SRE POLICY

Thatto Heath Community Primary School

November 2016

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1. INTRODUCTION “Sex and Relationships Education should contribute to promoting the spiritual, moral, cultural and physical development of pupils at school and in society in order to prepare them for the opportunities, responsibilities and experiences of adult life.” Sex and Relationships Education for young people remains high on the agenda for both schools and the Government. A well planned Sex and Relationships Education curriculum is essential if young people are to make responsible and informed decisions about their lives. It should not be delivered in isolation, but should be firmly rooted within the framework for PSHE and the National Curriculum launched in September 1999. Pupils need accurate information and help to develop the skills to enable them to understand difference and respect themselves and others. Effective Sex and Relationships Education does not encourage early sexual experimentation. It should enable young people to mature, build up confidence and self-esteem and understand the reasons for delaying sexual activity. It builds up knowledge and skills, which are particularly important today because of the many conflicting pressures on young people. The Education Act 1996 This policy makes reference to: DFEE 0116/2000 SRE Guidance OFSTED – Sex and Relationships 2002 Every Child Matters Outcomes Framework 2005 OFSTED – Time for Change? Personal, Social and Health Education April 2007 Primary PSHCE Planning Matrix Document – Salford and Trafford 2006 Understanding physical development, health and well-being – draft document – DCSF 2009 Social and Emotional Aspects of Learning (SEAL) Well Being Indicators 2009 National Healthy Schools Programme – Enhancement Model 2009 Thatto Heath Community Primary School has achieved the National St Helens Healthy Schools Standard and is planning to work towards the Enhancement Model. With the criteria in mind, we will endeavour to  Consult with Parents, Pupils, Governors, LA and Health Professionals on all matters of the SRE Policy.  Listen to the views of parents and pupils regarding Sex and Relationships Education and thus constantly evaluate the success of the programme delivered.  Assess the needs of both teachers and pupils on a regular basis.  Use National Indicators, Local Priorities and other local initiatives to inform and update practice.  Regularly monitor the delivery of Sex and Relationships Education.  Are working with external partners and specialist teams. “Children should learn about the physical and emotional changes that take place as they grow. They learn about relationships and sex within the context of caring and stable relationships.” - Understanding physical development, health and well-being – draft document – DCSF 2009

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SCHOOL DESCRIPTION Thatto Heath is a very large three form entry primary school with approximately 597 pupils on roll, and with a large proportion of boys. The school is located in an area of severe economic deprivation with many pupils living in an area of deprivation in the top 5% of the most deprived nationally. Crime and illness levels are generally above the borough average in many aspects. Pupil mobility is high, although numbers on roll are quite stable, and the percentage of pupils entitled to Free School Meals is now approximately 31%. The majority of pupils enter the nursery with attainment significantly below the national expectation and there are presently over 100 pupils on the Code of Practice. The school works closely with many local partners and holds a range of awards.

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MISSION STATEMENT & VALUES / ETHOS

Our school believes that we should: Be an inclusive school ensuring that all learners are given equality of opportunity and that they are treated fairly. Promote and achieve high standards for all by providing teaching and learning of the highest quality. Provide a personalised approach to learning. Provide for the whole child addressing the Every Child matters outcomes. Ensure that all learners benefit from a relevant curriculum presented in an interesting, exciting and imaginative manner with lots of opportunities for first-hand experience, practical work, investigation and learning through play. Apply basic skills across a themed curriculum which is enlivened and enriched by visits, visitors, and extensive use of the environment. Give responsibility to learners and develop their self-confidence by contributing to the community. Make parents and the wider community equal partners with the school and to involve them in the evaluation of its success. Build an ethos marked by a welcoming, friendly, bright and lively happy place where learners feel secure. Be a school where good behaviour is expected. Make Thatto Heath community Primary School a place of enjoyment where success is encouraged, rewarded and celebrated.

