Sex Education

Sacred Heart staff and governors believe that sex education ought to be taught within the confines of a loving family. However, any incidents or questions that arise in school will be dealt with in a frank and sensitive manner, according to the teachings and morals of the Catholic Church, and mindful of the value of family life.

Sex Education and Relationships Policy

The Purpose of this Document

This policy reflects the school’s values and philosophy in relation to the teaching and learning of sex education. It sets out a framework within which teaching and non-teaching staff can operate. It gives guidance on teaching, content and responsibilities. The Headteacher in consultation and discussion with all the teaching staff and Governors of Sacred Heart School has prepared this document.

Mission Statement

Mission Statement

Sacred Heart Catholic Primary School offers a distinctive education within a caring Christian community where everyone can feel nurtured, valued, confident and secure.

We believe that each person is gifted, unique and loved by God.

By working in partnership we create a challenging, stimulating and effective learning environment where Christ is our inspiration.

Definition of Sex and Relationship Education

SRE is “lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage and family life, stable and loving relationships, respect, love and care. It is about the teaching of sex, sexuality and sexual health.” (SRE Guidance, DfEE 0115/2000, para 9 page 5)

It is also about the development of the pupil’s knowledge and understanding of him/herself as a sexual being, about what it means to be fully human, called to live in a right relationship with oneself and others and the whole of God’s creation, and about being enabled to make moral decisions according to an informed conscience.

Aims and Rationale

For the State:

“The objective of SRE is to help and support young people through their physical, emotional and moral development. A successful programme, firmly embedded in PSHE, will help young people to learn respect for themselves and others and enable them to move with confidence from childhood through adolescence into adulthood.” (DfEE document, p3, para 2)

For the Church:

At the Second Vatican Council the Bishops were more specific and asked that, “(Young people) should be trained to acquire gradually a more perfect sense of responsibility in the proper development of their own lives by constant effort and in the pursuit of liberty … As they grow older, they should receive a positive and prudent sex education.” (Gravissimum Educationis, para.1) It is important that we are clear about what this means for SRE.

Our approach to SRE will be a positive one because, although the original goodness of God’s creation has been marred by human sinfulness, nonetheless everything in creation was found by God “to be very good” (GEN, 1:31). This affirmation of the fundamental goodness of the human person is further emphasised by the gift of the life, death and resurrection of Jesus. Thus in all matters to do with creation we need to celebrate the good we have been given in this gift. This is particularly true of our education in sexuality.

Our approach will also be a “prudent” one in the sense that the Church uses the word “prudence”. Among the cardinal virtues, along with justice, fortitude and temperance, prudence is sometimes called the “know-how virtue”. It is the ability to make practical judgements about what is the right thing to do in particular circumstances. A prudent SRE, then, is designed to empower our pupils to make good decisions. This can only be done when it is based on accurate knowledge, and set in a framework that acknowledges the fundamental goodness of all of God’s creation.

The aim, therefore, of a “positive and prudent” education in sexuality is to make real and to celebrate the beauty of God’s creation and to enable pupils to make good decisions about their sexuality. This education will always be done in the context of Church teaching.

Objectives

The objectives of SRE will be to:

1. present clearly a Christian, sexual ethic based on the teaching and wisdom of the Church.

2. encourage the development of a personal, moral code rooted in Gospel values and to promote a self-confidence and self-esteem

3. consider personal attitudes, make informed, reasoned and responsible decisions according to an informed conscience about the attitudes pupils will adopt both in school and adult life.

4. encourage pupils’ growth in self-respect, dignity, self-restraint and respect for others acknowledging that all are created in the image and likeness of God.

5. help pupils develop an understanding that love is central to the basis of relationships and family life.

6. encourage pupils to reflect on their own relationships in order to develop an understanding of themselves, their sexuality and that of others so that their attitudes associated with sexual activity are caring and responsible.

7. ensure that pupils appreciate the benefits of stable married life and the responsibilities of parenthood.

8. help pupils to recognise the physical, emotional and moral risks of casual and promiscuous sexual behaviour.

9. present facts in an objective and balanced manner and to use appropriate terminology, to enable pupils to discuss issues without embarrassment or fear of ridicule.

10. develop an awareness of an individual’s legal obligation regarding sexual behaviour.

Roles and Responsibilities

a) Governors

In accordance with the Education Act of 1993 the governing body will keep up to date with the school’s policy for SRE, in consultation with parents and will make copies of the policy available to them on request. They will make known to parents their right to withdraw their children from all or part of SRE provided at school except for those parts included in the statutory National Curriculum Science Order.

b) Headteacher

The Headteacher will have overall responsibility for the delivery of SRE in accordance with the teaching of the Catholic Church. She will delegate specific responsibilities appropriately and liaise with the Governing Body, parents and the Local Authority.

c) PSHE Co-ordinator

The co-ordinator with the Headteacher has a general responsibility for supporting other members of staff in the implementation of his policy and will provide a lead in the dissemination of the information relating to SRE and the provision of in-service training.

