Sex Education

1. Aims

1. 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.
2. The aims of the sex and relationship education policy are to:
   1. clarify the provision of sex and relationship education to all students;
   2. set out the statutory provisions;
   3. ensure that the sex and relationships education provided by the academy supports the personal and social development of all students;
   4. explain the responsibilities.

2. The Governing Body’s Requirement

1. The Assistant 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.
2. The governors also require that students are taught at appropriate stages the value of all stable relationships.
3. 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.

3. The Academy’s Sex and Relationship Education Programme

Sex and relationship education will be delivered through the Citizenship and PSHEE programme.

1. 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.
2. The objectives of the sex and relationship education programme are:
   1. to explore what students know, understand, think and feel and to identify their needs;
   2. to encourage unembarrassed acceptance of sexuality by using appropriate words for all parts of the body and encouraging positive attitudes to all bodily functions;
   3. to create an atmosphere where questions and discussion on sexual matters can take place without embarrassment;
   4. to counteract misleading myths and folklore;
   5. to provide constant reassurance that change is part of the life cycle and to give help in adjusting to such change;
   6. to enable students to accept variation in rates of growth and development (physical, emotional, social) and in ages when puberty or social activities develop;
   7. to learn to respect each other as individuals, and to encourage boys and girls to understand and honour one another;
   8. to recognise the value of loving and caring relationships and the place of intimacy within them;
   9. to appreciate the value of family life, the implications of parenthood and the needs of the very young;
   10. to understand and respect cultural and religious influences on individual sexuality;
   11. to help children know their rights and responsibilities;
   12. 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;
   13. to develop growing understanding of risk and safety and the motivation and skills to keep themselves safe;
   14. to be aware of sources of help and to acquire the skills and confidence to use them; and
   15. to be aware of the law on sexual behaviour.
3. 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.
4. 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.
5. 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.
6. 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

1. Sex education will be carried out in a variety of different ways and by different specialists (subject to availability) as well as teachers.
2. The programme of study for sex education will demonstrate:
   1. 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.
   2. 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.
   3. Integration Sex education will be integrated into the academy’s general curriculum through Citizenship and PSHEE programme.
3. Sex education will not be isolated, taken out of context or over-emphasised in any way.
4. 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.
5. It is an essential part of the academy policy that the following ground rules are observed in all teaching about sex and relationships:
   1. no-one (teacher or student) will be required to answer a personal question;
   2. no-one will be forced to take part in any discussion;
   3. only the correct scientific name for body parts will be used; and
   4. meanings of words will be explained in a sensible and factual manner.

5. Pastoral Support

1. 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.
2. 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.
3. Good teachers have always taken a pastoral interest in the welfare and well-being of children and young people.
4. 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

1. 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.

7. Confidentiality

1. 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.
2. Students should be reassured that their best interests will be maintained.
3. 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’.
4. 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.
5. 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

1. In developing and implementing programmes of study under this policy the academy will take into account its equal opportunities policy.

9. Responsibilities

1. The Governing Body is responsible for;
   1. the statement of the ethos underpinning the policy and the making and keeping under review the general policy on sex and relationship education;
   2. making and reviewing the policy and agreeing a Programme which will take into account the policy;
   3. reviewing the policy and programme;
   4. ensuring that the Headteacher, staff, students and parents are consulted before the policy and programme are determined;
   5. periodically reviewing the policy and programme, and before making amendments will consult the Headteacher, staff, parents and students as appropriate,
2. The Assistant Headteacher (Pastoral) is responsible for:
   1. advising the Governing Body on the policy and its implementation in the academy;
   2. ensuring that an appropriate programme of study is made;
   3. ensuring that the programme and policy is co-ordinated by a senior member of staff; and
   4. ensuring that the policy and programme is known by staff, students and parents.
3. All staff are responsible for;
   1. 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

1. In reviewing and implementing this policy the Governing Body, Headteacher and staff will take account of the Academy’s equal opportunities policies.

11. Monitoring and Review

1. 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

1. This policy statement is designed to be complementary to, and supportive of, the role of parents in educating their children about sexuality and relationships.
2. 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.)
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, 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; and
   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 sex and relationships.
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.