Sex Education: Difference between revisions

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==1. Aims==
==Aims==
#The Academy is committed to promoting standards of sexual behaviour based on loving and respectful relationships. The Academy aims to promote a responsible attitude to sex among young people.
#The aims of Relationships and Sex Education (RSE) at Bourne Grammar School are as follows:
#The aims of the sex and relationship education policy are to:
##provide a framework in which sensitive discussions can take place
##clarify the provision of sex and relationship education to all students;
##prepare students for puberty and give them an understanding of sexual development and the importance of health and hygiene
##set out the statutory provisions;
##help students develop feelings of self-respect, confidence and empathy
##ensure that the sex and relationships education provided by the academy supports the personal and social development of all students;
##create a positive culture around issues of sexuality and relationships
##explain the responsibilities.
##teach students the correct vocabulary to describe themselves and their bodies


==2. The Governing Body’s Requirement==
==Statutory requirements==
#The Deputy Headteacher (Pastoral) must ensure that any sex education is provided in a way that ensures students are taught about the nature of marriage and its importance for family life and for bringing up children, and that students are protected from teaching materials which are inappropriate, having regard to the age and cultural background of the students concerned.
#Secondary schools must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996
#The governors also require that students are taught at appropriate stages the value of all stable relationships.
#Bourne Grammar School teaches RSE as set out in this Policy
#The biological aspects of human reproduction remain compulsory for all students, but parents may withdraw their children from any other part of the academy’s sex education programme without giving reasons.
==Definition==
#RSE is about the emotional, social and cultural development of students, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity
#RSE involves a combination of sharing information and exploring issues and values
#RSE is not about the promotion of sexual activity


==3. The Academy’s Sex and Relationship Education Programme==
==Delivery of RSE==
Sex and relationship education will be delivered through the Citizenship and PSHEE programme.
#RSE is taught within the Personal, Social, Health and Economic (PSHE) education curriculum
#The Academy’s sex and relationship education programme which supports the personal and social development of all students is designed to ensure that they have the ability to accept their own and others' sexuality, to express their sexuality in positive ways and to enjoy relationships based on mutual respect and responsibility, free from any abuse.
#Biological aspects of RSE are taught within the science curriculum and other aspects are included in Religious Education
#The objectives of the sex and relationship education programme are:
#The School pursues opportunities for students to receive stand-alone sex education sessions delivered by a trained health professional
##to explore what students know, understand, think and feel and to identify their needs;
#Across all Key Stages, students will be supported with developing the following skills:
##to encourage unembarrassed acceptance of sexuality by using appropriate words for all parts of the body and encouraging positive attitudes to all bodily functions;
##Communication, including how to manage changing relationships and emotions
##to create an atmosphere where questions and discussion on sexual matters can take place without embarrassment;
##Recognising and assessing potential risks
##to counteract misleading myths and folklore;
##Assertiveness
##to provide constant reassurance that change is part of the life cycle and to give help in adjusting to such change;
##Seeking help and support when required
##to enable students to accept variation in rates of growth and development (physical, emotional, social) and in ages when puberty or social activities develop;
##Informed decision-making
##to learn to respect each other as individuals, and to encourage boys and girls to understand and honour one another;
##Self-respect and empathy for others
##to recognise the value of loving and caring relationships and the place of intimacy within them;
##Recognising and maximising a healthy lifestyle
##to appreciate the value of family life, the implications of parenthood and the needs of the very young;
##Managing conflict
##to understand and respect cultural and religious influences on individual sexuality;
##Discussion and group work
##to help children know their rights and responsibilities;
#These skills are taught within the context of conventional family life, with sensitivity to the fact that our students are brought up in a range of family circumstances
##to promote personal safety and self-esteem so that young people are able to resist unwanted touch or advances and can communicate about such matters and seek advice;
##to develop growing understanding of risk and safety and the motivation and skills to keep themselves safe;
##to be aware of sources of help and to acquire the skills and confidence to use them; and
##to be aware of the law on sexual behaviour.
#The Sex and Relationship Education programme will teach about relationships, love and care and the responsibilities of parenthood as well as sex. Young people need a clear understanding of the arguments for delaying sexual activity and resisting pressure. It may be necessary to link sex and relationship education with issues of peer pressure and other risk-taking behaviour, such as drugs, smoking and alcohol, and ensure that young people understand how the law applies to sexual relationships.
#Teachers have a responsibility to ensure the safety and welfare of students, and because teachers are considered by the law to act ‘in loco parentis’ (in place of parents), parents need to be reassured that the personal beliefs and attitudes of teachers will not influence the teaching of sex and relationship education.
#In order to help students make informed choices, establish a healthy lifestyle and build up a system of values, the teaching methods used are as important as the content of the lesson. The participation of students in lessons is essential in order to encourage them to learn from others and to help them to use appropriate language in ways which are understood by others. This requires the use of a balanced range of teaching methods.
#Avoiding sensitive or controversial issues does not make them go away and leaves children and young people confused and at risk. All official documentation is in favour of the discussion of topics such as contraception, abortion, homosexuality, HIV/AIDS and other sexually transmitted infections.


