Sex & Relationship Education Policy
Meadow High School
Sex and Relationship Education Policy
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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
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Policy Owner: J. Richards Policy Contact: Jane Richards Assistant Head Teacher Years 8-11 jrichards@meadowhighschool.org
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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:
- Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
- The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN coordinators (SENCOs) and the SEN information report
3.Scope
All teaching staff will teach SRE as part of the Science or PHSE Curriculum.
4.Definitions
Terms specific to this Policy.
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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:
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.
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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. |
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Puberty |
The period during which adolescents reach sexual maturity and become capable of reproduction
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Personal Hygiene |
Maintaining cleanliness of one's body and clothing to preserve overall health and well-being. |
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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 |
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Sexuality |
A person's sexual orientation or preference. |
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Consent |
Permission for something to happen or agreement to do something. |
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Conception |
The action of conceiving a child or of one being conceived |
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Age of Consent |
What is and is not legal in matters relating to sexual activity. |
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Pregnancy |
Carrying a developing embryo or fetus within the female body. |
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Term Childbirth |
One or more babies leaving a woman's uterus by vaginal passage or Caesarean section. |
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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. |
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Contraception |
The deliberate use of artificial ,methods or other techniques to prevent pregnancy after sexual intercourse |
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Relationships |
The way in which two or more people or groups regard and behave towards each other. |
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Respect |
Due regard for the feelings, wishes, or rights of others. |
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Sexting |
Send (someone) sexually explicit photographs or messages via mobile phone |
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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.
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5.1 Sub-Heading |
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SubjectHow 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
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5.2 Sub-Heading |
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SubjectAims and Values
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
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Procedure
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:-
There is a named member of staff for overall responsibility for SRE There is a named governor with designated responsibility for SRE
Governors
Head Teacher
Class Teacher
School/Health Service Specialists
Faculty Leads
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:-
Sex and relationship education is delivered within the Science Curriculum and the four broad themes within PSHE including:-
Within the Science Curriculum, the children should be taught about:- Key Stage 3
Key Stage 4
At secondary school level, sex and relationship education should prepare young people for an adult life in which they can:-
judgements and behaviour;
sexual and pastoral relationships;
transmitted infections including HIV;
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:
Use a distancing technique
Dealing with questions
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
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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.
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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
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Revision Date |
Author |
Description |
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XX-XX-XXXX |
Office, Department/Unit |
[Brief & specific description of change] |
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07/05/19 |
J. Richards: SLT |
Information to teachers re the practice of breast ironing |