SRE Policy

Name of school- St Marys

Date policy completed–January - 2015

Member(s) of staff responsible-Ben Lavin

Details of approval by governors- February2015

Date of review.Jan 2016

2. Information about…

Formed in the image and likeness of their Creator, all human beings have within them the

Potential for life in all of its beauty and fullness, that longing for integrity and wholeness

finds its aspiration and its fulfilment in the person of Jesus Christ. Personal Relationships

and Sex Education offers an excellent opportunity to express our fundamental belief that

all aspects of life have the capacity to lead us to God. The values contained in Sex and

Personal Relationships Education are worthy of serious study and integration across all

curriculum areas2.

We are involved in Personal Relationships and Sex Education precisely because of our

Catholic beliefs about God and about the human person: God is a community.

“Basically, education for authentic love, authentic only if it becomes kind, well-disposed love,

involves accepting the person who is loved and considering his or her good as one’s

own; hence this implies educating in right relationships with others. Children, adolescents

and young people should be taught how to enter into healthy relationships with God, with

their parents, their brothers and sisters, with their companions of the same or the opposite

sex, and with adults.”

Laying the Foundations for Education in Personal Relationships and Sexuality

1.A Contemporary Programme

We will help pupils to have a properly formed conscience to enable them to make right judgements, and to take the right actions in the many and varied situations inwhich they may find themselves, which take into account the values of the family, churchand cultures to which they belong. As individuals they will assume increasingresponsibility for managing their own lifestyles. This will involve those making choicesabout lifestyle and acting on those decisions. This is one of the reasons why withinCatholic schools there is a real need to give gradual and positive education aboutpersonal relationships and sex in a developmental programme.

2.A Whole Person Approach

The SRE programme cannot be reduced to mechanical and biological functions. There must first be an acceptance of pupils as sexual beings; “sexuality is a fundamental component ofpersonality, one of its modes of being … it is an integral part of the development of the personality and of the educative process.”6 Catholic schools have the responsibility toensure that the information given to pupils is received in the context of the teachings ofthe Catholic Church and, therefore, based on sound moral principles. Young people needto be brought to an appreciation of the true potential of their lives when they are lived inlove, selflessness and fidelity to God who is its source, as revealed by Jesus Christ.

3.St Mary’s whole School Approach

The experience of life in school, through both the formal and the wider curriculum,should promote the common set of values which are taught by the Catholic Church andupon which the personal virtues of prudence, justice, fortitude and temperancecan bebuilt. Pupils are accepted whatever their background. They will have different maturationrates and different levels of sexual awareness. The pressures on them, from society andthe media, often subliminal, cannot be underestimated. The school must be ready toaccompany them on their journey to adulthood, modelling for them and enabling them tobecome capable of whole and wholesome relationships, and discerning their calling.

Nothing that is taught in schools should be divorced from these values. Consequently,while a senior member of staff should be responsible for the development and coordinationof the necessary programmes, it should also be seen as a responsibility sharedby the whole staff of St Marys , with the whole range of the curriculum contributing to the formation of right moral attitudes in our children and young people.

The SRE policy has been put together in consultation with the staff and parents and carers. The governing body were also asked to be involved in the process of agreeing our principles at St Marys.

At St Marys we aim to meet the needs of all our pupils and respond to the range of cultures and sexual diversity

Our aim is to:

  • provide an effective SRE programme which meets the needs of all our pupils;
  • provide opportunities for all pupils to understand themselves within the wider context of physical and emotional changes and to equip them with the skills and understandings to be confident with their own sexuality.
  • To ensure Sex and relationships education:
  • is a partnership between home and school
  • ensures children and young people’s views are actively sought to influence lesson planning and teaching
  • starts early and is relevant to pupils at each stage in their development and maturity
  • is taught by people who are trained and confident in talking about issues such as healthy and unhealthy relationships, equality, pleasure, respect, abuse, sexuality, gender identity, sex and consent
  • includes the acquisition of knowledge, the development of life skills and respectful attitudes and values
  • has sufficient time to cover a wide range of topics, with a strong emphasis on relationships, consent, rights, responsibilities to others, negotiation and communication skills, and accessing services
  • helps pupils understand on and offline safety, consent, violence and exploitation

• is both medically and factually correct and treats sex as a normal and pleasurable fact of life

• is inclusive of difference: gender identity, sexual orientation, disability, ethnicity, culture, age, faith or belief, or other life experience

• uses active learning methods, and is rigorously planned, assessed and evaluated

• helps pupils understand a range of views and beliefs about relationships and sex in society including some of the mixed messages about gender, sex and sexuality from different sources including the media

• teaches pupils about the law and their rights to confidentiality even if they are under 16, and is linked to school-based and community health services and organisations.

