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South Wonston Primary School Together, we will nurture, inspire, challenge and achieve

Sex and Relationship Policy

 

Purpose

 

At South Wonston Primary School, in line with the school aims, Sex and Relationship Education will be delivered as part of the whole curriculum to promote the spiritual, moral, cultural, mental and physical development of our pupils.  We believe that sex and relationship education provides the basis for developing young children’s attitudes, values and sensitivities to others. Through a planned and structured approach, children will develop a positive sense of self as well as a respect and responsibility for themselves and others.

It will help to prepare pupils for the opportunities, responsibilities and experiences of adult life, enabling them to make wise choices to be healthy and keep safe. It will help pupils to respect themselves and others, moving with confidence from childhood through adolescence into adulthood.

It is a lifelong learning about physical, moral and emotional development. It is about the understanding of the value of marriage and stable and loving relationships based on respect, love and care as the foundation of family life.

It is also about teaching the biology of sex, sexuality and sexual health.

 

It has three main elements:

  • attitudes and values;
  • personal and social skills;
  • knowledge and understanding

 

Sex and Relationship Education will be taught at this school as part of Personal, Social, Health Education (PSHE) and Citizenship Education and National Curriculum Science.  

Parents are the key figures in helping children to deal with the emotional and physical aspects of growing up. South Wonston School’s teaching will be complementary and supportive to the role of parents.

 

Aims

 

As a result of the Sex and Relationship Education pupils will develop:

  • respect for self and respect for others;
  • self-esteem and take responsibility for their own actions and personal safety;
  • a sense of responsibility for their family, friends, school and wider community;
  • the ability and confidence to make informed decisions;
  • an understanding of the importance of family life
  • a healthy and safe lifestyle
  • an understanding of the changes in their bodies as they grow towards adulthood
  • a respect for their own bodies
  • an understanding of the importance of sexual activities as part of a committed long term and loving relationship
 
Responsibilities

 

Teaching is the responsibility of the class teacher, although visitors may be used to enhance the programme. Their contribution will be planned and they will teach alongside the class teacher

 

Teaching Strategies   

 

A set of ‘ground rules’ will help teachers create a ‘safe environment’ in which they do not feel embarrassed, or anxious, about unintended or unexpected questions, or comments from pupils. Teachers can avoid embarrassment and protect pupils’ privacy by always depersonalising discussions. Mixed gender groups will usually be used for most teaching.

 

Key points
  • Questions raised after showing the children any DVD will be dealt with sensitively.   The children’s personal views on an individual level will be dealt with, with discretion. They have a right to expect schools to provide a safe and secure environment. Any fears or worries they bring into the classroom should not go unnoticed by staff.
  • Teachers need to be aware that effective sex and relationship education, which brings an understanding of what is and is not acceptable in a relationship, can lead to a disclosure of a child protection issue. The school believes that individual teachers must use their skill and professionalism in these situations and refer to the head teacher (Designated Safeguarding Lead) or deputy head teacher (Deputy Designated Safeguarding Lead) if they are concerned. All discussions will take place in line with the Child’s Protection Act and Discrimination Act
  • Parents have the right to withdraw their children from Sex and Relationship Education lessons. They are asked to talk to the Headteacher about their concerns and if these are not satisfied, to put in writing their wishes to withdraw their child from the aspects of teaching that do not form part of the national curriculum science.

 

Guidelines

 

National Curriculum Science at Key Stage one and two states that pupils should be taught:

  • that humans and other animals can produce offspring and that these offspring grow into adults (Key Stage 1);
  • that the life processes common to humans and other animals include growth, nutrition and reproduction (Key Stage 2);
  • about the main stages of the human life cycle (Key stage 2).

 

National Curriculum non-statutory guidelines for PSHE and Citizenship state that pupils should be taught:

  • to recognise, as they approach puberty, how people’s emotions change at that time, and how to deal with their feelings towards themselves, their families and others in a positive way;
  • about how the body changes as they approach puberty;
  • to be aware of different types of relationship (i.e. marriage including same sex marriage and stable relationships, friendship and being part of a family) and to develop skills to be effective in stable relationships.

