Sex Education Policy
Name of School
Barrow
Hall
Primary School
Date of Policy Spring 2009
Member of Staff responsible Deputy Head
Review Date Spring 2011
Description of school
Barrow
Hall
Primary School
is a larger than average size primary school for girls and boys 4-11. Children come mainly from dual parent families, but there are single parents and a proportion of families where one parent is not the child's natural parent. There is a small ethnic mix and most parents live in owner occupied houses. The school receives excellent support from the Friends of Barrow Hall. Many of our staff are parents and we have recently experienced a number of maternity leaves and paternity leaves are granted.
Issues to consider
content of sex education
methodology, style and approach, location
withdrawal of children
confidentiality
child sexual abuse
skills
moral framework
who would deliver sex education, use of visitors
Aims
Barrow
Hall
Primary School
believes that sex education in this school will be developmental and will prepare pupils for further work at school, and will work towards partnership with parents. At no stage do we teach children explicit sexual terms other then to use the correct body part names during science or preparation for puberty workshops.
The Governors and staff believe that sex education is part of the entitlement of pupils.
But we expect parents to discuss with their children issues that arise within their own families.
The community accepts and acknowledges that appropriate sex education helps our pupils' development, confidence and self esteem.
The Sex Education programme will encourage the following values:
respect for self
respect for others
responsibility for their own actions
responsibility for their family, friends, school and wider community
The Sex Education Programme will provide information which is easy to understand and relevant to the age and maturity of pupils.
We would wish for issues to be discussed in the context of relationships. It will be taught through topics and themes, some of which will be developed for specific age groups and will be repeated each year.
Co-ordination
Sex education will be co-ordinated by the Deputy Head in close co-operation with the Curriculum Committee of the Governing Body and the School Health Adviser.
Delivery
as topics : through planned aspects of science
pastoral care : addressed when appropriate in assembly
occasional visits from school health visitor and other visitors
through the use of story time and class time
as a community we celebrate the birth of children
Working with parents
The school is committed to working with parents. Under the 1993 Education Act pupils can be withdrawn by their parents from the part of sex education that is outside the compulsory elements of the science national curriculum.
Parents wishing to exercise their right must confirm this in writing to the headteacher. Concerns of parents will be explored and the possibility of adjusting the programme to accommodate the needs of the child will be given consideration.
Any specific sex education materials will be available for parents.
Child Sexual abuse
The head and deputy and another member of staff are trained in aspects of child abuse and the necessary procedures that must be followed.
Confidentiality
A child's confidentiality will be maintained. But if it is believed that the child is at risk or in danger a teacher must confer with the head or deputy. The child will be supported by any member of staff with whom he/she feels comfortable.
Teaching methods
Active learning methods will involve children's full patricipation. Single gender groups will be used as deemed appropriate and relevant.
See delivery.
Use of visitors
There are various people who can help with resources and support. These people may include parents and the school health adviser. The SHA has a planned number of "drop-ins" through the year which are open to parents and pupils.
Answering difficult questions
Sometimes an individual child will ask an explicit or difficult question. Questions do not have to be answered directly and can be addressed individually later. N.B. to give advice or explanations in some areas relating to sexuality/substances may involve child protection issues or could be seen as a breach of the law. Teachers must exercise discretion in these situations and should refer to the head or deputy head if they are concerned for further advice and clarification. If in doubt ASK
Content
National Curriculum for Science
Pupils should be taught the relevant parts of:
1. Life processes
2. Humans as organisms
A sequence for teaching sex education
This includes elements of the National Curriculum and Health Education matters.
Although the sequence is developmental certain themes are repeated in Class time and assemblies so that information is relevant and appropriate to the age and maturity of the pupils
ages 4-5
people in my life. What they do for me and what I do for them;
my moods- feeling happy, sad and so on;
friendships
loss and mourning (eg pet, person)
keeping safe - danger I might come up against. Saying no;
my body and other people's bodies - similarities and differences;
the beginning of life - me, animals, plants;
ageing - how we know things are alive, dead, young, old;
ages 6-7
changes as we grow;
different types of families;
feelings in families (e.g. love, jealousy)
what helps people to get on with each other (e.g. listening/sharing)
what makes me happy;
what I like or don't like about other people;
keeping safe;
caring for myself; - hygiene, sleep, exercise;
people who help me to care for myself;
inside my body - the functions of different parts;
ages 8-9
feelings - things which make me happy, sad embarrassed, scared etc;
difficult situations - e.g. teasing and bullying
changes in my own body and in those of others;
how babies begin and are born - how they grow;
family trees
keeping healthy - exercise,diet, grooming, the immune system;
friendship - who our friends are; how we make and loose friends;
making decisions - influences on me;
keeping safe;
varied lifestyles in the class and community - differences in others
ages 10-11
decision making, risk taking;
feelings about the future (e.g. changing schools)
families and how they behave- what members expect of each other;
celebrations of birth, christening, puberty, marriage and death in different cultures;
expressing feelings and how we can do this in an assertive way, not bullying;
differences and similarities in people,
sexuality - what is it, and what words describe it;
body changes in me and others - why they are happening;
things that go into my body that will make me well (e.g. good food and medicines whenwe are ill)
things that go into my body that will harm (drugs that are not medicines, cigarette smoke, poisons);
messages about health and sexuality from television, videos, films, computers and newspapers.
J D Spring 2009
Review Spring 2011