==4. Teaching Methods==
==Roles and responsibilities==
#Sex education will be carried out in a variety of different ways and by different specialists (subject to availability) as well as teachers.
#The Governing Body will:
#The programme of study for sex education will demonstrate:
##approve the RSE policy and hold the Headteacher to account for its implementation
##Progression This extends from Key Stage 3 to Key Stage 4 with language, concepts and content increasing in depth and complexity as the students mature physically, intellectually, emotionally and socially.
#The Headteacher:
##Relevance and differentiation Teachers come to know the levels of development of their students; they are able to draw out existing knowledge and needs and to build on them appropriately.
##has delegated the responsibility to the Deputy Headteacher (Pastoral) for ensuring that RSE is taught consistently across the School and for managing requests to withdraw students from non-statutory components of RSE
##Integration Sex education will be integrated into the academy’s general curriculum through Citizenship and PSHEE programme.
#Staff are responsible for:
#Sex education will not be isolated, taken out of context or over-emphasised in any way.
##Delivering RSE in a sensitive way
#A sex education programme is not just what is "taught" in the classroom. Young people learn much from the overall ethos of the academy - from the attitudes of staff, from relationships, from gender and other issues.
##Modelling positive attitudes to RSE
#It is an essential part of the academy policy that the following ground rules are observed in all teaching about sex and relationships:
##Responding to the needs of individual students
##no-one (teacher or student) will be required to answer a personal question;
##Responding appropriately, respectfully and reassuringly to students whose parents wish them to be withdrawn from the non-statutory components of RSE
##no-one will be forced to take part in any discussion;
##Reporting concerns to the Designated Senior Leader as per the School's Safeguarding policy
##only the correct scientific name for body parts will be used; and
#Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the Deputy Headteacher (Pastoral)  
##meanings of words will be explained in a sensible and factual manner.
#Students are expected to:
##engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity


==5. Pastoral Support==
==Parents’ right to withdraw==
#Sexuality is an important part of living and learning but it may present some individuals with worries and tension at certain times in their lives.
#Parents have the right to withdraw their children from the non-statutory components of RSE
#The quality of support available for individual students worried or disturbed by some aspect(s) of their development, relationships or environment is of prime importance.
#Requests for withdrawal should be put in writing and addressed to the Deputy Headteacher (Pastoral). A copy of withdrawal requests will be placed in the student’s educational record
#Good teachers have always taken a pastoral interest in the welfare and well-being of children and young people.
#Alternative supervision arrangements will be made to students who are withdrawn from RSE
#Care must be taken, however, in counselling and advice to individual students, particularly with regard to their sexual behaviour, and must not trespass on the proper exercise of parental rights and responsibilities. It will require skilled judgement to know when to counsel and when - and how - to refer for specialist counselling and support.


==6. Visiting speakers==
==Training==
#Visiting speakers may be used to help enhance the sex education programme. Where they are used, they will be required to conform to this policy statement. Health professionals are bound by their professional codes of conduct in a one-to-one situation with individual students.
#Staff receive guidance on the delivery of RSE
#Visitors from outside the School, such as school nurses or sexual health professionals will be invited to provide information and guidance to identified staff
#Key staff will be afforded continuing professional development opportunities


==7. Confidentiality==
==Monitoring arrangements==
#As a general rule all information about individual students will be kept confidential by the academy. But academy staff are obliged in the interests of student safety to pass on any information about a student that suggests that they may be at some risk.
#The delivery of RSE is monitored by the Deputy Headteacher (Pastoral) and Heads of Year through learning walks and student voice
#Students should be reassured that their best interests will be maintained.
#The Governing Body will review this policy at least every two years and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the School
#However, staff cannot offer or guarantee absolute confidentiality. If confidentiality has to be broken, the student should be informed first and then supported, as appropriate. It would be appropriate to tell a student that the ONLY person who will be informed will be the ‘designated teacher’.
#It is only in the most exceptional circumstances that the academy should be in the position of having to handle information without parental knowledge. Where younger students are involved this will be grounds for serious concern and child protection issues will need to be addressed.
#Students should be encouraged to talk to their parents and given support to do so. If there is evidence of abuse, the academy’s child protection procedure should be adhered to, ensuring students are informed of sources of confidential help.


