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Policy Guidance for Governing Bodies

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Policy Guidance for Governing Bodies Human Relationships and Sex Education. Policy Guidance for Governing Bodies. Page !1 Human Relationships and Sex Education. 1 Policy Guidance for Governing Bodies. 1 Introduction. 3 Why is teaching and learning about human relationships and sexuality important?4 The Statutory Framework in Education. 5 Legal Roles and Responsibilities. 5 Non-statutory guidance 7 The Legal Rights of Parents. 7 The Wider Legal Context. 7 Consent 9 Roles and Responsibilities. 11 The Role of Parents. 11 The Role of Governors. 11 The Role of the Headteacher. 12 The Role of Staff. 13 The Role of the Diocese and the Parish. 14 Developing a School Policy for Human Relationships and Sex Education. 15 The process. 15 Policy framework. 16 Page !2 Introduction. This document aims to guide Governing Bodies in the production of a policy to support their schools as they, in turn, support the formation of the children and young adults they serve. The document is intended to underpin the process of policy formation and should be read in conjunction with the Diocese’s guidance on teaching and learning about human relationships and sex education. It outlines: • The Legal Context • Roles and responsibilities • A policy framework It is recognised that this is a challenging area for schools as they are at the meeting point of Church and the wider world where the values of the Catholic faith may appear distant from lived experience. Human relationships and sex education offers more scope for deepening understanding about the nature of human love, than sex and relationships education. This is because in the Christ centred vision of life, human dignity informs all our actions and interactions with others. Understanding the Catholic vision of human sexual relationships can only be achieved and celebrated as part of the wider context of Christ’s love and his unique revelation of humankind’s relationship with God, the Creator. Dear Friends, let us love one another because love comes from God. Everyone who loves has been born of God and knows God. 1 John 4:7 PLEASE NOTE: This document is issued in partnership with ‘Human Relationships and Sex Education: An overview of the Church’s teaching for educators’. It is expected that Governing Bodies will use both these documents to guide them in overseeing high quality provision. Page !3 Why is teaching and learning about human relationships and sexuality important? The defining belief of Christianity is that God took on human form. This endows the human form with with an extraordinary dignity that goes beyond that of all other forms of life and shows that humanity alone can embrace this relationship with the Divine. Therefore, our relationship with our own bodies is not casual but infused with the Holy Spirit. Any teaching about love and sexual relationships in school must be rooted in this belief which is expressed in the Church’s teaching about relationships, marriage, sex and family life. The Church offers education to young people as it is part of complete human formation. Education about human love is no less a part of a Catholic schools responsibility that teaching about mathematics or English. “A true ‘formation’, is not limited to the informing of the intellect, but must pay particular attention to the will, to feelings and emotions. In fact, in order to move to maturation in affective-sexual life, self control is necessary, which presupposes such virtues as modesty, temperance, respect for self and for others, openness to one's neighbour…All this is not possible if not in the power of the salvation which comes from Jesus Christ.” Sacred Congregation for Catholic Education. Educational Guidance in Human Love n35 Schools play a vital part in teaching young people about how to form relationships, including loving relationships. It is recognised that in many schools, teachers are evangelising the young people who attend. That the Church’s view of married, family life is not mirrored in the experience of the communities we serve and the role of parents in teaching their children about loving relationships and the place of sex within marriage is frequently diminished. This makes the need for a strong policy and curriculum in human relationships and sex education (HRSE) more urgent. The Department for Education (2000) suggests that sex and relationship education should build on the children’s own experiences, be sensitive to the specific domestic contexts the children come from, form attitudes and values towards relationships, develop personal and social skills and increase the knowledge and understanding of each young person as they grow about their relationships and well being, including sexual health. The Diocese of Lancaster supports all these aims in educating about relationships and sex education though recognises that the Church’s objectives in this are about complete human formation. Page !4 The Statutory Framework in Education. “I am created