Policy Statement - Health ( to Include Sex Education)

Policy Statement - Health ( to Include Sex Education)

<p> November 2015 WRAY COMMON PRIMARY SCHOOL</p><p>Relationships and Sex Education Policy</p><p>Governors’ Committee Responsible: Every Child Matters Committee</p><p>Policy Originator: Lucy Laing</p><p>Next review Date: Autumn 2017 (review cycle annual – Healthy Schools Porfolio)</p><p>Introduction At Wray Common Primary School, Relationships and Sex Education (RSE) is part of the personal, social and health education curriculum. We agree with the Sex Education Forum* who believe that “ALL children and young people are entitled to good quality sex and relationships education in a variety of settings. That Relationships and Sex education (RSE) is the joint responsibility of schools, parents, carers and communities and is an important element of children’s and young people’s development. It is part of lifelong learning, starting early in childhood and continuing throughout life. RSE is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. It should equip children and young people with the information, skills and values to have safe, fulfilling and enjoyable relationships and to take responsibility for their sexual health and well-being.”</p><p>*Sex Education Forum; a unique collaboration of organisations and practitioners. For more information about the work of the SEF Forum, resources and who the members are visit www.sexeducationforum.org.uk</p><p>At Wray Common Relationships and Sex Education (RSE) is about…  making friends and establishing relationships  negotiation and assertiveness  developing independence  communication and vocabulary  recognising the need for personal space and boundaries  understanding physical and emotional growth and change including puberty  valuing a healthy lifestyle  recognising the importance of caring for others  valuing ourselves and self-esteem  recognising and taking responsibility. </p><p>Aims of Relationships and Sex Education (RSE)  to offer balanced and factual information appropriate to the age and maturity of the pupils acknowledging the moral and ethical issues involved  to provide a developmental programme which lays a foundation for further work in adolescence  to work in partnership with parents to complement and support the work of parents  to help prepare pupils for the experiences, responsibilities and experiences of adult life  to work within a moral and values framework provided by the PSHE policy  to develop the skills needed to express feelings and emotions</p><p>1 Objectives  To discover what pupils know, understand, think and feel and to identify their needs.  To create a programme for progressive and differentiated learning which caters to pupils' needs and is sensitive to individuals and groups.  To encourage unembarrassed acceptance of sexuality by providing appropriate vocabulary for parts of the body and encourage positive attitudes to all bodily functions.  To generate an atmosphere where questions and discussions on sexual matters can take place without embarrassment.  To counteract misunderstanding of how the body functions.  To enable pupils to accept variation in rates of growth and development (physical, emotional, social) and in ages when puberty or sexual activities commence.  To provide constant reassurance that change is part of the life cycle and to give help in adjusting to these changes.  To recognise the value of loving and caring relationships.</p><p>Principles of Teaching and Learning It is important that a range of teaching approaches is employed. Children need to acquire knowledge but will also have opportunities to discuss issues openly. Group work is important as it enables children to develop personal and social skills, exchange ideas and express attitudes. Consideration needs to be given to the organisation of group work, for example, size and composition of groups, negotiating ground rules to promote a confident and secure atmosphere. Some of the sex education may be taught in single-sex groups where deamed appropriate by class teachers. </p><p>PROGRAMME CONTENTS The teaching of all relationship and sex education is set within a clear, balanced, sensitive and moral framework in which pupils are encouraged to consider the importance of respect, acceptance of responsibility, sensitivity, self-esteem, dignity, self-restraint, loyalty and fidelity.</p><p>At Wray Common it is taught from Reception to Year 6 with a focus on the following key areas.  Relationships  My body  Lifecycles  Feelings and attitudes  Keeping safe and looking after myself  People who can help me. </p><p>The full curriculum overview can be found in appendix 1. </p><p>Many objectives link to other topics covered in PSHE such as Friendship and E-safety and it is important that children are aware of these links. </p><p>Teachers plan their own lessons from the objectives in our Wray Common curriculum with support from a variety of books and resources including The Christopher Winter project and Channel 4 Living and Growing series. Teachers will use resources that they deem appropriate to the objectives that they are teaching. </p><p>Books are available to the children in the library and in classroom reading corners and age appropriate material is available from the PSHE co-ordinator. </p><p>Responding to Pupils' Questions</p><p>2 During lessons on relationship and sex education pupils may ask questions about topics which are not specifically taught as part of a planned programme. Such topics might include contraception, sexually transmitted diseases, homosexuality, abortion and rape. The teacher has to decide whether: 1. To answer the question right away. 2. To ask the child to wait for the answer until the class has been dismissed. 3. To contact the child's parents. 