==8. Equal Opportunities==
==Date of next Review==
#In developing and implementing programmes of study under this policy the academy will take into account its equal opportunities policy.
February 2021
 
==9. Responsibilities==
#The Governing Body is responsible for;
##the statement of the ethos underpinning the policy and the making and keeping under review the general policy on sex and relationship education;
##making and reviewing the policy and agreeing a Programme which will take into account the policy;
##reviewing the policy and programme;
##ensuring that the Headteacher, staff, students and parents are consulted before the policy and programme are determined;
##periodically reviewing the policy and programme, and before making amendments will consult the Headteacher, staff, parents and students as appropriate,
#The Deputy Headteacher (Pastoral) is responsible for:
##advising the Governing Body on the policy and its implementation in the academy;
##ensuring that an appropriate programme of study is made;
##ensuring that the programme and policy is co-ordinated by a senior member of staff; and
##ensuring that the policy and programme is known by staff, students and parents.
#All staff are responsible for;
##ensuring that any teaching of sex and relationships or any advice and guidance they may give to students is in accordance with this policy.
 
==10. Equal Opportunities==
#In reviewing and implementing this policy the Governing Body, Headteacher and staff will take account of the Academy’s [[Equal_Opportunities|equal opportunities]] policies.
 
==11. Monitoring and Review==
#The Governing Body will review this policy at least every two years and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the academy.
 
==12. Date of next Review==
February 2019


==Appendix 1. Guidance for Staff==
==Appendix 1. Guidance for Staff==
#This policy recognises that the prime responsibility for bringing up children rests with parents. (In this policy statement, “parents” means all those having parental responsibility for a child.)
#This policy statement is designed to be complementary to, and supportive of, the role of parents in educating their children about sexuality and relationships.
#This policy statement is designed to be complementary to, and supportive of, the role of parents in educating their children about sexuality and relationships.
#It recognises that the prime responsibility for bringing up children rests with parents. (In this policy statement, “parents” means all those having parental responsibility for a child.)
#It is natural for caring adults to want to protect children and young people from information, attitudes and lifestyles which they themselves find distasteful. However, it is important to recognise the power of confusion caused by "informal" learning - from television, internet, radio, magazines, newspapers, gossip, jokes, and various other sources
#It is natural for caring adults to want to protect children and young people from information, attitudes and lifestyles which they themselves find distasteful. However, it is important to recognise the power of confusion caused by "informal" learning - from television, radio, magazines, newspapers, gossip, jokes, and various other sources.
#Education within the curriculum can do much to dispel myths, reduce fear and anxiety, clear up misunderstanding and counteract prejudice
#Education within the curriculum can do much to dispel myths, reduce fear and anxiety, clear up misunderstanding and counteract prejudice.
#It is important that our students develop understanding and attitudes based on values which prepare them to view relationships in a responsible and healthy manner
#It is important that our students develop understanding and attitudes based on values which prepare them to view relationships in a responsible and healthy manner.
#Sex education will be part of the curriculum but will not be taken out of context or over-emphasised in any way. Sex education is not intended to encourage unlawful sexual activity
#Sex education will be part of the curriculum but will not be taken out of context or over-emphasised in any way. Sex education is not intended to encourage unlawful sexual activity.
#The policy is based on the belief that sex education:
#The policy is based on the belief that sex education:
##Is an integral part of the learning process, beginning in childhood and continuing into adult life
##Is an integral part of the learning process, beginning in childhood and continuing into adult life
##Should be provided for all children and young people including those; with physical, learning or emotional difficulties
##Should be provided for all children and young people including those; with physical, learning or emotional difficulties
##Should encourage consideration of values, moral issues, sexuality, personal relationships and the development of communication and decision-making skills; and
##Should encourage consideration of values, moral issues, sexuality, personal relationships and the development of communication and decision-making skills
##Should foster self-esteem, self awareness, the skills to avoid and resist unwanted sexual experiences and a sense of moral responsibility.
##Should foster self-esteem, self awareness, the skills to avoid and resist unwanted sexual experiences and a sense of moral responsibility
#All staff will be expected to keep within the curriculum programme when teaching sex and relationships.
#All staff will be expected to keep within the curriculum programme when teaching relationships and sex education
#All staff called upon to give guidance to individual students on matters involving sex and relationships must take into account the requirements of this policy.
#All staff called upon to give guidance to individual students on matters involving sex and relationships must take into account the requirements of this policy

