Sex Education Policy

Introduction

This policy has been developed in line with Department for Education and Employment (DfEE) Sex and Relationships Guidance. 

Sex and Relationships Education is lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexuality, relationships and feelings. ( Sex Ed Forum 1999) 

SRE is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. It is also about developing young people’s skills so that they make informed choices about their behaviour and feel confident and competent about acting on these choices. It is widely accepted that children have the right to sex education, partly because it is a means by which they can protect themselves from abuse, exploitation, unintended pregnancies, STIs and HIV/AIDS.Avert 2003

It is about the understanding of 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. (DfEE Sex and Relationship Guidance 2000) 

National Context

This is supported in legislation by the Learning and Skills Act (2000) and requires that young people: 

·         learn about the nature of marriage and its importance for family life and the bringing up of children; and

·         are protected from teaching and materials which are inappropriate having regard to the age and the religious and cultural background of the pupils concerned. 

However the government recognises that there are strong and mutually supportive relationships outside marriage and that no stigma should be attached to home circumstances. 

The sex education elements contained in the National Curriculum Science Orders are mandatory for all pupils and cover anatomy, puberty and biological aspects of sexual reproduction. 

School Context

Sex and Relationships Education is firmly rooted within the framework of Personal, Social and Health Education and is fully supported by the leadership team and governors. The broader remit for SRE requires a whole school approach complementing the school’s positive ethos and aims to empower all pupils regardless of sex, sexuality, gender, ethnicity, faith, ability or disability. Inclusion is a strong feature of the school and a working party meets regularly, promotes a positive approach and a determination to improve practice. The group has an extended membership and includes the Special Educational Needs co-ordinator, a member of the Senior Management Team, PSHE and Citizenship Co-ordinator, other staff representatives and a member of the Inclusion Support Service. The fostering of positive relationships, encouraging young people to be emotionally literate and engendering an atmosphere of mutual respect is the responsibility of all staff. 

There is a named governor with responsibility for SRE issues. There is also a strong support network built into our whole school pastoral care approach, which enables pupils to access individual guidance, this includes Director of learning, Pastoral support staff, tutors and school nurse. 

Moral and Values Framework

West Bridgford School teaches SRE within the following moral and values framework engendering:

Aims

Our School aims to provide young people with: 

·         relationship skills that prepare them for the challenges of the teenage years

·         opportunities to explore their own values and develop their own moral framework

·         opportunities to understand and accept difference and diversity

·         an understanding of their own bodies

·         the ability to know where to seek help and advice

·         high self esteem, self awareness and emotional health

·         an awareness of the right they have over their own body

·         the skills to be assertive

·         good communication skills

·         the skills to make positive informed choices (that reduce risk)

·         the ability to respect the right of others to hold opinions that differ from their own as long as these views do not impact on the rights of others.

·         the ability to take responsibility for and accept the consequences of their own actions

·         the knowledge to reduce the risks to their own and the health of others

·         the ability to understand the risks to health and well being associated with teenage conception 

We aim to provide pupils with information on sexual health, and to promote discussion and thought into the different emotions and values involved in relationships. Through this we aim to enable pupils to develop skills and form positive beliefs, values and attitudes which will enable them to make the right choices for themselves when the time comes. Sex education (including education about HIV and AIDS and other sexually transmitted infections) will be provided for all registered pupils and it is given in such a manner as to encourage those pupils to have due regard to moral considerations and the value of family life. The school aims to deal honestly and sensitively with sexual orientation, answer appropriate questions and provide support. Homophobic bullying, as with any other type of bullying, will not be tolerated.  

Some aspects of sex and relationships education will also be covered in Religious Education and Science complementing and reinforcing the SRE aims. 

Equal opportunities and Inclusion

Our School’s SRE programme responds to the needs of individual pupils and takes the cultures, faiths and family backgrounds of all pupils into consideration. Pupils with special educational needs are given extra SRE support by SEN staff and pupils with English as their second language receive help from the EAL assistant. 

