1.1 Our school's policy on sex and relationship education is based on the DCSF document ‘Sex and Relationship Education Guidance’ (DCSF 0116/2000). Taking into account the cultural diversity of our school and community, we have chosen to call our policy, the ‘Growing Up and Keeping Safe Policy’
1.2 Our Policy is part of the Personal, Social and Health Education (PSHE) curriculum in our school. When we inform our pupils through Growing Up and Keeping Safe about puberty and healthy relationship issues, we do this with regard to cultural difference, morality and individual responsibility, and in a way that allows children to ask and explore moral questions in a safe and adult-monitored environment. We do not use Growing Up and Keeping Safe as a means of promoting any form of sexual orientation.
2 School Context
2.1 Hillary Primary School currently has around 700 children on roll, from nursery age to year 6 (3 – 11 years). The school is situated in Pleck, Walsall. The School is identified as being ‘hot spot’ for domestic violence, child exploitation and potential extremist recruitment area. The school is a multicultural school with 41 different languages being spoken within our school community. Approximately 35% of the pupils that are pupil premium..
3 Policy Development and Consultation
The policy has been developed in consultation with pupils, staff, parents and governors.
With due regard to:
Walsall National Health targets:
Additional investment in School Nursing services to deliver the ‘Healthy Child Programme’ to 5 – 19 year olds.
Walsall Child and Young Person Plan 2013-16
Supporting the most vulnerable families to provide the best start in life for children.
4 Aims and Objectives
We believe that through this mutual exchange of knowledge and information, children will benefit from being given consistent messages about their changing bodies and their increasing responsibilities
4.1 We teach children:
- how to move more confidently and responsibly into adolescence and become confident adults;
- about the physical and emotional changes during puberty and that it is a gradual developmental process that is supported by a partnership between home and school;
- respect for their own bodies – PANTS (NSPCC);
- the importance of family life;
- moral questions;
- about relationship issues and how to deal with them;
- respect for the views of other people;
- about inappropriate relationship behaviour and what they should do if they are worried about any issues;
- how to develop skills and an understanding that enable them to make healthy, responsible choices about their health and well-being.
5.1 We teach about Growing Up and Keeping Safe in the context of the school's aims and values. While Growing Up and Keeping Safe in our school means that we give children information about how their bodies change and building relationships, we do this with awareness of the moral code and of the values which underpin all our work. We teach Growing Up and Keeping Safe on the understanding that:
- it is taught in the context of marriage and family life;
- it is part of a wider process of social, personal, spiritual and moral education;
- children should be taught to have respect for their own bodies;
- it is important to build positive relationships with others, involving trust and respect;
- children need to learn the importance of self-control.
School will not cover the following in the curriculum
STI’s and HIV
- We teach about Growing Up and Keeping Safe through different aspects of the curriculum. While we carry out the main themes of Growing Up and Keeping Safe in our Personal, Social and Health Education (PSHE) curriculum, we also do some Growing Up and Keeping Safe learning through other subject areas (e.g. Science and PE) which we believe contribute significantly to children's knowledge and understanding of their own bodies, and how they are changing and developing.
- We will make references to PANTS scheme from the NSPCC, and Help I’m Hairy from the Walsall scheme.
- When delivering sessions relating to puberty and growing up the teacher will set strong ground rules with the children and maintain clear boundaries within Safeguarding Guidance. The children may be taught in single sex lessons.
Answering difficult questions-
- A worry box approach will be used to answer questions to manage and contain over exposure for some pupils. The questions placed in the box will be answered during the following sessions and pupils will be made aware of this (providing they are within the agreed curriculum content). If questions are asked outside of curriculum content staff will liaise with parent/carer to discuss the way forward, unless the question is linked to Safeguarding, whereby Safeguarding protocols will be followed.
6.2 Key stage 1:
Y1 & 2
- PSHE - We teach children about relationships, ways of dealing with issues, emotional changes and the importance of discussing issues. We encourage children to ask for help if they need it as well as people who can help. (SEAL scheme of work).
- Science - We teach children about how animals, including humans, move, feed, grow and reproduce, and we also teach them about the main parts of the body both internal and external including genetalia.
- The agreed term we will use for genetalia is Private Parts from Foundation Stage to Year 6.
- Children will be taught to appreciate the fact that people are not all the same, and that we need to respect each other.
Year 3 & 4
- PSHE – The children continue to learn about relationships, ways of dealing with issues, emotional changes and the importance of discussing issues.
- Children are taught about personal safety including bullying, cyber bullying and being touched by anyone that has made them feel uncomfortable and what to do in these situations and who to talk to.
- Science- The children are taught about growth and movement as well as how to look after their teeth and general oral hygiene.