• promotes equality in relationships, recognises and challenges gender inequality and reflects girls’ and boys’ different experiences and needs

It contributes to:

• a positive ethos and environment for learning

• safeguarding pupils (Children Act 2004), promoting their emotional wellbeing, and improving their ability to achieve in school

• a better understanding of diversity and inclusion, a reduction in gender-based and homophobic prejudice, bullying and violence and an understanding of the difference between consenting and exploitative relationships

• helping pupils keep themselves safe from harm, both on and offline, enjoy their relationships and build confidence in accessing services if they need help and advice

• reducing early sexual activity, teenage conceptions, sexually transmitted infections, sexual exploitation and abuse, domestic violence and bullying

4. Organisation and planning

Name of co-ordinator.Sarah Geddis, Jessica Waywell, Bernadette Bonnar

Teachers involved in delivery–all

Teaching methods and approaches-RE curriculum directory and Salford diocese faith based way truth and the Life

  • The named governor is Margaret Hyde
  • The teacher with responsibility for SRE is Jessica Waywell
  • All teachers are involved in delivering age and stage appropriate SRE to the Key Stage in which they are working.
  • Teaching methods and approaches(differentiation, assessment and evaluation)
  • Class organisation

As in all areas of the curriculum, teachers will use a variety of teaching and learning methods and approaches including discussion, project learning, DVD, circle time, group work, drama and role play.

Assessment should be planned as an integral part of teaching and learning. It should be active and participatory, helping pupils to recognise the progress they are making in developing their skills, attitudes, knowledge and understanding including their contribution to learning.

In general, pupils will be taught in their normal mixed gender classes, although on occasion activities may be organised in single gender groupings to enable the pupils to focus on specific issues. (this aspect of the policy may need an equality impact analysis - see accompanying EIA proforma)

  • Staff training – we actively encourage staff development.

We actively encourage staff training through our ongoing programme of continuous professional development for all areas of PSHCE to ensure that teachers are confident and skilled in the effective delivery of SRE.

  • Resources

Governors have agreed an annual sum of £500 to support INSET to update resources.

  • Criteria for the selection of resources
  • Using outside speakers

We believe that the class teacher is the most appropriate person to deliver the SRE programme. However, staff will work closely with the School Health Team who supports the delivery of the programme. The School Health Team is fully aware of and involved in the development of the SRE programme, its aims and objectives.

5. Legal aspects relating to SRE and cross referencing to other policies.

The biological elements of SRE, including puberty and reproduction as set out in the National Curriculum Science Order are mandatory for all pupils.

All schools must provide an up to date policy that describes the content and organisation of any SRE provided outside the National Curriculum Science Order.

Primary schools should have a policy statement that describes the SRE provided, or that gives a statement of the decision not to provide SRE other than that provided in the National Curriculum Science Order.

Sex and Relationships Education Guidance(Ref: DfEE 0116/2000)

In 2000 the DFE, (then DFEE) developed the SRE Guidance which is supported in legislation by the Learning and Skills Act 2000. It aims to support schools in developing SRE, and school governors are required to take regard of this guidance.

The guidance strongly recommends that all primary schools provide SRE.

The guidance states the following:

  • Young people must learn about the nature of marriage and its importance for family life and the bringing up of pupil.
  • Young people should be protected from teaching materials which are inappropriate, having regard to the age and the religious and cultural background of the pupils concerned.
  • Parents have the right to withdraw their pupil from the non-statutory elements of SRE.
  • Both mainstream schools and special schools have a duty to ensure that pupil with special needs and learning difficulties are properly included in SRE.

The Equality Act 2010 has three main aims. It requires public bodies to have due regard to the need to:

  • Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Act.
  • Advance equality of opportunity between people who share a protected characteristics and people who do not share it
  • Foster good relations between people who share a protected characteristic and people who do not share it.

Specific duties will require schools to:-

a)publish information to demonstrate how they comply

b)prepare and publish equality objectives

Schools are now required to comply with the new Equality Duty.

Other school policies which this policy may be cross referenced to:-

  • PSHCE
  • Confidentiality
  • Safeguarding/Child protection
  • Anti bullying
  • Teaching and learning
  • Single Equality and Community Cohesion

6. Creating a safe environment for teaching and learning.

  • Confidentiality, boundaries

Teachers cannot offer unconditional confidentiality. We believe our pupils need to be aware of this and understand the issues involved. It is our aim to support all our pupils through effective procedures. A school policy on confidentiality has been discussed and agreed at a staff meeting and pupils are aware of its content.

