Swinefleet Primary School
Sex and Relationship Education Policy
Overview
Swinefleet is a mixed (3-11) primary school with approximately 70 pupils. The Governors see
sex and relationship education as a significant component of the school's comprehensive
programme of Personal, Social, Health and Citizenship Education (PSHCE). The school sees
sex education as a continuous aspect of health education in the primary curriculum, building on
the work of parents.
In drawing up the school's policy due regard has been given to: consultation with parents,
governors, teachers and the school nurse. Issues of content, organisation, methodology,
resources, outside speakers and the explicitness and presentation of their material have all
been considered. The policy has been written in line with DFE guidance.
Aims
The aim of sex and relationship education is to help and support young people through their
physical, emotional and moral development. A successful programme, firmly embedded in
PSHCE, will help young people learn to respect themselves and others and move with
confidence from childhood through adolescence in to adulthood.
Effective sex and relationship education is essential if young people are to make responsible
and well-informed decisions about their lives. It should not be delivered in isolation but as part
of the framework for PSHCE. Pupils need to be given accurate information and help to develop
skills to enable them to understand difference and respect themselves and others. Sex and
relationship education should contribute to promoting the spiritual, moral, cultural, mental and
physical development of pupils at school and of society. It should also contribute to preparing
pupils for the opportunities, responsibilities and experiences of adult life. It should teach young
people to understand human sexuality and to respect themselves and others. It enables young
people to mature, to build up their confidence and self-esteem and builds knowledge and skills
which are particularly important today because of the many different conflicting pressures
placed on young people.
Objectives
Foundation Stage
Personal, social and emotional development
The foundation stage curriculum will help pupils
 be confident to try new activities, initiate ideas and speak in a familiar group
 respond to significant experiences, showing a range of feelings when appropriate
 have a developing awareness of their own needs, views and feelings and be sensitive
to the needs, views and feelings of others
 consider the consequences of their words and actions for themselves and others
 understand that people have different needs, views, cultures and beliefs that need to be
treated with respect
 understand that they can expect others to treat their needs, views, cultures and beliefs
with respect
EDITED
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REVIEW
01/18
SREPOL
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Key Stage 1
Pupils should be able to
 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
Know and understand
 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
Have thought about
 their responsibility in caring for younger children and/or their pets
 why families are special for caring and sharing
 why teasing is hurtful
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
Key Stage 2
Pupils should be able to
 recognise and tell others with confidence what they are good at
 express opinions
 listen to, support their friends and manage friendship problems
 recognise their changing emotions with friends and family and express their feelings
 recognise the pressure of unwanted and inappropriate physical contact, and know how to deal with it
 ask adults for help
 recognise and challenge stereotypes in relation to gender
Know and understand
 the many relationships in which they are all involved
 how a family is important to children growing up
 about different family arrangements including the place of marriage
 how the media impact on forming attitudes
 where individuals, families and groups can go for reliable information
Have thought about
 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 is acceptable and why this can provoke bullying
Pupils should learn
 that the life processes common to humans and other animals include nutrition, growth and reproduction
 the main stages of the human life-cycle
Implementation and Organisation
The school sex and relationship education (SRE) planning uses Health for Life as the core resource. Videos
and other appropriate teaching materials are used to support this resource. Planning across the school is on a
two year cycle. In years 5 and 6, this planning is supplemented by specific sex education sessions, usually led
by the school nurse. Appendix A states the areas which will be taught.
Confidentiality
In circumstances where a pupil is considered to be at risk from any type of abuse, staff must refer this
immediately to the Child Protection Coordinator in accordance with the school’s Safeguarding/Child Protection
Policy. The Child Protection Coordinator (in consultation with the headteacher when appropriate) will decide
whether to inform the parents and/or appropriate authorities. There is no legal duty to inform parents of matters
which a child has confided to them and the following points will be followed.
 staff must not promise confidentiality;
 pupils must be made aware that any incident may be conveyed to other staff and agencies and possibly
to parents;
 staff must use their professional judgement to decide whether confidence can be maintained having
heard the information;
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 staff must indicate clearly to pupils when the content of a conversation can no longer be kept
confidential – the pupil can then decide whether to proceed or not.
ICT
Pupils will be given appropriate opportunities to apply and develop their ICT capability through the use of ICT
tools to support their learning in this subject. Whenever possible and appropriate pupils will be taught to use
ICT in handling information, developing ideas, sharing information, reviewing, modifying and evaluating their
work.
Inclusion
In planning and teaching, teachers ensure they set suitable learning challenges, respond to pupils’ diverse
needs and make every effort to overcome potential barriers to learning and assessment, for individuals and
groups of pupils.
Teachers will need to plan a variety of activities which will help to engage both boys and girls, matching their
different learning styles. Single sex groups may be particularly important for pupils who come from cultures
where it is only acceptable to speak about the body in single gender groups. Some pupils from some
backgrounds may rely on the school as their main or only source of sex education.
Teachers should ensure that pupils with special needs receive sex and relationship education. Some pupils will
be more vulnerable to abuse and others may be confused about what is acceptable public behaviour. These
pupils will need help to develop skills to reduce the risks of abuse and exploitation and to learn what sorts of
behaviour are, and are not, acceptable.
It is up to teachers to ensure that the needs of all pupils are met. Pupils, whatever their developing sexuality,
need to feel that sex and relationship education is relevant to them and sensitive to their needs.
Differentiation
Pupils' work will as far as possible be differentiated to ensure that tasks and experiences take into account their
abilities, aptitudes and needs and build upon their current achievements to provide opportunities for new
learning.
