This Board Exists to Equip People to Serve God Through Lifelong Learning in a Changing World

SECTION 11

SEX EDUCATION POLICY

L I V E R P O O L D I O C E S A N B O A R D O F E D U C A T I O N

This Board exists to equip people to serve God through lifelong learning in a changing world.

SEX EDUCATION IN CHURCH SCHOOLS

As a consequence of Section 241 of the 1993 Education Act, the Law:

·  requires Governors of maintained secondary schools to provide sex education (including education about HIV/AIDS and other sexually transmitted diseases (STDs) for all registered pupils;

·  removes references to AIDS, HIV, sexually transmitted diseases and aspects of human sexual behaviour other than biological aspects from National Curriculum Science;

·  grants parents the right to withdraw pupils from all or part of sex education outside the National Curriculum in both primary and secondary schools.

DBE POLICY STATEMENT FOR SEX EDUCATION

Sexuality and sexual relationships are not only a given fact of human existence but, in Christian belief, a gift of God as part of creation. It is important that, as they grow up, children come to an understanding of their own bodies, instincts and feelings. In this way they will be prepared for the opportunities, joys and responsibilities of permanent relationships with people of the opposite sex. Misunderstandings and misinformation can lead to the diminution and distortion of human relationships, resulting in a debasing of human existence, which has been given value and status through the Incarnation of Jesus Christ. Children from both happy and unhappy marriages and homes need to glimpse something of the wonder and security of family life as the proper context for sexual expression, and to grasp the Christian values of acceptances, forgiveness and loving another “as yourself”. Working from this basis, older pupils can then be enabled to acquire a deeper understanding of the full range of human sexuality. The Diocesan Board of Education believes that a right understanding and attitude to sexuality and sexual relationships can lead to a positive sense of personal identity and value. The nature of Christian marriage recognises that true sexual fulfilment requires maturity, self-discipline, a will to work for the other person and the resisting of exploitation. Equally Christian thinking recognises the existence of failure, judgement and the need for forgiveness and reconciliation.

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As pupils mature and become more sexually aware, the Church can make a distinctive and unique contribution to sex education by placing it within a Christian context of love, faithfulness and forgiveness. In this way they will become aware of their responsibility not only for themselves but also for those whom they love and the people with whom they live and work. Regardless of background, behaviour and sexual orientation, pupils should be caringly accepted within the Church School.

(Adapted from Sex Education Guidelines for Church School Governors, Alan Brown, National Society

1993)

In Primary Schools, governors continue to have the responsibility of deciding whether the school should provide sex education, of keeping a written statement of this decision, and of developing a policy outlining where and how sex education will be provided. This policy should be made available to all parents. Sex education must be provided for all registered pupils in maintained secondary schools. In Middle Schools this will mean that all secondary-aged pupils should be provided with sex education. Whether younger pupils will receive sex education will be dependent on the governors’ policy statement. In Secondary Schools, governors continue to be required to provide sex education (including education about HIV/AIDS and other STDs) for all registered pupils.

WORKING WITH PARENTS

Schools may wish to adapt this to reflect their own arrangements

·  This school makes provision for pupils where the parents have chosen to exercise their right of withdrawal.

·  Parents are informed about Sex Education in the School Prospectus and full details about the programme and this policy are available on request.

·  We welcome any further views and comments/questions from parents.

·  The following document offers guidance and assistance for developing or reviewing a policy for Church Schools.

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DISSEMINATION OF THE POLICY

Schools may wish to adapt this as necessary.

The following is an example of a Summary in School Prospectus:

“We believe that sex education is best dealt with within the family, but realise that school and home are partners in influencing the experiences of children. We try to match the practice followed in many homes, of answering questions and meeting needs as they arise naturally and according to the child’s maturity and ability to understand. Children are naturally curious and are nowadays unavoidably confronted with many issues through television, radio, magazines etc.which they will want to discuss. We encourage children to have due regard to moral considerations and the value of family life.” “Where appropriate, the curriculum will include an element of sex education and the matter will also be sensitively dealt with, as it arises, in the classroom. Parents are welcome to talk with staff about what is being taught and the school’s sex education policy is available to parents on request.”