to do or be something for which no one else is created. I have a place in God’s counsels, in God’s world which no one else has.” John Henry Newman 1801-1890 The statutory framework that surrounds education about human relationships largely falls within three key areas. • The National Curriculum (2014) • Statutory Guidance: ‘Sex and Relationships Education Guidance’ (2000) • The Children’s Act (2004) Additionally, non statutory guidance directs policy and guides the work of OFSTED as it seeks to promote what is perceived as best practice, which may go beyond the limits of statute. For example, in 2013 OFSTED produced a report on Sex and Relationships Education in schools entitled, ‘Not Yet Good Enough’ and the Department for Health recognised the role of schools in its ‘Sexual Health Improvement Framework’ (2013). Whilst non statutory documents may not have powers to enforce education around certain issues, they do form the basis upon which judgements about school performance are based. Legal Roles and Responsibilities. It is the responsibility of the Governing Body of a maintained school to ensure that a Sex and Relationships Policy is in place, produced in consultation with parents. In academies and free schools a policy for Sex and Relationships Education (SRE) is advisable, but not a statutory requirement. Academies and free schools are required to have due regard for the statutory guidance. However, the Diocese of Lancaster Education Service requires that all schools within the Diocese have a policy in line with Section 48 inspection requirements. (The term sex and relationships should be replaced in polices with human relationships and sex education. However, the term sex and relationships education, SRE, is used in some statutory and non-statutory guidance.) The key points within this guidance are as follows: 1. All schools must have an up-to-date relationship and sex education policy, drawn up by the governing body, and available to parents and for inspection. 2. This should be developed in consultation with parents and the wider community. Page !5 3. Primary schools should have clear parameters on what children will be taught in the transition year before moving to secondary school, and that parents be consulted. 4. Secondary schools’ policies must include how they will teach the relevant National Curriculum Science topics and how they will provide sex and relationship education as part of Personal, Social, Health and Economic Education (PSHE). 5. Policies should be inclusive of all pupils. 6. Having a policy in line with this guidance will be a key part of meeting the criteria for sex and relationship education outlined in the National Healthy School Standard. 7. State funded maintained schools must also comply with the requirements of the National Curriculum. The science curriculum, Key Stages 1-3, covers aspects of reproduction in plants and animals, including humans. Parents do not have the right to withdraw children from these lessons, though they retain the right to withdraw children from Sex and Relationships education. The Children’s Act (2004) outlined that part of the inspection framework for schools would look at the contribution schools make to pupil well-being. Though this has remained, no model for measuring ‘well-being’ has been devised. It remains a matter for school self evaluation and inspector judgement. The report of the Education Select Committee ‘Life Lessons’ (2015) suggests that well-being is a huge part of relationships and sex education. State Funded Maintained Schools Academies and Free Schools Whole Curriculum Every state-funded school must offer a curriculum which is balanced and broadly based* and which: -promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; -prepares pupils at the school for the opportunities, responsibilities and experiences of later life. Personal, Social, Health & Department for Education: All schools should make provision for Economic Education PSHE, drawing on best practice. Schools are free to develop their own PSHE programme to reflect the needs of their pupils. Sex and Relationships Education Statutory for secondary aged children to have sex educations that includes HIV, Aids and other sexually transmitted infections Sex and Relationships Education Any school that provides SRE has a statutory duty to have due regard Guidance to Sex and Relationships Education Guidance DfEE 2000 National Curriculum Statutory sex education forms part of the science programmes of study across Key Stages 1-3. Page !6 State Funded Maintained Schools Academies and Free Schools Sex and Relationships Education DfEE Guidance (2000) states that SRE policy is advisable but not Policy all schools should have an up to compulsory date SRE policy available for inspections and on request for parents or carers. *See Section 78 of the 2002 Education Act which applies to all maintained schools. Academies are also required to offer a broad and balanced curriculum in accordance with Section 1 of the 2010 Academies Act.Non-statutory guidance.
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