d) Staff

All teachers have a responsibility of care. As well as fostering academic progress they should contribute to the guardianship and guidance of the physical, moral and spiritual well-being of their pupils. Teachers will be expected to teach SRE in accordance with the Catholic ethos of the school. Appropriate training will be made available for all staff teaching SRE.

e) Pupils

Pupils should be willing to listen to the teaching of the Church and become aware of a variety of other views regarding moral issues related to SRE. They will be expected to have a concern for, and accept responsibility for, their knowledge and understanding of their sexual development.

f) The Wider Community

The school will make appropriate use of external agencies and their personnel. All staff from external agencies will be asked to adhere to the teaching of the Catholic Church.

g) Parents

Recognising that parents are the primary educators of their children, the school will seek to support them in this task. Teachers will ensure that parents are kept informed of what is happening in SRE, and of their expectations of the children. Parents will be asked to:

· Maintain the culture and ethos of the family.

· Help their children cope with the emotional and physical aspects of growing up.

· Prepare them for the challenges and responsibilities that sexual maturity brings.

Programme

Our school SRE programme will:

· Provide accurate information and combat ignorance, prejudices etc.

· Develop mutual respect and care for others.

· Encourage children to become aware of a range of views and to reach their own informed opinions.

· Develop skills relevant to decision making in sexual behaviour and relationships.

· Enhance the child’s self esteem.

· Be taught through a differentiated programme to meet the needs of children at different ages and stages of development

· Be conducted in a sensitive manner.

· Enable children to air their feelings and views.

· Help children prepare for their future lives.

Programme of Study addressed through RE, PSHE, Science and Citizenship Schemes of Work

FDS – Early Learning Goals

All sessions will be delivered using subject appropriate material and will concentrate on:

· Disposition and attitude.

· Self-confidence and self-esteem.

· Making relationships.

· Behaviour and self control.

· Self care and sense of community.

Key Stage 1

1b Know that animals, including humans move, feed, grow, use their senses and reproduce.

2a Recognise and compare the main external parts of the bodies of humans.

2f Know that humans and animals can produce offspring and these grow into adults.

4a Recognise similarities and differences between themselves and others and treat others with sensitivity.

Key Stage 2

1a Know that the life processes common to humans and other animals including nutrition, growth and reproduction.

2f Know about the main stages of the human life cycle.

· Avoid being exploited or exploiting others.

· Avoid being pressurised.

Methodology

A variety of teaching strategies are applied to enrich SRE with creativity. All sessions are based on firm, fair rules.

· Circle Time

· Drama

· Group Discussion/Paired Work

· Puppets

· Storyboard

· Worksheets (Occasionally)

Guidelines

The school will follow the guidance offered in Chapter 7 of the DfEE Document (p.30) for dealing with sensitive questions and for offering appropriate confidentiality. The school will ensure that all involved in the delivery of SRE are familiar with their legal and professional responsibilities.

Specific Issues Statements

Children Withdrawal Statements

Parents may withdraw their children from any or all parts of the schools programme of sex education. They do not have to give reasons for their decisions, nor do they have to indicate what other arrangements they intend to make for providing sex education for their children.

Once a request that a child be excused has been made, that request must be complied with until the parent changes or revokes it.

Child Sexual Abuse Procedures

If a teacher has any concerns re the welfare of a particular child then that teacher will make a dated note of their worries and liaise with the nominated persons and staff. Any information thus obtained will be regarded as strictly confidential and will be passed to staff on a need to know basis only.

After consultation it is the decision of the Headteacher as to whether the information is forwarded to the relevant body.

Confidentiality

Any information thus obtained will be regarded as strictly confidential and will be passed to the staff that needs to know.

Procedures for the involvement of Health Professionals

The school nurse and the school nursing assistant visit on a regular basis to discuss a range of health issues and help to deliver SRE.

Facilities for menstruating girls

Sanitary products are available in the female teacher cloakroom. When changing for PE girls in KS2 will have the option of going to the cloakroom to get changed.

Limits of confidentiality and legal requirements

Many teachers fear that young people may disclose information to them about sex-related issues. It is important that ground rules are agreed to allow sensitive issues to be discussed whilst protecting the right of pupils and staff.

Some pupils may have concerns which they wish to share with a teacher and whilst teachers wish to be supportive it is important that they realise that absolute confidentiality cannot be given.

Staff need to use the support referral systems available in our school and also be aware of our chiold protection procedures.

Parents have a right to be informed of any issue which is causing their child concern. We will always handle this kind of situation with care and consideration.

The Headteacher would consider if there are any special circumstances which may temper this right.

Resources

· Here I Am

· Lucinda & Godfrey

· SEAL

· Circle Time Materials

· A Range of Science Resources

Monitoring, Review and Evaluation

Regular monitoring by Headteacher, staff and school nurse will assess how the policy is contributing to the pupils’ understanding and attitude to this area of the curriculum.

The responsibility of the Headteacher will be to:

1. Ensure the policy is observed within school by regular monitoring and discussion with staff

2. Clarify any concerns or issues raised by parents or staff

3. Address any concerns raised by or to Governors

4. Report to the Governors Curriculum Committee on this area of school life as and when appropriate

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