(Rothley CE Primary School)

Full details of the Policy and content of the Sex Education Programme is available on request to:

·  Parents

·  Teachers

·  Governors

·  DBE Officers

·  LEA officers

·  OFSTED inspectors

·  School Health Service staff

·  Staff in the Family of Schools

CONSULTATION PROCESS

In line with the DBE principle of participation and partnerships, the following were consulted when drawing up this policy:

·  The Headteacher

·  Parents

·  Governors

·  Teachers

·  School Nurse

·  LEA Adviser

The consultation process took the form of:

·  Newsletter

·  Staff and Parent Governor meetings

·  Circulation of draft policy

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AIMS OF THE SEX EDUCATION PROGRAMME

Schools can draft their own aims or adapt the aims suggested below.

Recognising that human beings are made in the image of God, it is our aim, for sex education at this school to:

·  encourage exploration of values and moral issues, consideration of sexuality and personal relationships and the development of communication and decision making skills within a Christian context;

·  foster self-esteem, self-awareness, a sense of moral responsibility;

·  emphasise the importance of relationships with, respect for and responsibilities towards other people;

·  respond appropriately and sensitively to children’s questions as they arise;

·  help children base their own decisions on understanding and accurate information rather than ignorance and misinformation in order to develop the skills to avoid and resist unwanted sexual experience;

·  prepare for change - relationships as they approach puberty - move to secondary school

- emotional problems as bodies develop

·  help children to appreciate the benefits of a stable marriage and family life, emphasising the importance of families to the healthy social development of individuals and our society - the variety of family life experienced by the children at ………………… will be valued and explored.

ENTITLEMENT AND EQUAL OPPORTUNITIES

We provide a broad and balanced sex education programme for all pupils including those with special educational needs and we ensure full entitlement and access. We intend that this sex education policy will take account of our equal opportunities policy and that the content provides a balanced programme for all children including those with special needs.

MORAL AND VALUES FRAMEWORK

The Diocesan Board of Education expects school Sex Education Programmes to encourage pupils to have regard to moral considerations and the value of family life. In support of our Christian foundation, we expect our pupils to respect and value themselves and others, and to develop a commitment and trust within close relationships. …………( name of school)…………..

Discipline and Equal Opportunities policies embrace these issues, reinforcing the concept of nonexploitation in relationships.

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CONTENT HEADINGS FOR SCHOOL SEX EDUCATION PROGRAMME AND

PROGRAMMES OF STUDY

In addition to the subject of human growth and reproduction covered by the National Curriculum, (Science), we aim to teach and encourage:

·  personal awareness and safety

·  the context of sexual relationships

·  body knowledge

·  family relationships

·  the main stages of the human life cycle

Schools may wish to include brief information about the topics to be coveredwithin each Key Stage of the school.

ORGANISATION OF THE SCHOOL SEX EDUCATION PROGRAMME

Schools will need to include their own arrangements in this section.

The following are examples taken from current school policies:

·  The Year Six teachers are responsible for co-ordinating sex education ……………………. is the nominated governor for sex education.

·  All class teachers teach the Sex Education programme.

·  As with all curriculum areas, all pupils in this school are entitled to a planned programme for sex education, which embodies the principles of the LEA Curriculum Statement.

·  Children will already have acquired some knowledge in this area and the school will try to ensure through a cross-curricular approach that this knowledge is based upon facts and not misinformation.

·  This means that sex education will be taught throughout the school from Reception to Year 6.

·  In Key Stage 1 this will be through class topic work and in Key Stage 2 this will mainly occur when the children are studying life and living processes as part of the two-year Science curriculum cycle.

·  The Year 6 children will also have a visit from the school nurse to discuss puberty, particularly menstruation and reproduction. The children will normally be taught in mixed sex groups, although they will be given an opportunity to discuss their worries and beliefs in single sex groups during the last two years of Key Stage 2. This is not so different topics can be taught, but so that the children can ask questions that they may not feel able to ask if the groups are mixed.