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DEFINITIONS & TERMINOLOGY

Section 403 of the Education Act 1996 requires that the LA, Governors and Headteacher, ‘shall take steps as are reasonably practicable to ensure that where Sex Education is given to any registered pupils at the school it is given in such a manner as to encourage pupils to have due regard to moral considerations and the value of family life.’ In the context of Every Child Matters 5 outcomes, Sex and Relationships Education will ensure:  Better prevention through education about sex, relationships, contraception and self-esteem, with special attention to high-risk groups.  Better support for young teenagers and teenage parents to ensure they finish their education, develop parenting skills and have identified a range of support networks.  Co-ordination of links between Sex and Relationships Education and local services.  Pupils explore attitudes and values that develop positive sexual behaviours.  Pupils learn about staying safe and how to identify and manage risks relating to issues including harmful relationships.

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POLICY DEVELOPMENT & LINKS TO OTHER POLICIES

This policy has been developed along the guidelines provided & recommended by the LA. It has been modified by the PSHE Team, in consultation with the Headteacher, Catherine Ireland, the members of the SMT, and comments made in meetings with the parents/carers and children of Years 2 – 6. It has been approved by the Governing Body through the appropriate committee. This policy is linked to, and should be read in conjunction with the policies for:             

PSHE and Citizenship Drug Education Child Protection Confidentiality Healthy Schools RE Health and Safety Equal Opportunities Behaviour Management Science Anti-bullying and Anti-harassment Promotion of BritishValues Equality

To whom does this policy apply? This policy applies to all of the following people when they are on the school premises: pupils, staff, governors, parents/carers and visitors. Breaches of this policy by any of those mentioned will be dealt with by the Head teacher/Governing body. This policy also applies to pupils and staff when off-site when the staff is acting in loco parentis. Therefore, this includes all educational visits, including those abroad.

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AIMS & OBJECTIVES OF SEX AND RELATIONSHIPS EDUCATION

Sex and Relationships Education should enable pupils to develop their knowledge, skills, attitudes and understanding about physical and emotional development and appreciate the benefits of a healthy lifestyle, relating this to their own and others’ actions. Sex and Relationships Education should: Provide accurate information Correct misunderstandings To ensure the safeguarding of all pupils in the school in line with the school’s safeguarding policy. Build on knowledge and understanding Explore attitudes and values towards positive sexual behaviour Develop pupils’ understanding of rules and laws relating to sexual activity Develop pupils’ interpersonal skills Develop pupils’ self-awareness and self-esteem Explore the risks and consequences of their own and others’ actions relating to sexual activity Promote understanding and tolerance of the diversity of their own and the cultures of others Support the faith agenda of the school and be relevant to the needs of pupils and the school community

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OFSTED 2007 say, In the case of SRE, young people do not just want the biological facts but want to talk about feelings and relationships. Effective SRE should help pupils to develop the personal skills they will need if they are to establish and maintain relationships and make informed choices and decisions about their health and wellbeing. Primary schools recognise that many of their pupils mature earlier. As a result, they have begun to teach topics such as puberty in more depth. At Thatto Heath Community Primary School we aim to provide our children with the knowledge, understanding and skills to enable them to make the sort of choices that lead to a positive attitude towards a healthy lifestyle and to develop their full potential. Our Sex and Relationships Programme will:  Be appropriate to the age and stage of development of the individual  Be taught with sensitivity and sympathy towards individual, personal and family circumstances in order to avoid hurt or distress  Enable each pupil to develop confidence and self-esteem  Raise pupil awareness in order that they are able to make informed choices and responsible decisions about their own sexual behaviour  Provide pupils with knowledge and information about puberty and change, feelings, relationships, reproduction and responsibility  Enable pupils to openly discuss questions related to Sex and Relationships and so provide a safe environment for young people to share their thoughts and ideas  Help pupils to respect their own bodies and in so doing reduce the risk of abuse or teenage pregnancy  Raise pupil awareness of issues relating to harmful and abusive relationships and give them knowledge of how and where to get help  Ensure that pupils are taught about Sex and Relationships in a consistent manner, following guidelines agreed by LA, Governors, Parents and staff Schemes of work will be developed in consultation with LA Consultants and Health Professionals, using recognised approved materials and with regard to Local and National priorities.