4. To deal with the question in accordance with the school's Child Protection Policy</p><p>As a general rule, if the question is about something which is likely to be appropriate to and relevant for the majority of the class, then it should be answered honestly, openly and right away. All staff, including teaching and support staff, may be asked questions relating to sexual matters. The adult should be clear about what the child wants to know and the reason why. This will give an indication of the child's own level of understanding. If possible a simple, honest answer should be given but if a member of staff feels uncomfortable then the question should be referred to the head teacher and/or the child's class teacher. Staff should not promise confidentiality. If a child protection issue came to light, it must be reported to the CPLO who would take the appropriate action.</p><p>Child Protection (CP) and Confidentiality issues It is possible that in the sensitive atmosphere of RSE something a pupil says might suggest a child protection concern. In that situation, staff must follow the school's Child Protection Policy, sharing the information straight away with one of the school's designated CP officers. Staff must not promise confidentiality to pupils.</p><p>Working with parents At Wray Common we respect the fact that parents are key people in teaching their children about relationships and sex, helping them to cope with the physical and emotional aspects of growing up, preparing them for the challenges and responsibilities that sexual maturity brings. It is our intention to allow all parents the opportunity to see our RSE Policy and to view any materials that pupils will see or use prior to RSE input. We will also inform all parents/guardians that ... "All parents have the right to withdraw their children from all or part of the S.R.E programme other than those elements that are required by the National Curriculum Science Order." (Latest S.R.E guidance 2000) However, we will endeavour to respond to individual cases with suggestions about information they can either borrow from school or obtain through the local Health Services.</p><p>A parents evening will be run by the annually in the summer term to support parents with the teaching of RSE. At this event parents will be given the opportunity to view the curriculum objectives and supporting materials. A teacher from each year group will be available to answer any questions relating to the programme.</p><p>Use of Visitors If visitors, for example the school nurse, are used to support the provision of sex education, the teacher(s) must ensure that:  A preliminary meeting has taken place to ensure appropriate content  That the content of the school's policy is known and understood  That the needs of the individual class are catered for  The teacher is present so they can follow up the input at a later stage  The visitor can offer something specific and useful that the teacher cannot  The pupils have been told before hand of the visit and are prepared</p><p>3  That the visitor has experience in RSE and working with children.</p><p>Equal Opportunities Children will have equal access to the relationship and sex education unless specifically withdrawn from this provision by their parents. Extra care will be taken to ensure sensitivity is shown towards children whose maturity, experience of family life, sexual knowledge and moral framework is a cause for concern.</p><p>The Governors are mindful of the range of religious and cultural issues associated with sex education and ask any parents who have concerns arising from their cultural, religious or ethnic beliefs to discuss these with the Headteacher.</p><p>Links to other policies PSHE Policy Teaching and Learning Policy Behaviour Policy Anti-Bullying Policy Single Equality Scheme</p><p>4 Appendix 1 Relationships and Sex Education Curriculum Overview</p><p>Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Relationships Who is in my Who is in Who is in How are How do What are the What is love? family? my family? my family? other families important How do we What does How are How are families change over relationships show love to my family do other other similar or time? in my life one another? for me? families families different to Why are now? Are boys and What similar or similar or mine? some parents Can people of girls expected different different different How have my married and the same sex to behave types of to mine? to mine? relationships some not? love one differently in family are changed over What are another? Is relationships? there? time? the this ok? Why? different What are the Can some types of different relationships family? kinds of be harmful? partnerships What should I and families? do if someone What do the is being bullied words lesbian or abused? and gay Why are mean? families Why does important for calling having babies someone ‘gay’ and bringing count as them up? bullying? My body What are How are How has my How has my Why and how What is Is my body the girls and body body changed is my body puberty? normal? What different boys bodies changed since I was a changing? Does is a normal parts of my different? since I was baby? What are everyone go body? body called? What do a baby? Why is my the through it? How are we call the What are body similarities At what age? girls’ and different the changing? between How will my boys’ parts of similarities Why are boys and body change different? girls’ and between some children girls? as I get boys’ boys and growing Should boys older? bodies? girls? quicker than and girls How can I others? behave keep my differently? body clean? Why are some girls in my class taller than the boys? How do boys and girls grow differently?