Staff are aware that pupils sometimes share information of a confidential nature and understand and value the importance of their role. Staff will treat every confidence in a sensitive way so that the pupil feels supported but not gossiped about. However, both pupils and staff understand that there are some instances where confidences will have to be shared with others in order to protect and support the pupil. For example, if a child makes reference to being involved, or likely to be involved in sexual activity, this will be dealt with through the school’s Child Protection Procedures, which are in line with Rochdale Borough Safeguarding Board Procedures.

It is St Mary’s aim that pupils feel confident and comfortable when asking questions both in class and around school. In most cases, pupil’s questions will be answered openly and honestly. However, on occasion, pupils may ask questions that are not appropriate i.e. questions about a teacher’s personal life or of a sensitive nature.

Teachers will develop a supportive climate in their classroom, with clearly defined ways of working and the appropriate language to use. In addition, staff have discussed a range of possible questions and have agreed that some questions may need to be answered on an individual basis and some may require a measured response appropriate to the maturity and level of understanding of the child. In some instances certain questions will require parental involvement.

How the school will deal with specific issues, including challenging inappropriate comments and behaviours such as homophobic bullying, gender stereotyping and difference.

7. Working with parents or carers.

We as a school will work closely with parents and carers to raise the awareness of the breadth of SRE, how and when it is taught in school. The policy and programme of work is available to all parents and carers and we hold an annual parents’ and carers’ meeting in order to review and evaluate the programme of SRE within the wider context of PSHCE.

In addition, a range of materials is available on loan to parents and carers who wish to view the resources we use and to complement the work at home.

A brief summary of the SRE programme is included in the PSHCE Section of the school handbook.

We acknowledge in the handbook the right of parents/carers to withdraw their pupil from those aspects of the SRE programme not included in the NC science. We encourage all parents who have concerns to discuss these with Mr Lavin,Mrs Geddisor the PSHCE Co-ordinator.

8. SRE programme content.

  • Addressing CSE through the primary curriculum - see document below

9. Monitoring and evaluation.

St Marys is committed to delivering effective SRE for its pupils and recognises the value and importance of monitoring and evaluating the provision of SRE and the way in which all individuals are supported. The school has established an on-going process of monitoring the SRE programme through the work of the PSHCE Co-ordinator, which includes lesson observation, and teacher, pupil, parent or carer feedback.

The PSHCE co-ordinator will report findings to the Governing Body on an annual basis in order to inform future planning.

This policy will be reviewed on a two yearly basis and amended according to DFE and LA guidance.

10. Disseminating the policy.

  • All staff members and governors will receive a copy of the policy
  • The policy is included in the staff handbook
  • A summary is included in the handbook to parents and carers
  • Copies of the policy are also available free of charge from the school office on request
  • The policy will be on the school website

Appendices

  • NSPCC Safeguarding in Education Service May 2013 – see document below
  • Sex and Relationships Education (SRE) for the 21st Century – see document below
  • A Summary of Catholic Teaching, concerning Marriage and Sexualityand its delivery in Catholic Schools

Introduction

This short document has been written in response to the needs of School Governors,

Catholic Teachers, Teachers who are not Catholics and Local Authorities.

It is a very simple summary of Catholic teaching concerning Marriage and Sexualitytogether with some guidelines for passing on that teaching. The document is intended toconfirm the faith of Catholic teachers, to offer guidance to non-Catholic teachers and toinform Local Authorities about the basics of Catholic teaching in an area which is ofconcern to us all.

This document is an important tool for the Governors and Staff of Catholic Schools. It isenvisaged that in the evaluation or production of policies, the assessment of resources andthe delivery of lessons which involve any aspect of Catholic teaching concerningmarriage and sexuality, careful account will be taken of the contents of this document.

There are two important elements to keep in mind when considering the subjects ofmarriage and sexuality in a Catholic school. The first is that it is parents who are the“first teachers of their child in the ways of faith” (The Rite of Baptism). The second is thatteaching, learning and discussion should always be conducted in the context of loving,committed and permanent relationships. The ‘facts of life’ should always be given in a‘moral’ context because sexual activity always has moral consequences.

The numbers at the end of each section are references to paragraphs in the Catechism ofthe Catholic Church (CCC), first published in 1992. The Catechism explains the teachingof the Catholic Church in reference to Scripture and Tradition in a way not possible inthis summary. Those with the primary responsibility of evaluating or producing policies,assessing resources or delivering lessons which involve any aspect of Catholic teachingconcerning marriage and sexuality would certainly need to refer to the Catechism of theCatholic Church which is “a sure and authentic reference text for teaching Catholic

doctrine” (Pope Benedict XVI, ‘Motu proprio’ for approval and publication of theCompendium of the Catechism of the Catholic Church, 2005).