Confidentiality

The school aims to support young people but no individual member of staff will offer absolute confidentiality. It may be necessary that if a child protection issue arises then certain confidences must be passed on. The procedure for this is outlined in the child protection policy. 

Teachers will draw upon their professional judgement and common sense to deal effectively with any explicit issues raised by a student. They are aware that particular care must be exercised in relation to contraceptive advice to pupils under 16, for whom sexual intercourse is unlawful. 

Non Teaching Staff and Agencies available to students

Individual pupils with problems will be supported by being given access to appropriate information and specialist help within school from the school nurse. Pupils will always be encouraged to seek parental support. Pupils will be made aware of services provided by their General Practitioner, local family planning clinic and Genito-Urinary Medicine (GUM) clinic through PSHE input, appropriate leaflets and the school medical area. An Enhanced School Based Clinic is run by the school nurse every Monday. 

Working with Parents

We recognise that parents are the key people in teaching their children about sex, relationships and growing up. The teaching offered will aim to be complementary and supportive to the role of parents.

This policy document is available to all parents/carers on the school website. Parents have a statutory right to withdraw their child from all or part of the programme outside National Curriculum Science. Parents will be informed when sex and relationships lessons are taking place and through contacting the Co-ordinator of PSHE and Citizenship at the school, arrangements will be made to give meaningful work to these pupils who are withdrawn.

 Teaching and Learning

Our programme of Sex and Relationships Education is firmly rooted within the framework of the Personal, Social, Health Education and Citizenship curriculum, and is the responsibility of the PSHE and Citizenship Co-ordinator. Our aim is to provide a well balanced appropriate programme of study which focuses on boys and young men as well as girls and young women. All lessons are taught by Head of Department who has completed the relevant CPD training or the School nurse. Pupils receive a module of SRE in each year generally taught in mixed gender, mixed ability tutor groups. On occasions, pupils will be taught in single sex groups when appropriate. Staff are aware that children come from backgrounds which reflect a range of values and experiences and that sensitivity will be needed. 

PSHE is taught by a specialist team in years 8 – 11 but year 7 are still taught by tutors. Years 7, 8 and 9 have one period a week whilst years 10 and 11 have one period a fortnight. 

Visiting Speakers

Part of the school’s policy is to include speakers. Our school nurse will contribute to the teaching sessions and we also have excellent links with the Rushcliffe Primary Care Trust who provide specialists and resource materials. The Personal Development and Learning Team also give specialist advice, resource materials and workshop providers as do Pintsize theatre. All visiting speakers will be clear about the school policy and government guidelines. The co-ordinator will have agreed the content of the presentation and a member of staff will always be present with the speaker. 

Monitoring and Evaluation 

Resources are selected with an awareness of the need to avoid or challenge stereotyping, bias and prejudice. Pupils and staff are asked to evaluate modules of work in order that feedback is received enabling the Co-ordinator to regularly review the curriculum content so that it fits the needs of the young people receiving it. The Co-ordinator meets regularly with various agencies updating and adjusting the programme where appropriate. 

All pupils have a PSHE/Citizenship Folder which contains records of progress and achievement. 

Policy prepared by      :           Mrs R Cooper (Coordinator PSHE, Citizenship & Careers)

Reviewed                    :           December 2009

Next review                 :           December 2012 (March 2012) 

SYNOPSIS OF SEX and RELATIONSHIPS EDUCATION PROGRAMME 

We build on work done in primary schools in year 5 and 6 on puberty relationships and cleanliness. Aims of the sex education programme are:

Ground Rules

Year 7

Most pupils will be at the start of, or in the early stages of puberty. We believe it is important to prepare the pupils for the physical and mental changes of puberty, building on any learning that has taken place at key stage 2 with clear unambiguous facts. 

Year 8

Year 9

Year 10

Year 11

The programme is continually being monitored, evaluated and revised as new resources become available and the needs of young people change.There are frequent opportunities to revisit and reinforce topics. Discussions related to media portrayal, the effects of alcohol, the importance of self esteem, and the effect of peer pressure are all examples of topics which encourage respect for self and others, responsibility for own actions and regard for others.