Years 5 - 6: The Discrete curriculum
- Delivery will take place in single gender groups and will be taught by the school nurse.
- PSHE - Children will continue to learn about relationships, ways of dealing with issues, emotional changes and the importance of discussing issues. They will be taught about some of the external and internal changes that occur during puberty. How to manage the changes and learn about the importance of Personal Hygiene. Personal safety and assertive behaviour will also be part of the programme so that pupils are able to identify what to do when they are in an uncomfortable situation, and who they can go to for help.
- We liaise with the Local Health Authority about suitable teaching materials to use with our children in these lessons. We always teach this with due regard for the emotional maturity of the children.
- Science - the children are taught about life processes, and the main stages of the human life cycle in greater depth.
- By the end of Key Stage 2, - we ensure that both boys and girls will have some awareness of how the body changes during puberty, e.g. voice breaking, hair growing.
7 Working with Parents/Carers
The school is well aware that the primary role in children's Growing Up and Keeping Safe lies with parents and carers. We therefore wish to build a positive and supporting relationship with the parents and carers of children at our school, through mutual understanding, trust and cooperation. To promote this objective, we:
- inform parents and carers about the school's Growing Up and Keeping Safe policy and practice;
- answer questions that parents or carers may have about the Growing Up and Keeping Safe of their child;
- take seriously issues that parents or carers raise with teachers or governors about this policy, or about the arrangements for Growing Up and Keeping Safe in the school;
- encourage parents and carers to be involved in reviewing the school policy, and making modifications to it as necessary;
- inform parents and carers about the best practice known with regard to Growing Up and Keeping Safe, so that the teaching in school supports the key messages that parents and carers give to children at home;
- encourage parents/carers to view/discuss teaching materials being used with their child prior to their use.
- Parents and carers have the right to withdraw their child from all or part of the Growing Up and Keeping Safe programme that we teach in our school. If a parent wishes their child to be withdrawn from Growing Up and Keeping Safe lessons, they should discuss this with the head teacher or a member of SMT, and make it clear which aspects of the programme they do not wish their child to participate in.
8 The role of other members of the community
- We encourage other valued members of the community to work with us to provide advice and support to the children with regard to health education. In particular, members of the Local Health Authority, such as the school nurse and other health professionals, give us valuable support with our Growing Up and Keeping Safe programme. Other people that may support us include local clergy, social workers and youth workers.
- Where external professionals support the school with the delivery of SRE they will be asked to read and abide by the school’s policy content.
- Teachers deliver ‘Growing up and keeping safe’ lessons in a sensitive manner, and in confidence within the remit of the school and Local Authority Safeguarding guidance; if a child makes a disclosure this will be referred to the designated teacher for child protection.
- Children will be told that 100% confidentiality cannot be promised if the teacher thinks they are in danger of any kind.
- The Head teacher or teacher in charge of safeguarding will then deal with the matter in consultation with health care professionals (see also our policy on Safeguarding).
10 The role of the Head teacher
- It is the responsibility of the Head teacher and governors to ensure that both staff and parents/carers are informed about our Growing Up and Keeping Safe policy, and that the policy is implemented effectively.
- It is also the Head teacher’s responsibility to ensure that members of staff are given sufficient training, so that they can teach about Growing Up and Keeping Safe effectively, and handle any difficult issues with sensitivity.
- The PSHE Coordinator liaises with external agencies regarding the school Growing Up and Keeping Safe programme, and ensures that all adults who work with our children on these issues are aware of the school policy, and work within its framework.
- The Head teacher, Inclusion Manager and PSHE Coordinator monitor this policy on a regular basis, and report to governors, when requested, on the effectiveness of the policy.
11 Specific Issues
- Sanitary products are available from Years 5- 6 members of staff on request.
- The school provides sanitary disposal units in the Years 5 & 6 toilets. This information will be shared with the girls during their puberty session delivered in a single sex session by the school nurse with 2 female members of staff present.
- The school will assign 2 key members of staff of the same gender to a pupil who needs support with intimate care in accordance with the school’s intimate care policy. This will be recorded in the pupil’s care plan.
12 Equal Opportunities/Inclusivity
- The schools SRE policy and programme will reflect the ethos of the school, by providing a secure, non-judgemental environment in which to learn, based on Respect. All pupils will be treated equally regardless of gender, race, disability, social background etc.
13 Monitoring and review
- The Curriculum Committee of the governing body monitors the impact of our Growing Up and Keeping Safe policy. This committee reports its findings and recommendations to the full governing body, as necessary, if the policy needs modification.
- This policy will be reviewed every two years or earlier if necessary.
Next review: March 2021