All school policies embody the commitment of Governors and Staff to the
principles of:
 equality of opportunity,
 student and staff wellbeing, both mental and physical
 striving for excellence in all that we do
 transparency and accountability
SEX AND RELATIONSHIP EDUCATION
POLICY
November 2013
Vice Principal – K. Lumley
RATIONALE
Leasowes places a very high value on all those aspects of personal and social education
which inform and support students' growth into fully rounded young people, able to make
informed choices and build good relationships. Sex education is an educational
entitlement of all students. In framing its policy for sex education, Leasowes has taken
due regard of the Authority's Statement "Sex Education in Schools" November 1994,
revised National Curriculum September 1999, and of the National Healthy School
Standard.
AIMS
To encourage students' sense of personal responsibility in all forms of behaviour.
To build self-esteem and self-awareness, and at the same time the respect and
consideration for others which underpin sound human relationships.
To provide a programme which supplies information for students and their parents, and
encourages the acquisition of skills and attitudes which will allow students to manage
their lives in a responsible and healthy way.
To ensure that students are protected from teaching and materials which are in
appropriate, having regard to the age, religion and cultural background of students.
GUIDELINES
Sex education is taught primarily within the frameworks of the PERSONAL AND
SOCIAL DEVELOPMENT and DESIGN FOR LIVING programmes, in the lower and
upper school respectively. The treatment of the content and concepts is tailored
to the years in question.
Due regard is taken of information from Primary colleagues on their work in this
area through informal liaison within Bridge Curriculum arrangements.
Key Stage 3 (Lower School) - Puberty, friendship and love, family life and
relationships, gender issues, conception and birth, contraception, HIV/AIDS, safer sex,
helping agencies, sex and the law.
Key Stage 4 (Upper School) - Developing relationships, conception, contraception,
pregnancy and abortion, fostering and adoption, genetic inheritance, early parenting,
sexually transmitted diseases including HIV/AIDS, advice on health checks, sexual
lifestyles, helping agencies, prejudice and stereotyping, different faiths and cultures.
The work is reinforced in other curriculum areas as appropriate, for example, the
biological aspects of sex education are studied in greater depth in Science. The
contents of all syllabuses/schemes of work, which include sex related topics, are
kept under review, and the school is sensitive to all legislative and other changes
related to this area of the curriculum.
Monitoring of the sex education programme is carried out on an on-going basis by
PSD/DFL co-ordinators and the Vice Principal, and their review must ensure that all the
resources and materials used are appropriate and up to date, and that teachers are
receiving appropriate training and support. Review of policy takes place in Governors
Curriculum Committee, and this work is summarised in the Governors' Annual Report to
Parents.
A summary of policy is in the school prospectus, and the full policy is available on
request to parents, LEA, OFSTED through the Vice Principal/Principal.
The PSE/DFL course aims to place sex education within the wider context of
students learning the abilities, skills, knowledge and understanding of themselves
and others which are contained in the courses above. Concepts like good health,
morality, relationships, self-awareness and personal responsibility underpin the
course.
The following skills are recognised and encouraged in all
aspects of the PSE/DFL course:Communication, including making and keeping relationships
Assertiveness
Decision making
Recognising and using opportunities to develop a healthy lifestyle
Specifically, the course examines the physical and emotional changes associated
with puberty, the development of relationships, and also the significance of
marriage and stable relationships as key building blocks of community and
society. The course will deal honestly and sensitively with matters of sexual
orientation without any direct promotion of any sexual orientation.
Many delicate issues may arise from or through the sex education programme,
both directly and indirectly. Staff, parents and students need to understand the
school's procedures.
Students need to know that some information cannot be held confidential, and
made to understand that if certain disclosures are made, certain actions will
ensue. At the same time, students must be offered sensitive and appropriate
support.
The College will also deal with homophobic bullying, should it present itself,
through the appropriate pastoral mechanisms.
In the event of disclosure or suspicion of possible abuse, child protection procedures will
be invoked.
In the event of disclosure of pregnancy or advice on contraception being sought,
students will be encouraged to talk to their parents first, and seek professional advice
and guidance from a health professional, either the school nurse or their G.P. Students
should be asked if they need help in telling their parents. If this is refused, they should
be referred to a health professional and the Principal informed, who will consult with the
health professional about informing the parent(s). In all such cases, staff are encouraged
to seek the student's permission to share the confidence with an identified senior
member of staff from the outset.
The responsibilities which must be associated with sexual activity, and the
consequences of it, are clearly discussed. The facts about contraception, birth,
sexually transmitted diseases, HIV and AIDS are dealt with, in addition to moral
issues associated with marriage and parenthood.
Facts are presented in an objective and balanced way, with students being
encouraged to consider their attitudes and values. They will be made aware of the
difference between fact, opinion and religious belief.
The value of family life and concepts of stability, mutual respect, caring and support will be particularly
considered.
Some understanding of the law in relation to sexual activity, particularly pertaining
to young people of school age, is included in the programme.
Leasowes recognises the sensitive nature of many of the issues, and when
appropriate, calls in the services of outside agencies to enhance the quality of the
course. The College also recognises youngsters' natural curiosity about sexual
matters, and seeks to provide them with not only factual knowledge, but also some
understanding of the complex moral frameworks within which sexual behaviour
operates, and the importance of forming a stable and supportive relationship.
Students will be encouraged to appreciate the physical, emotional and moral risks
of promiscuous sexual behaviour, and also to understand and counteract social or
peer pressure which could have negative consequences.
Parents are fully informed of the imminent onset of the sex education sections of
the PSD/DFL course, when a letter of consent is posted to them. At this time
alternatively they can exercise the right to withdraw their child from the sex
education programme. The child will not begin the sex education programme until
the letter of consent has been received.
Under the Education Act 1993, parents have the right to withdraw their children
from all or part of the sex education programme, other than those elements which
are required by the National Curriculum Science order. Parents wishing to
exercise that right are asked to make an appointment to meet the PSD/DFL coordinator to discuss the issues, and though they are under no obligation to do so,
it is hoped that at this stage any difficulties about the nature of the sex education
provided by the school can be resolved. Once withdrawn, they cannot take part in
later sex education without parental approval.
Arrangements for the supervision of students whose parents have withdrawn them
from the programme are made by the PSD/DFL co-ordinators.
Leasowes welcomes parents contacting the School with any matters of concern to
them arising from the sex education programme.
CONCLUSION
Leasowes hopes, through the delivery of a well planned, resourced and sensitive sex
education programme, to give its students relevant and up-to-date information, and the
skills that will enable them to make sound life choices in this area.
Policy date: November 2013
Review date: November 2014
Vice Principal: KLumley