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EQUALITY OF OPPORTUNITY

Difference and Diversity in Culture, Disability, Faith and Gender The challenge for teachers delivering Sex and Relationships Education within a multi-cultural and multi-faith society is to develop a curriculum and methodology that is open to all young people but which recognises, respects and celebrates difference and diversity. It is up to schools to make sure that the needs of all pupils are met in their SRE programme. Young people, whatever their developing sexuality, need to feel that Sex and Relationships Education is relevant to them. The Secretary of State for Education and Employment is clear that teachers should be able to deal honestly and sensitively with questions and offer support. The school will not tolerate any kind of bullying, including that of a homophobic nature. Refer to the school Anti-bullying policy. School will consult closely with parents reassuring them of the appropriate content of the programme. This is normally done through meetings and discussions held for parents prior to children beginning the Programme of Study for that school year.

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Additional Needs The Government states that care must be taken not to marginalise Sex and Relationships Education in Special Schools as it is essential for the pupil’s developing sexuality as well tackling the issues of personal safety and appropriate behaviour. The school is aware that due consideration should be given to the educational entitlement of all the pupils in its care and that they are taught appropriately. Where necessary we will seek guidance, advice and resources from the LA .

8. ORGANISATION, PRACTICE & IMPLEMENTATION OF SRE Sex and Relationships is delivered in a clear, concise and consistent manner in line with National and Local guidelines, and using the PSHE Matrix 2006. It takes into account the school`s PSHE/ Citizenship/Health Education/RE and Moral guidance. Year 2 – Summer 2 - Differences between boys and girls, babies grow inside mothers. Year 3 - Autumn 1 - Appropriate touches and greetings (recognising and dealing with). Year 4 – Summer 1 - our bodies change as we grow older, babies need a lot of care, menstruation. Year 5 – Summer 1 - Why and how our bodies change, how babies are made, preparing for puberty. Year 6 – Summer 2 - Emotional & physical changes at puberty, contraception. The National Curriculum and Education Act 1996 requirements are: At Key Stage 1 pupils should be taught,  That animals, including humans, move, feed, grow, use their senses and reproduce  To recognise and compare the main external parts of the human body  That humans and animals can produce offspring and that these can grow into adults  To recognise the similarities and differences between themselves and others and to treat others with sensitivity At Key Stage 2 pupils should be taught,  That the life processes common to humans and other animals include nutrition, growth and reproduction  About the main stages of the human life cycle The above elements represent the statutory minimum that schools must deliver to all children and young people. The St Helens Healthy Schools Guidance endorses the PSHE Matrix Framework 2006 to provide a broad and balanced SRE curriculum across the age ranges

EARLY YEARS The School’s Sex and Relationships Education programme runs from Early Years, initially covering, parts of the body and appropriate touch. They are taught to respect themselves and others, how to stay safe and how to ask for help ICT LINKS The appropriate use of ICT resources is used to augment and enhance the pupil’s Sex and Relationships Education

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STAFFING Resonsibility for Sex & Relationships Education lies with the Governing Body. This is entrusted to the Headteacher of the school, Catherine Ireland, and the Team Leader with responsibility for SRE. Lessons on SRE are delivered by the class teachers of the pupils involved, though support may be given by other members of staff or from outside agencies (eg School Nurse) as deemed appropriate. Teachers will work closely with year group colleagues when planning lessons. Class teachers need to be particularly aware of sensitive issues for children, including: Looked after children SEN issues Race and ethnic issues Religious issues Sensitive home & family issues Sexuality issues. THE USE OF VISITORS/OUTSIDE AGENCIES Visiting facilitators (e.g. theatre companies, external partnership agencies such as the school nurse, etc.) can enhance the delivery of Sex and Relationship Education and some pupils do respond better if they perceive the deliverer to be an ‘expert’ rather than their ‘normal’ teacher. However, visitors will only be used in the programme if they can offer an expertise, approach or pupil response that cannot be achieved by the teachers. Where visitors and outside agencies are involved, their contribution must have been planned as part of an overall programme of Sex and Relationship Education. Their contribution should complement the teaching already taking place in the school Any input from visiting agencies and experts should be evaluated and assessed in the same way as any other lesson. The member of staff organising the session/event is responsible for ensuring that the content of sessions is appropriate and that the visitors are appropriately qualified with adequate background checks where applicable. This is best done in consultation with representatives of the LA. TEACHING AND LEARNING Plans for well-structured lessons with clear intended learning outcomes based on LA guidelines and the Living and Growing Programmes of Study are prepared by class teachers working closely with their year group colleagues. They will: Use a range of teaching styles in which active learning plays a major part, maximising pupil participation and discussion. Use inclusive small group work is particularly encouraged Manage discussions of sensitive and controversial issues. Use ground rules that will be negotiated with pupils and revisited and revised at the start of all lessons. Children must understand that disclosures may be necessary. Confidentiality will be maintained within this framework (e.g children will be discouraged from mentioning identifiable people such as peers, parents, siblings, relatives, neighbours, etc.) Children will be encouraged to discuss their work with parents after each lesson.

