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Longfield Academy Sex and Relationship Education Policy

Written by: Gail Peters, Head of Life Skills Faculty, January 2003,
(based on existing policy and government guidelines).
Approved: by the Governing Body, January 2003.
Reviewed: by the Governing Body, July 2006.
Next Review Date: May 2009

Rationale
Effective sex and relationship education is essential if young people are to make responsible and well informed decisions about their lives (DFES 2000).

Statement of Intent
We have a responsibility to help and support young people through their physical, emotional and moral development. A well planned and effective SRE programme will help young people learn to respect themselves and others and move with confidence from childhood through adolescence and into adulthood.

SRE has three main elements:

• 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.

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.

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 pregnancies.

(DFES, 2000)

Aims of the SRE policy
The aim of this policy is to:

• Acknowledge the importance of SRE as a valuable part of the curriculum.
• To highlight the key elements.
• To clearly set out procedures for planning, delivery, monitoring and evaluation of SRE as part of PSHE / Citizenship.

Statutory duty of the school
It is a legal requirement for the school to provide SRE (in key stages 3&4). The DFES recommends that sex and relationship education is delivered through the PSHE / Citizenship framework.

This policy has been drawn up in line with the Sex and Relationship Education Guidance, (DFES, 0116/2000, July 2000) and emphasises the need for effective SRE in schools.

OFSTED is required to evaluate and report on the spiritual, moral, social and cultural developments of pupils. This includes evaluating and commenting on a school’s sex and relationship education policy.

Implementation/Procedures

Practices
SRE is taught across key stages 3&4, and is designed to build on previous knowledge and be appropriate to the age of the students. It is taught within Life Skills lessons in mixed ability and mixed gender groups. SRE will be a part of the curriculum for all students* (see parents’ rights, below) throughout key stages 3 & 4. The emphasis in years 7 will be on puberty and physical and emotional development. In years 9 & 10, the focus will be more on contraception, sexual health, relationships and mutual respect. In addition to the specific SRE units taught, the underlying principles behind in this type of education are a feature throughout the Life Skills programme.

Teacher
SRE is delivered by members of the Life Skills teaching team to their own teaching groups. The materials and lessons have been planned by the Head of Faculty in association with other relevant parties to ensure appropriate content and style. Each member of staff in the faculty has a copy of the SRE policy together with aims and objectives for the specific units of work. The class teacher is responsible for ensuring, as far as possible, that the teaching environment is conducive for this kind of subject matter. The establishing and use of ground rules is encouraged.

The school nurse is used as an additional resource wherever possible. Her expertise is encouraged and the students welcome her involvement in a lesson. Other outside agencies, eg, drama groups, are also used as appropriate. All other written and visual resource materials are thoroughly checked before being used in lessons. These resources and the units of work are available in school should they be requested for view by a parent.

As school policy, all staff would be expected to uphold and, where appropriate, reinforce the values and expectations promoted in this document in their day to day contact with students.

Head of Life Skills Faculty
The Head of Faculty has a responsibility to support the teaching team wherever possible and ensure staff are happy and confident with the subject matter. Additional training, either school based or externally, may need to be arranged according to the staffing at that time. In addition, the Head of Faculty has a responsibility to monitor and evaluate SRE, taking into account the views of both staff and students.

Student
There will be expectations placed on the students in terms of behavior. They will be encouraged to approach this type of work in a mature way and respect those around them so that topics can be addressed and explored appropriately. The manner in which they approach the work can have a direct effect on the way in which the teacher is able to proceed with the lesson.

Parent
Parents have the right to withdraw their child from any SRE provided outside National Curriculum Science. They will be informed by letter before the lessons begin in years 9 & 10 and are required to put their request in writing to the school.

Parents are to have a role to reinforce attitudes and values, personal and social skills, knowledge and understanding and to encourage a positive debate at all times.

Monitoring, Evaluation and Review

This SRE policy will be implemented throughout the (Life Skills) faculty (and year teams as appropriate). It will be regularly monitored and evaluated by the Head of Faculty.

The governing body will review this policy in May 2009 or before if directed by a change in Government policy.