Access
Equality of access to this subject will be maintained through consistent planning and ensuring that pupils are
able to take part fully in all activities and the breadth of the subject. Problems regarding access for pupils with
SEN will be addressed through appropriate differentiation and modification.
Equal Opportunities
Every effort will be made within this subject to ensure equality of opportunity. In doing so staff will have due
regard to gender, race, culture and context as well as to capability. Modifications to activities and expected
outcomes will be made for pupils with SEN and to those considered to be of high ability.
SEN Provision
Teachers should ensure that all pupils with special needs receive sex and relationships education.
Assessment
Assessment is an ongoing process which focuses on the learning objectives identified in the school planning
documents. In this subject the Pupil Notepads are used to record significant achievements, advances, aptitudes
or problems. Assessment sections on planning sheets note these and any particularly important learning
outcomes based on the set learning objectives. In different cases these will be class, group or individual notes
which will assist in future planning and devising revision, consolidation or extension learning objectives and
activities. Many aspects of SRE will be assessed through end of unit assessment for PSHCE.
Record Keeping
Planning assessment sections provide general records of assessment made, both formal and informal. Pupil
Notepads provide more specific records of an individual pupil's significant achievements, advances, aptitudes or
problems. End of year reports provide summative comments on individual pupil progress and achievement.
Sex and relationships education is covered in the Personal, Social, Health and Citizenship Education section.
Evaluation
Evaluation is the ongoing process of policy implementation and review. Evaluation in this subject is achieved
through staff discussions and subject leader consultations which may focus on the understanding of the policy,
staff development needs, resourcing and the impact of the policy on teaching and learning.
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Health and Safety
There are no specific issues regarding health and safety within this subject, which are not covered by the
general school policies.
Parent, Carer and Governor Involvement
Governors are involved in the development and agreement of this policy.
The teaching of some aspects of sex and relationships education might be of concern to some parents and the
school works in partnership with parents, consulting with them on the content of sex and relationship education
programmes, usually through parent representation on the Governing Body. Parents need to know that the
school's sex and relationship education programme will complement and support their role as parents.
Parents have the right to withdraw their children from all or part of the sex and relationship education provided
at school except for those parts included in the statutory National Curriculum.
Multicultural Elements
Every effort will be made to ensure that, within sex and relationship education, the multicultural nature of society
is reflected. Children from particular religious and cultural backgrounds which may view sex and relationship
education in particular ways, will be considered on an individual basis and their parents and carers will be
consulted to ensure that the provision is relevant and agreed.
Monitoring
This subject will be monitored by all staff teaching the subject formally through the evaluation and assessment
sections of the short term planning and the evaluation of medium term plans. The subject leader will monitor
the medium term planning and consider particular issues with staff as appropriate. Monitoring aims to help
raise achievement, improve standards, promote continuity and progression, inform planning, improve planning,
promote efficiency, promote consistency, provide evidence and assist in the target setting process.
The policy will be reviewed every 3 years by the PSHCE coordinator, headteacher and Governing Body.
Appendices
Appendix A: Content Guidance
Appendix B: Resources
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Sex and Relationship Education Policy
APPENDIX A
Sex and Relationship Education Content
The following list gives a general indication of the importance to be given to various aspects of Sex Education at
Key Stage One and Two. It is not exhaustive but any aspects not covered by the list should be
taught/discussed with extreme care if brought up by children during any teaching session.
Abortion
Abuse
Body Changes
Care and caring
Childbirth
Contraception
Dealing with pressures
Decision making
Divorce
Family Life
)
Friendships
)
Gender roles
)
Growing up
Growing old
Heterosexuality
HIV/AIDS
Homosexuality
How babies are made
Keeping safe
Language of feelings
Lifecycles - (conception to death)
Lifestyles
Love and loving
Marriage
Masturbation
Menstruation
Naming of body parts
* Pornography
Positive self-image
Pregnancy
Relationships
Reproduction
Separation
Sexual intercourse
Understanding feelings
Understanding how the body works
Sexually transmitted disease
planned
Key Stage
Two
as arises
planned
as arises
Key Stage
One
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* Not to be discussed at all
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Sex and Relationship Education Policy
APPENDIX B
Sex and Relationship Education Resources – UNDER REVIEW
The following resources are used to teach Sex and Relationship Education:
 Health for Life scheme
 Living and Growing (Channel 4 Learning) Unit 1 Video and resource books (Year 2)
 Living and Growing (Channel 4 Learning) Unit 2 Video and Resource books (Year 4)
 Living and Growing (Channel 4 Learning) Unit 3 Video and Resource books (Year 6)
 Making sense of growing up and keeping safe (for key stage 2) CD
 Primary Sex Education Video for parents (Channel 4 Learning)
Content
Living and Growing Unit 1 has the following three elements with activity back up:
1. Differences – between males and females, feelings and life cycles.
2. How Did I Get Here? – growth and change from the child’s point of view, considering babies, children as
adults and the growth of the foetus during pregnancy.
Living and Growing Unit 2 has the following three elements with activity back up:
1. Changes – explores the physical and emotional changes that take place with the onset of puberty.
2. How Babies are Born – examines the whole process of life cycles and reproduction, rites of passage,
friendships and feelings.
3. How Babies are Made – reviews relationships and feelings and investigates roles and responsibilities
Living and Growing Unit 3 has the following three elements with activity back up:
1. Girl Talk –considers the changes that take place in a girl’s body and answers questions important to the
young adult.
2. Boy Talk – similar to the above, but, taken from the point of view of young men.
3. Let’s Talk About Sex – considers the mixed messages young people receive about sex and addresses
concerns in an honest and age appropriate way.
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