NORWOOD GREEN JUNIOR SCHOOL
SEX AND RELATIONSHIP EDUCATION POLICY
Updated – January 2013
Introduction
This policy was reviewed in consultation with the governors and staff of Norwood
Green Junior School.
The policy accords with other LEA and whole school policies including equal
opportunities, PSHE and Child protection.
RATIONALE
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It is believed that: ‘Effective sex and relationship education (SRE) is essential
if young people are to make responsible, informed and healthy decisions
about their lives, both now and in the future’.
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A successful programme will help young people learn to respect themselves
and others, and move confidently from childhood through adolescence and
into adulthood.
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The most appropriate context for SRE provision is as part of a wider
programme of PSHE. The school’s SRE provision must also include those
aspects that form part of the national curriculum programmes of study for
science.’ QCA website 2006
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Research conducted shows that children from minority ethnic communities are
less likely to talk to their parents about sex and relationships. 85% percent of
children at Norwood Green Junior School come from ethnic minority
backgrounds.
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It is believed that society gains from children who are confident and who can
make responsible and well informed decisions about their lives.
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At Norwood Green Junior School, we aim to seek to provide for the individual
well being and
……..“ensure that the emotional, physical and social needs of all are supported.”
(Norwood Green Junior School mission statement)
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We are committed to provide a comprehensive programme for all children
so that anxiety that some children may experience due to ignorance or
misinformation is avoided.
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Definition of Sex and Relationship Education
“It is lifelong learning about physical, moral and emotional development. It is about
the understanding of the importance of marriage for family life, stable and loving
relationships, respect, love and care. It is about the teaching of sex, sexuality, and
sexual health.
DFEE, Sex and Relationship Education Guidance July 2000
At Norwood Green pupils are taught to respect different family models, considering
the self esteem of all pupils.
The programme has three elements: Attitudes and values
 Personal and social skills
 Knowledge and understanding
Implementation
The Sex and Relationship Education programme is taught within PSHE/Citizenship
curriculum. It builds upon the understanding pupils have developed in Science and
PSHE. It also recognises the needs of pupils and is adapted to respond to these
needs.
The Objectives From the National Curriculum for Science and PSHE
The school follows the objectives from Science QCA scheme of work and the PSHE
non-statutory guidelines.
Children will learn: Science:
To recognise, as they approach puberty, how people’s emotions change at that time
(Unit 5b)
What makes a healthy lifestyle, including the benefits of exercise and healthy eating
(units 3a, 4a, 5a, 6b) About how the body changes as they approach puberty (unit
5b)
PSHE (Non-statutory guidelines):
1d. to recognise, as they approach puberty, how people's emotions change at that
time and how to deal with their feelings towards themselves, their family and others
in a positive way
2k. to explore how the media present information
3c. about how the body changes as they approach puberty
4c. to be aware of different types of relationship, including marriage and those
between friends and families, and to develop the skills to be effective in relationships
4e. to recognise and challenge stereotypes.
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The Delivery of PSHE/Citizenship at Norwood Green Juniors
This is taught through a weekly-designated time, through and in other curriculum
areas and through whole school activities.
This is delivered through:  SEAL : a whole school programme which focuses on social and emotional
development
 Sex and relationships education: taught through out the school using DFES
and QCA guidance.
 Health Education: A mixture of issues such as drugs, healthy eating, hygiene,
healthy eating, personal safety, the importance of exercise, bereavement
(emotional health) is taught through out the school using DFES and QCA
guidance.
 Citizenship: is taught through out the school using DFES and QCA guidance.
 Circle time – this is a mixture of discussion and games. Themes include cooperation, friendship, problem solving, decision making, resolving conflict and
sharing feelings. Circle times are conducted within a framework of established
ground rules, and is often delivered within the SEAL programme. These are
attentive listening, mutual appreciation, right to pass, confidentiality and
respect for others.
 Cross Curricular Opportunities
 Opportunities are identified within other curriculum areas for children to learn
about:  having a sense of responsibility
 gaining confidence in their achievements
 sharing opinions
 respecting the differences between people
 recognising how their behaviour affects others
 working co-operatively
 keeping safe
Relationship and Sex education Year 3 – 6
Year 3:
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Relationships - Responsibility and guilt
Living and non-living
Gender stereotypes
Similarities and differences between boys and girls
Year 4:
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Relationships - Loss and bereavement.
Babies needs.
Difference between babies and children.
Difference between adults and children.
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Year 5:
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personal hygiene
changes in the body related to puberty, such as periods and voice breaking
when these changes are likely to happen
how a baby is conceived and born
understanding some of the skills necessary for parenting
emotional changes
Year 6:
The programme will include:  personal hygiene
 changes in the body related to puberty, such as periods and voice breaking
 when these changes are likely to happen
 how a baby is conceived and born
 understanding some of the skills necessary for parenting, and that these skills
are less likely to be as developed in teenagers as they are with adults. Pupils
will learn that 30 % births per 1000 are from teenage mothers and that this is
the highest percentage in Europe.
 Media and Sex
Sexual Reproduction and Needs Analysis
This will be taught when pupils are ready (either in year 5 or 6). The pupils readiness
will be determined by a ‘needs analysis’. If it is taught in Year 5, then it will be taught
alongside the Life Cycles topic. It will be studied as part of the life processes
common to humans and other animals including nutrition, growth and reproduction.
Prior to Teaching:
Parents are invited to attend an open evening prior to teaching. They are informed
of the content and nature of the programme and are encouraged to remain in touch
with the class teacher.
Parents have the right to withdraw their child from all or part of the learning
programme which specifically relates to sexual reproduction. To exercise this right,
they should contact the head teacher in the first instance to discuss their concerns.
Organisation of Teaching:
Before teaching a set of ground rules are agreed with the class in order to create a
safe environment in which pupils are comfortable. This will serve to minimise any
feeling of embarrassment or anxiety.
Teaching will take place in mixed gender groups and by the children’s own class
teacher. Single gender groups will be used on occasions in which particularly
sensitive issues are discussed. When appropriate, single sex groups will be
organised. These sessions are led by a school nurse or the class teacher.
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Teaching Strategies:
A variety of techniques are used in presenting the programme to the children.
These include videos, books, worksheets, large and small discussion groups.
Teachers will use their discretion and skill to address difficult or explicit questions.
These may be dealt with on an individual basis. The head teacher will be consulted
regarding any concerns relating to these questions.
Confidentiality
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Pupils are encouraged to talk to their parents/carers
Ground rules used
Pupils are made aware that teachers cannot offer unconditional confidentiality
Pupils are informed of sources of confidential help; child line, GP, school
nurse
Child Protection
If a pupil discloses a child protection issue/infers through behaviour, during SRE, the
named child protection person (Kate Norfolk, Head Teacher) is informed. The
member of staff should not ask the child questions about their disclosure and they
should seek advice from ‘protection person’ regarding confidentiality, following the
child protection procedure. There may be rare occasions when a primary teacher is
approached by a primary aged child who is sexually active or is contemplating sexual
activity. This must be viewed as a child protection issue.
Monitoring and Evaluation
The monitoring and evaluation of the programme will be through:
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Feedback from the year groups to the PSHE and Science Co-ordinators from
lessons taught
Feedback from parents on an informal basis
Feedback from the children through an evaluation form
Resources for Reference
Norwood Green Junior School Guidance notes.
Hounslow Education Guidance notes
DFES Sex and Relationships Education (2000)
Links with outside agencies
School nurse
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