POLICY ON:
SEX AND RELATIONSHIP EDUCATION
Member of Staff Responsible for the Policy:
Deputy Headteacher
Date on which this Policy was last reviewed:
April 2013
Date by which this Policy is to be reviewed:
April 2016
Dissemination of the Policy:
All Teaching Staff
Parents and Carers
A.
AIMS OF THE SCHOOL’S SEX AND RELATIONSHIP EDUCATION POLICY
The school aims:
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to ensure that pupils are provided with factual information on sexual matters including the
legal position surrounding the age of consent;
to ensure that all pupils understand (as far as they are able) human sexual emotions and
behaviour including issues surrounding homosexuality and homophobia;
to highlight the value of stable, loving relationships and the problems associated with sex
outside that relationship;
to assist pupils in making their own decisions with regard to responsible sexual choices and
behaviour within relationships;
to enable pupils to act upon their own decisions in this area.
The school believes that parents and those looking after children should be partners in Sex
and Relationship Education, particularly in the area of moral values. The school’s stance in
its Sex and Relationship Education Programme will be to emphasise the value of stable
loving relationships and family life in its widest sense. Sex and Relationship Education is
lifelong learning about physical, moral and emotional development. 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. It is
not about the promotion of sexual orientation or sexual activity – this would be
inappropriate teaching.
Our policy is informed by guidance published by the Department for Education, which says
that the teaching of Sex and Relationship Education should include three main elements:
1. Attitudes and Values
 learning the importance of values and individual conscience and moral
considerations;
 learning the value of family life, marriage, and stable and loving relationships for the
nurture of children;
 learning the value of respect, love and care;
 exploring, considering and understanding moral dilemmas; and
 developing critical thinking as part of decision-making.
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Personal and Social Skills
learning to manage emotions and relationships confidently and sensitively;
developing self-respect and empathy for others;
learning to make choices based on an understanding of difference and with an
absence of prejudice;
developing an appreciation of the consequences of choices made;
managing conflict; and
learning how to recognise and avoid exploitation and abuse.
3. Knowledge and Understanding
 learning and understanding physical development at appropriate stages;
 understanding human sexuality, reproduction, sexual health, emotions and
relationships;
 learning about contraception and the range of local and national sexual health
advice, contraception and support services;
 learning the reasons for delaying sexual activity, and the benefits to be gained
from such delay; and
 the avoidance of unplanned pregnancy.
Secondary schools should:
 teach about relationships, love and care and the responsibilities of parenthood as
well as sex;
 focus on boys as much as girls;
 build self-esteem;
 teach the taking on of responsibility and the consequences of one’s actions in
relation to sexual activity and parenthood;
 provide young people with information about different types of contraception,
 safe sex and how they can access local sources of further advice and treatment;
 use young people as peer educators, e.g. teenage mothers and fathers;
 give young people a clear understanding of the arguments for delaying sexual
activity and resisting pressure;
 link sex and relationship education with issues of peer pressure and other risk-taking
behaviour, such as drugs, smoking and alcohol; and
 ensure young people understand how the law applies to sexual relationships.
The Secretary of State for Education and Employment is clear that teachers should be able
to deal honestly and sensitively with sexual orientation, answer appropriate questions and
offer support. There should be no direct promotion of sexual orientation.
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;
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understand the consequences of their actions and behave responsibly within sexual
relationships;
have the confidence and self-esteem to value themselves and others and 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;
avoid being pressured into unwanted or unprotected sex;
access confidential sexual health advice, support and if necessary treatment;
know how the law applies to sexual relationships.
The school will deliver its Sex and Relationship Education Programme at a level which it
deems appropriate for the age and maturity of the students as they progress through the
school. From Year 8, PSHE sessions include a focus on relationships, and from Year 9
onward the programme includes further depth and detail according to students’ maturity.
When delivering the programme of Sex and Relationship Education, the sensitivities of both
boys and girls will need to be accepted.
C.
CONTENTS OF THE SCHOOL’S SEX AND RELATIONSHIP EDUCATION PROGRAMME
Students should be provided with factual information on contraceptive methods and family
planning. They should also be informed of the outside agencies that can provide advice and
counselling on these and related issues. Students should be provided with details of local
agencies that deal with sexual health and related issues from Year 9.
