will be required to consult with parents when developing and reviewing their policies for Relationships Education and RSE, which will inform schools’ decisions on when and how certain content is covered. Effective consultation gives the space and time for parents to input, ask questions, share concerns and for the school to decide the way forward. Schools will listen to parent’s views, and then make a reasonable decision as to how they wish to proceed. What is taught, and how, is ultimately a decision for the school and consultation does not provide a parental veto on curriculum content.

A school’s policies for these subjects must be published online, and must be available to any individual free of charge. Schools should also ensure that, when they consult parents, they provide examples of the resources they plan to use, for example the books they will use in lessons.

 

Q: Does the new Relationships Education and SRE curriculum take account of my faith?

A: The subjects are designed to help children from all backgrounds to build positive and safe relationships, and to thrive in modern Britain.

In all schools, when teaching these subjects, the religious background of pupils must be taken into account when planning teaching, so that topics are appropriately handled. Schools with a religious character can build on the core content by reflecting on their beliefs when teaching.

 

Q: Do I have a right to withdraw my child from Relationships and Sex Education?

A: Parents will have a right to withdraw their child from sex education delivered as part of RSE in secondary schools which, unless there are exceptional circumstances, should be granted up to three terms before their child turns 16. At this point, if the child themselves wishes to receive sex education rather than be withdrawn, the school should make arrangements for this to happen in one of the three terms before the child turns 16 - the legal age of sexual consent.

 

There is no right to withdraw from Relationships Education at primary or secondary as we believe the contents of these subjects – such as family, friendship, safety (including online safety) – are important for all children to be taught.

 

Q: Has the government listened to the views of my community in introducing these subjects?

A: A thorough engagement process, involving a public call for evidence and discussions with over 90 organisations, as well as the public consultation on the draft regulations and guidance, has informed the key decisions on these subjects. The consultation received over 11,000 responses from teachers, schools, expert organisations, young people and parents – these responses have helped finalise the statutory guidance as well as the regulations that have been laid in Parliament.

 

Q: Will these subjects promote LGBT relationships?

A: No, these subjects don’t ‘promote’ anything, they educate.

Pupils should be taught about the society in which they are growing up. These subjects are designed to foster respect for others and for difference, and educate pupils about healthy relationships. RSE should meet the needs of all pupils, whatever their developing sexuality or identity – this should include age-appropriate teaching about different types of relationships in the context of the law.

Pupils should receive teaching on LGBT relationships during their school years - we expect secondary schools to include LGBT content. Primary schools are enabled and encouraged to cover LGBT content if they consider it age appropriate to do so, but there is no specific requirement for this. This would be delivered, for example, through teaching about different types of family, including those with same sex parents.

 

In addition, we are encouraging schools to act as early adopters for this curriculum and to start teaching the subjects from September 2019. To help early adopter schools, we will provide further advice on how they can improve their practice. Lessons learned from the early adopters and best practice from schools will be shared with all schools from September 2020.

 

Q: Will teachers receive training before delivering these subjects?

A: The Department for Education is committed to supporting schools to deliver these subjects to a high standard. We know that training is a priority for teachers and we will be consulting with teachers, trade unions and other key stakeholders over the coming months on how we structure the training.

In addition, The Department of Education is encouraging schools to act as early adopters for this curriculum and to start teaching the subjects from September 2019. To help early adopter schools, we will provide further advice on how they can improve their practice. Lessons learned from the early adopters and best practice from schools will be shared with all schools from September 2020.

 

8. Policy History

 

Revision Date

Author

Description

XX-XX-XXXX

Office, Department/Unit

[Brief & specific description of change]

07/05/19

J. Richards: SLT

Information to teachers re the practice of breast ironing