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RESOURCES

Resources support the school’s agreed aims, the aims of lessons and the objectives and values framework for Sex and Relationships Education Resources conform to the legal requirements of Sex and Relationships Education Resources are appropriate to the needs of the pupils Resources avoid racism, sexism, gender and homophobic stereotyping Resources portray positive images of a range of young people Resources can be used as discussion materials Resources are adaptable for use with all pupils Resources are factual and up to date Clear instructions on use of the resources are included – pupil and teacher information is separated and where appropriate handouts can be photocopied Resources are well designed, durable and easy to understand, use and store Resources contribute to a broad, balanced PSHE & Curriculum Resources encourage active and participatory learning methods especially opportunities for inclusive small group work The use of visiting experts should ensure that St Helens Healthy Schools Checklist for Supportive Partnerships is given due consideration Eg. Theatre companies, external partnership agencies, etc.

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ROLES & RESPONSIBILITIES

THE ROLE OF THE HEADTEACHER It is the responsibility of the Head teacher that all staff and parents are informed about this policy and that it is implemented effectively. It is also the Head teachers’ role to ensure that all the staff will have appropriate support and training so that they can teach effectively and with sensitivity and understanding. The Head teacher will liase with the co-ordinator, external agencies and the LA regarding the schools’ Sex and Relationships Education programme and thus ensure that all adults who work with pupils on these issues are aware of the school policy and work within its framework. The Head teacher will monitor the policy on a regular basis and report to the Governors on request. THE ROLE OF THE GOVERNORS Governors of Primary schools must provide the Sex and Relationships Education contained within the National Curriculum. Governors are responsible for deciding whether and how to provide any Sex and Relationships Education in addition to this. It is the Governors responsibility to ensure that the policy is kept up to date. The governing body has the responsibility of setting down these general guidelines on Sex and Relationships Education, and will support the Head teacher in implementing them. The named Governor with responsibility for this area of the curriculum is Mr. A. Tucker. ROLE OF THE PARENTS AND CARERS We wish to build a positive partnership with the parents of our children and this can only be achieved through mutual trust and co-operation. Parents are encouraged to support the school’s policy and programme for Sex and Relationships Education. We aim to:  Inform and consult with parents about the schools’ Sex and Relationships Education policy, programme and practice.

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       

Invite parents to view the material and resources used to teach Sex and Relationships Education on a regular basis and before it is used with pupils in each year group Answer parental questions about Sex and Relationships Education and where necessary signpost a parent to the relevant support agencies eg the LA Sex & Relationship Education Advisor (Curriculum) Julie Dunning. Encourage parents to be involved in reviewing the school policy and implementing modifications Inform parents about best practice with regard to current Sex and Relationships Education so that they may support the key messages being giving to the children in the school. Parents should be made aware of the Right of Withdrawal – Section 405 Education Act 1996 Notification of such withdrawals must be made in writing and will be held and recorded by the school in order to ensure compliance with the wishes of parents/carers All parents have the absolute right to withdraw their children from all or part of a Sex and Relationships Education programme, except for lessons that form part of the National Curriculum. Parental voice is key to the development of both policy and curriculum if it is to meet the needs of all young people. The school will consult with parents/carers by means of a questionnaire after the courses. (See example at end of policy.)

THE ROLE OF THE PUPILS Pupils` prior knowledge is taken into account in the preparation of all lessons. This is generally begun through a Draw & Write activity at the start of each programme of study, through which teachers are able to assess levels of knowledge, understanding and maturity of the pupils. Teachers assess the success of their work with pupils through a variety of means including written, drawn and oral responses

Pupil voice is key to the development of both policy and curriculum if it is to meet the needs of all young people. The school will consult with pupils by means of a questionnaire after the courses. (See example at end of policy.)