</p><p>5 Lifecycles How much How are How much How do Why does What is sex? Does conception have I other have I different having a What is sexual always occur or can changed children changed animals have baby need a intercourse? it be prevented? since I similar or since I was a babies? male and How many Do adults have a was a different baby? How do female? sperm does a choice whether baby? to me? How are different What are man produce? they want to have a other animals look eggs and How many eggs baby or not? children after their sperm? does a woman How do families similar or babies have? with same-sex different to before and How do sperm parents have me? after birth? reach the egg babies? to make a baby? How does the baby develop? How is the baby born? What does a new baby need to keep it happy and healthy? Feelings How are How are How are you What makes Why are What kind of What are wet and you you feeling? me feel my feelings feelings come dreams? attitudes feeling? feeling? What good? changing as with puberty? What is What different What makes I get What are masturbation? Is it different feelings do me feel older? sexual normal? feelings do you know? bad? How do I feelings? Can I believe you know? What makes How do I feel about How can I cope everything I see on What your feel like know what growing up with these the TV about makes you this? Why other and different perfect bodies / feel like are feelings people are changing? feelings and relationships/girls this? important? feeling? How can I mood swings? and boys to be cope with How can I say true? What do strong no to someone families from feelings? without other cultures of hurting their religions think feelings? about growing up? What do I do if my family or friends don’t see things the way I do? </p><p>Keeping Which Which Which Which parts of Which parts of Which parts of Which parts of 6 safe parts of parts of parts of my my body are my body are my body are my body are and my body my body body are private? private? private? private? looking are are private? When it is ok When it is ok When it is ok to What do I do if after private? private? When it is to let someone to let someone let someone someone wants myself When it is When it is ok to let touch me? touch me? touch me? me to do ok to let ok to let someone What do I do if What do I do if What do I do if something someone someone touch me? someone wants someone wants someone wants dangerous, touch me? touch me? How can I me to do me to do me to do wrong or that Who say no? something something something makes me feel should I When is it dangerous, dangerous, dangerous, uncomfortable? tell if good or bad wrong or makes wrong or makes wrong or makes How can I look someone to keep me feel me feel me feel after my body wants to secrets? uncomfortable? uncomfortable? uncomfortable? when I am going touch my When is it good When is it good How can I look through private or bad to keep or bad to keep after my body puberty? parts? secrets? secrets? now I am going What are good How can girls through habits for manage puberty? looking after periods? How can girls my growing manage body? periods? What are wet dreams?</p><p>People Who can I Who can I Who can I Who can I talk Who can I talk Who can I talk Who can I talk who ask if I ask if I ask if I to if I feel to if I feel to if I want to if I want help me need to need to need to anxious or anxious or help or advice? help or advice? know know know unhappy? unhappy? Where can I Where can I something? something? something? Where can I Where can I find find Who can I Who can I Who can I find find information information go to if I go to if I talk to if I information information about puberty about puberty am worried am worried feel about growing about growing and sex? and sex? about about anxious or up? up? How can I find How can I find something? something? unhappy? reliable reliable information information about these about these things safely on things safely on the internet? the internet?</p><p>7 Appendix 2</p><p>Key Stage 1 – Sex and Relationships Education in the Curriculum </p><p>Science: Statutory Programme of study: PSHE: Non-statutory Framework (NC, (NC, 1999) 1999) Pupils should be taught: Pupils should be taught: Life processes Developing a healthy, safer lifestyle That animals, including humans, move, About the process of growing from young to feed, grow, use their senses and reproduce old and how people’s needs change The names of the main parts of the body Humans and other animals Rules for, and ways of, keeping safe…and To recognize and compare the main about people who can help them to stay external parts of the bodies of humans and safe other animals Developing good relationships and That humans and other animals can respecting the differences between people produce offspring and that these offspring To recognise how their behaviour affects grow into adults other people To listen to other people, and play and work cooperatively To identify and respect the differences and similarities between people That families and friends should care for each other That there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying </p><p>8 Key Stage 2 – Sex and Relationships Education in the Curriculum</p><p>Science: Statutory Programme of study: PSHE: Non-statutory Framework (NC, (NC, 1999) 1999) Pupils should be taught: Pupils should be taught: Life processes Developing confidence and responsibility That the life processes common to humans and making the most of their abilities and other animals include nutrition, To recognise as they approach puberty, movement, growth and reproduction how people’s emotions change at that time and how to deal with their feelings towards Humans and other animals themselves, their family and others in a About the main stages of the human positive way lifecycle Developing a healthy, safer lifestyle About how the body changes as they approach puberty To recognise the different risks in different situations and then decide how to behave responsibly, including….judging what kind of physical contact is acceptable and unacceptable That pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong </p><p>Developing good relationships and respecting the differences between people That their actions affect themselves and others, to care about other people’s feelings and to try to see things from their point of view To be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships To recognise and challenge stereotypes That differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability Where individuals, families and groups can get help and support </p><p>9</p>

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