(The QCA document “A scheme of work for Key Stages 1 and 2”, forms a good basis for the programmes of study).

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TRAINING RESOURCES/PROVISION

Funds are made available from the School budget for the provision of in-service training and materials.

The following type of training and advice is provided:

·  Advice from School Nurse

·  Advice from the Diocesan Board of Education

·  Advice from the LEA

Schools may wish to list all available resources, which could include books

videos, posters and purchased PSE schemes.

Resources for Governors and Staff:

·  DfEE Circular 5/94 – Sex Education in Schools

·  Sex Education Guidelines for Church School Governors

·  CQA – A Scheme of Work for Key Stage 1 and 2

·  National Society – Sex Education Guidelines for Church School Governors

·  Useful Web Sites: db.bbc.co.uk vtc.ngfl.gov.uk www.mrc.ac.uk

·  Sex Education Matters - termly publication available on subscription from National Children's Bureau, 8 Wakely Street, London, EC1V 7QE - www.ncb.org.uk

OUTSIDE AGENCIES

If other agencies are to be used, the school’s own policy or approach should be inserted here.

The following is an example:

Health and Sex Education is a shared responsibility. What is learned at school can be supported by experiences in the home and in the community. Therefore, it will sometimes be appropriate to involve visitors from outside agencies to support programmes of study. On these occasions, the visitor will be expected to be familiar with the school’s values and approaches to Health and Sex Education and be expected to contribute to the school’s programme of study. We shall ensure appropriate planning, preparatory and follow-up work. It will be expected that the visitor will understand the emotional and intellectual levels of the children involved and to communicate at the appropriate level.

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The visitor will be informed of:

·  the aims of the sessions

·  why this agency is involved

·  what knowledge the children already have

·  how the session will be followed up

·  details of the group i.e. numbers, ages, time, premises and resources.

METHODOLOGY (TEACHING/LEARNING STYLES)

The following are examples:

Sex Education should help pupils make informed choices, establish a lifestyle and build up a system of values. The teaching methods used are as important as the content of lessons. Sex Education is given in the usual classroom setting, seen as part of the School’s Teaching Curriculum and Health Education:

·  ground rules are established

·  human reproduction is taught in detail only to Year 6 children

·  Sex Education will not be regarded as a separate subject, but it will be taught as a crosscurricular theme drawing on Religious Education, Health Education, Personal Moral and Social Education and Science as appropriate.

CLASSROOM ARRANGEMENTS

All classes are mixed but are occasionally single sex according to need and subject matter.

This could be included in the “Organisation of Sex Education Programme”

section.

SPECIFIC MATTERS

The school, as part of its planned programme, uses the expertise of:

·  School Nurse – (his/her involvement is part of the planned programme, details of which can be found in the School’s scheme of work)

·  In accordance with the advice in Circular 5/94, teachers in this school do not give pupils individual advice on contraception and other aspects of sexual behaviour. In circumstances where a pupil is considered at some risk, the teacher will seek advice from the Headteacher.

WHERE A PUPIL IS CONSIDERED TO BE AT RISK OF ANY TYPE OF ABUSE, THE SCHOOL FOLLOWS LEA PROCEDURES FOR CHILD PROTECTION, SEE APPENDIX

(attach copy of procedure for children at risk). (Administrative Memo 76)

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PROCEDURES FOR MONITORING AND EVALUATION

We are committed to monitoring and evaluating the effectiveness of the Programme.

This is achieved by:

·  Pupil feedback

·  Staff review and feedback

·  Parental feedback

·  OFSTED inspection

This is initiated by: …………………………… governor

The review process takes place annually on ……………………………….

This review is carried out as determined in the School Development Plan.

This guidance is based upon the Leicester Diocesan Board of Education Guidelines

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[1] Section 11, p1

[2] Section 11, p2

[3] Section 11, p3

[4] Section 11, p4

[5] Section 11, p5

[6] Section 11, p6

[7] Section 11, p7

[8] Section 11, p8