THE ROLE OF THE CO-ORDINATOR The named SRE Co-ordinator is Catherine Ireland, Headteacher. The Co-ordinator will regularly attend meetings and courses. They will keep the Governors and staff informed on up to date trends and current good practice. The Headteacher is supported by the PSHE Co-ordinator and is responsible for:  Requisition of books and materials within budget limits and after consultation with staff about their needs.  To attend courses and report back to the staff.  To lead discussions and workshops.  To advise and support staff in planning.  To make known the resources available to each class.  To advise new teachers and NQTs.  To make staff aware of courses that might be beneficial to their professional development.  To review and update the policy and schemes of work.  Monitoring the quality of teaching across all the key stages throughout the school in order to identify needs. THE ROLE OF THE WIDER COMMUNITY Contributions to the SRE programme may be supported by other individuals or groups i.e. the school nurse, midwife, health visitors etc., visits to clinics and health centres. Their involvement is the responsibility of the class or year group teachers in consultation with the co-ordinator and the

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LA. The contribution will conform to the guidelines for the use of visitors in school (see appropriate policy). 11.

MONITORING, RECORDING & ASSESSMENT OF SRE

Monitoring of SRE is carried out by the Headteacher and PSHE co-ordinator who will evaluate pupils` work against the End of Key Stage Statements for PSHE and consult with class teachers who are delivering the courses and meeting with parents, departmental meetings, year team meetings, citizenship meetings and meetings of the School Council. The co-ordinator will also monitor the withdrawal of pupils from SRE and responses to pupil and parent/carer questionnaires. Teachers may make reference to SRE in end of year reports and in parent/teacher consultation meetings, as well as making personal contacts with parents/carers where appropriate. 12.

CHILD PROTECTION & CONFIDENTIALITY

Safegurding Children – the action we take to promote the welfare of children and protect them from harm – is everyone’s responsibility. Everyone who comes into contact with children and families has a role to play. “Use Working Together to Safeguard Children – March 2013” Confidentiality of young people cannot and must not be guaranteed by school staff. It is the responsibility of every member of staff to know and abide by the school’s Child Protection procedures. If any member of staff has a concern about the safety of a pupil they must record their concerns and pass them on to the school’s Child Protection Co-ordinator. To do nothing is not an option. Pupils should know the rules regarding confidentiality and be reminded of them when appropriate. Whole School Inset Staff Safeguarding Training held November 2014. Guidance on Confidentiality can be found in the appropriate school policies on child protection & confidentiality.

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MANAGING SPECIFIC SITUATIONS

If any related incident occurs then it should be made clear that the school is committed to addressing issues among young people and to this end will give the appropriate education and support, both to the pupil and parent or carer. The school will retain the responsibility for dealing with incidents and take account of individual factors. Refer to appropriate school policies. In cases of related incidents, the school will inform parents and/or appropriate responsible adult about the issues. However, the following points will be taken into consideration:  Young people involved will be consulted and informed about the home-school contract.  A guidance procedure will be provided, on accessing external support.  Develop home-school relationship to support the young person concerned.  If possible, it would be helpful to have young person present when parents are being told.  The school and the parents will work together to support the child involved. Refer to appropriate school policies. School will take into consideration any Safeguarding or Child Protection issues that may affect a situation. If any matter or incident is disclosed it will be dealt with in accordance to the school’s Safeguarding Policy.

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All members of the teaching staff, the LSAs, the lunchtime supervisors, administration staff, cleaners & caretaker have completed the e academy accreditation for safeguarding.

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MONITORING & EVALUATION OF POLICY

Overview of the review of this policy is the responsibility of the co-ordinator under the supervision and direction of the Headteacher.

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REVIEW

This policy is to be reviewed in Autumn 2015

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SIGNATURES

Governing Body ……………………………………. Headteacher ………………………… Date ……………………

It is expected that schools will take particular account of their Safeguarding (Child Protection Policy) in informing parents of disclosures.

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