Students should be provided with factual information on issues surrounding safe sex. This
section of the Sex and Relationship Education Programme will consider the risks from all
sexually transmissible diseases including (but not limited to) HIV and AIDS. The health risks
associated with sexual promiscuity will be stressed. As part of the discussion of safe sex, the
programme will consider “non penetrative” sex. This discussion should highlight the fact
that it is possible to be physically intimate within a loving relationship without having
intercourse. It should promote the view that it is always acceptable to say no to having sex.
Young people should never be pressured (by partners or peer groups) into having sexual
intercourse before they are ready. The school’s Sex and Relationship Education Programme
should help the students resist such pressure. It should promote the fact that “one thing
doesn’t have to lead to another” and encourage students not to progress beyond the level
of intimacy that they are ready for and comfortable with.
The Sex and Relationship Education Programme should provide the students with an
opportunity to investigate and reflect on their own, and each others’, views on sexual
behaviour and related matters. This reflection might include an exploration of their
attitudes towards issues such as celibacy, promiscuity, abortion, homosexuality and young
single mothers. Activities looking at the students’ views in these areas will aim to challenge
prejudiced or intolerant viewpoints.
The Sex and Relationship Education Programme will emphasise the value of stable, loving
relationships and the problems associated with having sex outside such a relationship. The
programme will discuss what constitutes such a relationship (in terms of feelings, behaviour
and commitment). It will also discuss the importance to children of a stable family
environment. Care will be taken to portray the “stable family environment” in its widest
sense including adopted parents and families where one or both parents have previously
been married to someone else.
The consequences of becoming a parent whilst still a teenager will be spelt out in detail.
Students should be made aware of the extent to which this could affect their lives. Any
misconceptions that the students may have about teenage parenthood being an easy or
appealing option will be challenged. The programme will consider the likely effect on
education, job prospects, finances, friendships, social life and relationships with the
opposite sex.
The programme will discuss how best to handle the break up of relationships. It will
consider how the students can minimise the hurt to themselves and their partners when a
relationship comes to an end. The programme will also discuss divorce and the effect that
this can have on the whole family. Students will be made aware of the work done by
“Relate” and of any other agencies and counselling services that are available to help them
if they have personal experiences or problems in this area.
D.
THE ORGANISATION OF SEX AND RELATIONSHIP EDUCATION
The Sex and Relationship Education Programme is delivered through three main channels:
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Science: The Subject Leader of Science is responsible for curriculum delivery and staff CPD;
The PSHE Programme: The PSHE Co-ordinator is responsible for curriculum delivery and any
requested staff CPD;
RPE; The Subject Leader of RPE is responsible for curriculum delivery and staff CPD.
Each channel involves mixed gender classes, with the school health nurse being involved in
the programme.
Pupils may seek individual counselling on sexual matters from the school health nurse.
Health Service guidelines on confidentiality will be observed.
E.
SPECIFIC ISSUES STATEMENTS
Any actions are carried out in line with the Fraser Guidelines and Gillick Competency.
http://www.nspcc.org.uk/inform/research/questions/gillick_wda61289.html
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If a student discloses an issue of a sexual nature to a member of staff, they should be
directed towards the School Nurse, Jackie Benson, or to a Behaviour and Attendance
Manager or member of the Pastoral Team. The Pastoral Team will then inform the
Headteacher, who will take appropriate action.
Under Gillick Competency, any child aged 13 years or older is entitled to
confidentiality unless the school feels that the actions of the child are putting them
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at serious risk of harm. Children under the age of 13 are not covered by the Gillick
ruling and so the school is obliged to inform parents /carers of issues, unless they
feel that telling the parents could put the child at greater risk.
In all cases, regardless of the child’s age, the school’s Child Protection officers will
seek advice from external agencies such as the CAMHS, Front Door Service, NHS or
police.
In the first instance, students will be encouraged to talk to their parents, in
accordance with best practice guidelines. In some cases, it may be more appropriate
for the student to give consent for the Behaviour and Attendance Manager or
member of the Pastoral Team to contact parents initially.
Following a disclosure, members of the Pastoral Team will consider any Child
Protection issues which may arise; Mr T Cartmail has oversight of all Child Protection
procedures and should be informed of any concerns. Any action taken will also be
informed by the school’s knowledge of the student, and any issues which may have
been dealt with previously.
Where further guidance is required, the school will seek advice from external
agencies.
The school will be responsible for ensuring that students are able to access the
correct information and guidance.
In view of E(ii), students will be advised that the school cannot guarantee total
confidentiality of discussion. ‘Breaches’ of confidentiality will usually be restricted to
senior pastoral staff, the Headteacher and parents or carers. Good practice suggests
that staff should brief students on this point prior to any conversation taking place.