 

An overview of the SRE programme

 

As part of Sex and Relationship Education, pupils should be taught about the nature and importance of stable loving relationships including marriage, of family life including where parents are divorced or separated and bringing up children. Pupils should learn the significance of marriage and stable relationships as a key building block of community and society.

 

Foundation Stage

 

In Reception

Activities will be planned to help children recognise that their bodies are unique, similar in many ways, but also different; that their bodies have changed a lot in 4 years; name basic body parts and recognise stages of the basic human lifecycle. Circle time activities will be planned to foster children’s self esteem and help them to make sensible decisions.

 

Key Stage 1

 

In Year 1

Activities will be planned to help children recognise how their behaviour affects other people; to recognise, name and deal with their feelings in a positive way; to listen to other people, to play and work cooperatively; and provide opportunities for pupils to be able to express and develop their beliefs, opinions, values and attitudes whilst respecting the views of others.   They will have activities planned to help them understand relationships including marriage and other long term partnerships.

 

In Year 2

Activities will be planned to help children to share their opinions on things that matter to them and explain their views; that family and friends should care for one another; to realise that people have needs, and that they have a responsibility to be considerate and sensitive to the needs of those around them; and about the process of growing from young to old and how people’s needs change.

 

Key Stage 2

 

In Year 3

Activities will be planned to help the children understand relationships, particularly those between friends and families and to develop the skills to be effective in relationships.

 

In Year 4

Year4 will look at the nature of different relationships.

 

In Year 5

Activities will be planned to help the children to recognise, as they approach puberty, how peoples’ emotions change at that time, and how to deal with their feelings towards themselves, their family and others in a positive way. They will study how the body changes in puberty and how personal hygiene becomes particularly important. The children will watch a short DVD that explains the main changes they will experience during puberty. DVD materials are used to support the teaching of this unit of work.  There will be an opportunity for parents to view the DVD view at least two weeks before showing if they wish.

 

In Year 6

Activities will be planned to help the children to learn about caring for their bodies; menstruation and voice breaking; how a baby is conceived and born; safe people, safe places, safe choices and decision making. DVD materials are used to support the teaching of this unit of work.  There will be an opportunity for parents to view the DVD view at least two weeks before showing if they wish.

 

 

The Role of Parents

Our school is very aware that the primary responsibility for children’s sex education lies with their parents. We wish to build a positive and supporting relationship with the parents of our children through mutual understanding, trust and co-operation. In promoting this, we:

  • inform parents about the school’s sex and relationship education policy and practice;
  • answer any questions that parents may have about the sex and relationship education

           of their child;

  • take seriously any issues that parents raise with teachers or governors about our

           policy or our arrangements for sex education within the school;

 

 

We believe that through this mutual exchange of knowledge and information children will benefit from being given consistent messages about their changing body and their increasing responsibilities.

 

Parents have the opportunity to view the DVD’s, learning materials and resources used if they wish. The learning materials and resources will take into account the age and maturity of the children.

 

 

Parents’ Rights

Parents have the right to withdraw their child from all or part of our sex education programme other than what is required by the Science National Curriculum.

 

If a parent wishes their child to be withdrawn from sex education lessons, they are asked to talk to the Headteacher about their concerns. If these concerns are not satisfied they are asked to put in writing their wish to withdraw their child from the aspects of the programme they do not wish their child to participate in.

 

 

 

The Role of the Headteacher

It is the responsibility of the Headteacher to ensure that both staff and parents are informed about our sex and relationship policy, and to oversee its effective implementation. It is also the Headteacher’s responsibility to ensure that members of staff are given sufficient training so that they can teach it effectively and handle any difficult issues with sensitivity.

 

Staff Development

 

Staff development is addressed through:

  • in-house training
  • sharing of good practice
  • individual/group attendance at courses as appropriate.

 

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