Revision as of 14:24, 13 February 2019

Aims

  1. The aims of Relationships and Sex Education (RSE) at Bourne Grammar School are as follows:
    1. provide a framework in which sensitive discussions can take place
    2. prepare students for puberty and give them an understanding of sexual development and the importance of health and hygiene
    3. help students develop feelings of self-respect, confidence and empathy
    4. create a positive culture around issues of sexuality and relationships
    5. teach students the correct vocabulary to describe themselves and their bodies

Statutory requirements

  1. Secondary schools must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996
  2. Bourne Grammar School teaches RSE as set out in this Policy

Definition

  1. RSE is about the emotional, social and cultural development of students, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity
  2. RSE involves a combination of sharing information and exploring issues and values
  3. RSE is not about the promotion of sexual activity

Delivery of RSE

  1. RSE is taught within the Personal, Social, Health and Economic (PSHE) education curriculum
  2. Biological aspects of RSE are taught within the science curriculum and other aspects are included in Religious Education
  3. The School pursues opportunities for students to receive stand-alone sex education sessions delivered by a trained health professional
  4. Across all Key Stages, students will be supported with developing the following skills:
    1. Communication, including how to manage changing relationships and emotions
    2. Recognising and assessing potential risks
    3. Assertiveness
    4. Seeking help and support when required
    5. Informed decision-making
    6. Self-respect and empathy for others
    7. Recognising and maximising a healthy lifestyle
    8. Managing conflict
    9. Discussion and group work
  5. These skills are taught within the context of conventional family life, with sensitivity to the fact that our students are brought up in a range of family circumstances

Roles and responsibilities

  1. The Governing Body will:
    1. approve the RSE policy and hold the Headteacher to account for its implementation
  2. The Headteacher:
    1. has delegated the responsibility to the Deputy Headteacher (Pastoral) for ensuring that RSE is taught consistently across the School and for managing requests to withdraw students from non-statutory components of RSE
  3. Staff are responsible for:
    1. Delivering RSE in a sensitive way
    2. Modelling positive attitudes to RSE
    3. Responding to the needs of individual students
    4. Responding appropriately, respectfully and reassuringly to students whose parents wish them to be withdrawn from the non-statutory components of RSE
    5. Reporting concerns to the Designated Senior Leader as per the School's Safeguarding policy
  4. Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the Deputy Headteacher (Pastoral)
  5. Students are expected to:
    1. engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity

Parents’ right to withdraw

  1. Parents have the right to withdraw their children from the non-statutory components of RSE
  2. Requests for withdrawal should be put in writing and addressed to the Deputy Headteacher (Pastoral). A copy of withdrawal requests will be placed in the student’s educational record
  3. Alternative supervision arrangements will be made to students who are withdrawn from RSE

Training

  1. Staff receive guidance on the delivery of RSE
  2. Visitors from outside the School, such as school nurses or sexual health professionals will be invited to provide information and guidance to identified staff
  3. Key staff will be afforded continuing professional development opportunities

Monitoring arrangements

  1. The delivery of RSE is monitored by the Deputy Headteacher (Pastoral) and Heads of Year through learning walks and student voice
  2. The Governing Body will review this policy at least every two years and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the School

Date of next Review

February 2021

Appendix 1. Guidance for Staff

  1. This policy recognises that the prime responsibility for bringing up children rests with parents. (In this policy statement, “parents” means all those having parental responsibility for a child.)
  2. This policy statement is designed to be complementary to, and supportive of, the role of parents in educating their children about sexuality and relationships.
  3. It is natural for caring adults to want to protect children and young people from information, attitudes and lifestyles which they themselves find distasteful. However, it is important to recognise the power of confusion caused by "informal" learning - from television, internet, radio, magazines, newspapers, gossip, jokes, and various other sources
  4. Education within the curriculum can do much to dispel myths, reduce fear and anxiety, clear up misunderstanding and counteract prejudice
  5. It is important that our students develop understanding and attitudes based on values which prepare them to view relationships in a responsible and healthy manner
  6. Sex education will be part of the curriculum but will not be taken out of context or over-emphasised in any way. Sex education is not intended to encourage unlawful sexual activity
  7. The policy is based on the belief that sex education:
    1. Is an integral part of the learning process, beginning in childhood and continuing into adult life
    2. Should be provided for all children and young people including those; with physical, learning or emotional difficulties
    3. Should encourage consideration of values, moral issues, sexuality, personal relationships and the development of communication and decision-making skills
    4. Should foster self-esteem, self awareness, the skills to avoid and resist unwanted sexual experiences and a sense of moral responsibility
  8. All staff will be expected to keep within the curriculum programme when teaching relationships and sex education
  9. All staff called upon to give guidance to individual students on matters involving sex and relationships must take into account the requirements of this policy
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