Sex and Relationships Policy

Sex & Relationships Policy
Kings Park Primary School
Melksham

Start date: January 2009 Review date: January 2011
Approved by the Full Governing Body 22/1/09

Introduction
This policy provides information on how we plan and implement Sex and Relationship Education (SRE) as part of the Personal, Social and Health Education and Citizenship Framework.
We understand that parents have the right to withdraw their children from all or part of the Sex and Relationship Education Curriculum provided at school, except for those parts included in the statutory National Curriculum for Science. However parents wishing to do this will be encouraged to discuss their concerns with the PSHE co-ordinator, child’s class teacher or Head Teacher.
The DfEE Sex and Relationship Education Guidance (2000) recommend that all primary schools should have a sex and relationship education programme appropriate for the age and physical and emotional maturity of the children.
Please note: throughout this policy Sex and Relationship Education is abbreviated to SRE.

Aims of our Sex & Relationships Policy
To offer guidance and information on all areas of SRE in school for staff, parents/carers and governors.
To provide pupils with the knowledge and skills to enable them to make informed and responsible choices now and in the future. Taking into account their physical, moral, cultural and mental development.
To create a climate where pupils and adults have the freedom to talk openly and honestly. Issues raised by children will be dealt with, taking into account the maturity of the child and the nature of the issue.
To ensure there is a fair and equal balance in our teaching of SRE for both girls and boys.
To ensure that children with special educational needs are properly included in SRE.

Objectives
• To promote pupils’ self esteem and confidence.
• To give accurate information about puberty, reproduction and contraception particularly in the transition year before moving to secondary school.
• To promote the skills needed to build positive personal relationships
• To provide pupils with the opportunity to clarify some of their misconceptions / attitudes towards friendships, sexuality and gender.
• To explore and respect the views of others and understand that they may differ to their own,
• To develop their communication and decision making skills, from an informed basis.
• To help young people resist unwanted pressure.
• To give pupils the opportunity to explore ideas about family, stable relationships and parenting.
• To be responsive and aware of differing needs and backgrounds.
• To prepare young people for transitions in later life.
• To fulfil statutory requirements.

Partnership with parents / carers
Parents / carers have the key role in teaching their children about sex and relationships, and should be supported in this role by the school. They will be consulted regularly on content of the SRE programme and need to know that this will complement their role as parents.
Parents / carers have the right to withdraw their child from all or part of the SRE provided at the school except for those parts included in the statutory National Curriculum. They will need to put in writing, their wish to withdraw their child from SRE, and hand it to the class teacher. A standard pack of information is available from the DfEE for parents who choose to do this. Children can not miss out on all parts of PSHE.

Moral & values framework
The SRE policy encourages respect for self and others, taking responsibility for their own actions, and respect and responsibility for their family, friends, school and local community.

Staff training
Teachers of SRE need a sound knowledge of sex and relationship issues, and need to feel confident and comfortable when talking with pupils about these issues. Alternatively if a child would prefer to talk to a different member of staff about a specific issue, then this should be possible. It may be better to deal with some questions away from a whole class situation.
2.
All staff should have access to professional development and support when needed, and their personal attitudes and beliefs should not influence the teaching of SRE. Support is available from Graham Paton (PSHE Advisor), based at the PDC in Bowerhill and the School Nurse.
Teachers will need to make alternative arrangements for children who are to be withdrawn from these sessions.