Parents and Carers have the right to withdraw pupils from all or part of the school’s
Sex and Relationship Education Programme, aside from what is required under the
National Curriculum.
The following guidelines are given vis a vis the employment of outside speakers:
o outside speakers should be briefed personally by the PSHE Co-ordinator
before their presentation;
o they should be involved wherever possible with smaller groups rather than
larger ones;
o their presentation should conform to the aims of the school’s Sex and
Relationship Education policy.
F.
WORKING WITH PARENTS
Parents will be informed of the school’s Sex and Relationship Education programme
through the school prospectus. Mrs A Brierley is the point of contact for parents on
this issue.
G.
DISSEMINATION OF THE SCHOOL’S POLICY
The policy will be distributed to all staff and is available to any member of the public
via the school’s website. Mrs A Brierley is the point of contact.
Appendix 1 – Science Curriculum
See Flowchart.
describe the role of organ systems in
animals that can contribute to the seven
life processes
3. What am I made up
of?
Explain how the organs and tissues in
animals function to support the seven life
processes in a healthy organism
4. Plant and animal cells
APP assessment
Explain how the organs and tissues in
plants and animals function to support the
seven life processes in a healthy organism
5. Specialised cells
Explain how the specialisation of cells in
animals support the seven life processes in
a healthy organism
5.opt. Making models of
specialised cells
explain, using models and analogies, how
different cells in the reproductive system
are adapted to carry out their function,
6. How did I begin?
use scientific terminology to describe the
main parts of the reproductive systems in
animals and describe their location
7 and 8. My birth
9. Puberty and growing
up
10. Asexual or sexual
reproduction?
11. What factors affect
reproduction? APP assessment
12. Human behaviour 1
describe in simple terms, the process of
describe
and compare, in simple terms, the
fertilisation
processes of fertilisation
explain how some factors can impact on
reproduction, e.g. poor
SEAL
Explorediet
changing self at puberty,
nutrition,
the effect of the changes of adolescence
link scientific understanding and evidence
to compare the advantages and
disadvantages between sexual and asexual
reproduction
explain how some factors can impact on
reproduction, e.g. poor nutrition, diet
Describe some simple behaviours
displayed by organisms in response to
their external environment
Additional
lesson ideas
13. Human behaviour 2
14.opt. Human
behaviour project
15.+ 16 designer babies
17. Assessment
Explain how behaviours displayed by
animals in response to their external
environment can be beneficial to the
organism
Learning
outcomes
Year 7: Next generation
2. What am I made up
of?
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Nurse to speak to the class about safe sex and STDs
Midwife guest speaker?
Cushioning effect of amniotic fluid – physics practical
Perception of beauty / ICT airbrushing body shape/image activity
Creative writing and/or storyboarding opportunity to describe human life cycle
Core
lessons
1. All about me
As for 12 + 13
Explain some issues, benefits and drawbacks of scientific developments with which
they are familiar. Recognise that decisions about the use and application of science
and technology are influenced by society and individuals, and how these could
impact on people and the environment.
Appendix 2 – PSHCE Curriculum
Year
Group
8
9
Details of SRE Provision
3 LESSON MODULE: Students look at what a Year 8 relationship might
entail, then over two lessons use a computer programme on Sex
Education.
4 LESSON MODULE: Students analyse what a Year 9 relationship might
entail, in particular what boys and girls want from a relationship. They
study abortions and reach an informed, secular judgement on its place in
society. They have a lesson delivered by the school nurse focusing upon
safe sex.
1 LESSON: Sexting
10
7 LESSON MODULE: Students focus upon STI’s and in particular HIV and
AIDS. They analyse a programme called ‘Baby Borrowers’ in which they
learn the difficulties of being a parent and how to form an effective
relationship.
11
4 LESSON MODULE: Students spend an hour with the school nurse looking
at a range of issues including contraception use and the impact of child
rearing. Students spend the other lessons focusing upon the realities of
pregnancy at a young age and homosexual relationships.
Appendix 3 – RPE Curriculum
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RPE currently covers Edexcel’s religious studies short course, option B. One module
is on ‘Religion and Early Life’ which covers the following aspects;
1. Considerations on when a life is deemed a life.
2. The Abortion law, reasons for its introduction etc.
3. Rights of the Woman, Rights of the Father (none) and Rights of the unborn child.
4. Alternatives to abortion such as fostering, adoption etc.
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Relationships will become part of the new ‘Happiness’ course from Sept 2015.