Sex and Relationship Education in the Curriculum
SRE will be delivered by following the 3 Unit approach provided in the Channel 4 ‘Living and Growing’ DVD and its accompanying photo-copiable resource books.
Unit 1: Year 2 Unit 2:Year 4 Unit 3: Year 6
Each unit consists of three 15minute programmes, which will be followed by class discussion time. Photo-copiable resource books support each Unit and can be used for follow up activities. Part of unit 3 should be taught in separate boy / girl groups: teaching staff will be rearranged where necessary.
In addition, SRE will be delivered through a combination of planned curriculum activities and whole school approaches. Such as:
• Discrete curriculum sessions: through planned PSHE sessions (linked with the SEAL project when suitable)
• Following the ‘Teaching Progression’ for the relevant key stage, as set out at in Appendix 1. (Foundation stage), Appendix 2. (Key Stage 1), Appendix 3. (Key Stage 2).
• Cross Curricular links: through other areas of the curriculum such as Science
• Through activities and events: pupils supporting each other, taking responsibility, addressing issues and concerns, and developing relationships

Specific Issues, Confidentiality & Child Protection
The school will work closely with the PSHE Advisor and Health professionals such as doctors and nurses (especially the school nurse) for support, advice and up to date information. Where it is deemed unsuitable; possibly SEN children or those with a sensitive case history will be withdrawn from SRE.
Individual classes will be encouraged to set up a ‘Question Box’ where children can write their questions anonymously and post them in the box for the teacher to address at an appropriate time / during their PSHE or SRE lesson. This system also enables teachers to prepare their response.
Staff, parents and pupils need to be aware that teachers cannot offer or guarantee absolute confidentiality, but their best interests will be maintained. Teachers recognise we owe a duty to maintain the child’s confidentiality. However any child protection issues should be reported to the Child Protection co-ordinator immediately.
3.
Changing for PE lessons and clubs
At Key Stage 2, boys and girls will get changed separately. One of the following arrangements should be selected for the girls (as there are generally fewer girls in most classes):
• To use the classroom at lunchtime for changing, in preparation for an afternoon PE session
• To get changed in the girls toilet
• To use any available spare room for changing (such as the resource room)

Resources
Materials used in school must be in accordance with the PSHE framework and the law. The Channel 4 ‘Living and Growing’ DVD and its accompanying photo-copiable resource books will be kept in the PSHE co-ordinators room (Mrs J. Thomas), and will be signed out each time it is used. Each year a plan will be drawn up to show which class will do Unit 1, 2 or 3. A letter will be sent home at the beginning of each year to inform parents / carers when their child is due to start receiving SRE. Once again, they will be informed of their right to withdraw their child from these sessions.

Monitoring
The provision of SRE will be monitored, evaluated and reviewed by the PSHE co-ordinator.
The PSHE co-ordinator will be responsible for monitoring and evaluating this policy, provide or seek sources of guidance and support for staff implementing it. He / she will also be responsible for evaluating the effectiveness of the teaching and learning of the sex and relationship curriculum.

APPENDIX 1.
Foundation Stage: Teaching Progression
As part of the Foundation Stage Curriculum: Personal, Social and Emotional Development Section
by the end of Foundation Stage 2 pupils should:
(those statements in bold print are particularly relevant to this policy)

Social Development: Emotional Development: Dispositions and attitudes:
Play alongside others Separates from main carer with support Shows an interest in classroom activities through observation or participation
Builds relationships through gesture and talk. Communicates freely about home and community Dresses, undresses and manages own personal hygiene with adult support
Takes turns and shares with adult support Expresses needs and feelings in appropriate ways Displays high levels of involvement in self-chosen activities
Works as part of a group or class, taking turns and sharing fairly Responds to significant experiences, showing a range of feelings when appropriate Dresses and undresses independently and manages own personal hygiene
Forms good relationships with adults and peers Has a developing awareness of own needs, views and feelings and is sensitive to the needs, views and feelings of others Selects and uses activities and resources independently
Understands that there need to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously Has a developing respect for own culture and beliefs and those of other people Continues to be interested, motivated and excited to learn
Understands that people have different needs, views, cultures and beliefs that need to be treated with respect Considers the consequences of words and actions for self and others Is confident to try new activities, initiate ideas and speak in a familiar group
Understands that s/he can expect others to treat her or his needs, views, cultures and beliefs with respect Understands what is right, what is wrong and why Maintains attention and concentrates
Takes into account the ideas of others Displays a strong and positive sense of self-identity and is able to express a range of emotions fluently and appropriately Sustains involvement and perseveres, particularly when trying to solve a problem or reach a satisfactory conclusion

5.
APPENDIX 2.
Key Stage 1: Teaching Progression
Key Stage 1 Science National Curriculum: As part of PSHE and Citizenship, by the end of Key Stage 1 pupils should:
Pupils should learn:
that animals including humans move, feed, grow, use their senses and reproduce
to recognise and compare the main external parts of the bodies of humans
that humans and animals can produce offspring and these grow into adults
to recognise the similarities between themselves and others and to treat others with sensitivity
be able to: know and understand: have thought about:
recognise and express pride in themselves
recognise and name the basic feelings of happy , sad, frightened, angry
make a friend, talk with them, and share feelings
recognise when they feel safe and unsafe
use simple safety rules
talk with someone they trust when they are worried agreed names for the sexual parts of the body
that both babies and pets have needs
that they have some control over their actions and bodies their responsibility in caring for younger children and / or their pets
why families are special for caring and sharing
why teasing is hurtful

6.
APPENDIX 3.
Key Stage 2: Teaching Progression
Key Stage 2 Science National Curriculum: As part of PSHE and Citizenship, by the end of Key Stage 2 pupils should:
Pupils should learn:
that the life processes common to humans and other animals include nutrition, growth and reproduction

the main stages of the human lifecycle

be able to: know and understand: have thought about:
recognise and tell others with pride and confidence what they are good at
express opinions e.g. about relationships and bullying
listen to, support their friends, and manage friendship problems
ask for help from a range of adults they know and can trust
recognise and challenge stereotypes in relation to gender about different forms of bullying people and the feelings of both bullies and victims
about different family arrangements
how the media impact on forming attitudes
where individuals, families and groups can go for reliable information
the diversity of lifestyles and why respect for diversity is important
why it is important to consider others’ points of view, including their parents
why being different can provoke bullying and why this is unacceptable
The objectives below should be covered in Years 5 and 6
recognise their changing emotions with friends and family and be able to express their feelings
recognise the pressure of unwanted and inappropriate physical contact, and know how to deal with it
the basic facts about the processes of conception, pregnancy and birth
the physical and emotional changes that take place at puberty, why they happen and how to manage e.g. periods and wet dreams
puberty happens at different times for different people
that safe routines can lessen the spread of viruses including the HIV virus

7.
APPENDIX 4.
Plan of implementation: Channel 4 ‘Living & Growing’ DVD
TO BE COMPLETED BY END OF SUMMER TERM 2009
Class Teacher: Year: Units:
Mrs Plummer Year 2’s only 1 (three programmes)
Mrs Westbrook Year 2’s 1 (three programmes)
Mrs Theophilus Whole Class 1 (three programmes)
Mrs Gormley Year 3’s 1 (three programmes)

Mrs Thomas Year 3’s 1 (three programmes)
Year 4’s only 1&2 (six programmes)
Mrs Barne Year 4’s 1&2 (six programmes)
Mr Foale Year 4’s & 5’s 1&2 (six programmes)
Mrs Sones / Mrs Hopkins Year 5’s 1&2 (six programmes)

Mr Carpenter Year 5’s 1&2 (six programmes)
Year 6’s only 1, 2 & 3 (nine programmes)
Mr Dart Year 6’s 1, 2 & 3 (nine programmes)

As this is the first year we are embarking on the teaching of SRE, some classes will need to view more than one unit to be working at the correct level.

Plan of implementation: Channel 4 ‘Living & Growing’ DVD from Sept 2009 – July 2010
Unit 1: Year 2’s Unit 2:Year 4’s Unit 3: Year 6’s

This plan will allow for possible changes in class structures (mixed year classes) and ensure children do not repeat any unit.
8.