Sandroyd Sex and Relationships Education Policy
BACKGROUND
The school sex education policy was substantially rewritten following the
introduction of co-education in September 2004 and again in September
2009 following a change in teaching arrangements.
The agreed document was then submitted to the Board of Governors as
a recommended policy for the school. The Governors have ultimate
responsibility for the Sex Education policy of the school.
The Curriculum Outlines booklet drew the attention of parents to the
school Sex and Relationships Education Policy (SRE) which is available to
all parents on request. The school reminds parents in both the
Curriculum Outlines booklet and in one of the Headmaster’s letters to
parents of their right to withdraw their children from SRE but not from
the biological aspects of human reproduction which are taught as part of
the science curriculum.
Staff must not under any circumstances offer pupils confidentiality. At
the same time, students should be offered sensitive and appropriate
support. If there are any suspicions that abuse may have taken place
then the school’s Child Protection Procedures will be used and the
Headmaster should be informed immediately. If matters of a sensitive
nature have been discussed which require no further action staff should
consider passing on relevant information to a senior member of staff in
order to provide protection for themselves against any possible future
developments
DEFINITIONS
Sex and Relationships Education (SRE) concerns lifelong learning about
physical, moral and emotional development. It involves learning the
importance of stable, loving relationships, respect, love and care, family
life and the role of marriage. Consideration will be given to relationships
and sexuality that may be different and all pupils will be encouraged to
be tolerant of others. The biological aspects of human reproduction will
be covered in science during Key Stages 2 and 3. Sexuality and sexual
Minor revisions: MGH Feb 2014
For review before September 2016
Reviewed Governors’ Academic Committee March 2014
Governors’ Governance and Welfare Committee June 2012
health will be covered in SRE and will provide pupils with the knowledge,
skills and attitudes which will allow children to manage their lives in a
healthy and responsible way in accordance with their age and maturity.
AIMS and OBJECTIVES – Attitudes and Values
 Understanding of the potential value of family life, marriage and
stable and loving relationships for the nurture of both children and
parents.
 Encouraging respect for the moral and spiritual values which
reflect the broad Christian base of the school
 Respect for oneself and others and caring for oneself and others.
 Tolerance of different values and attitudes and lifestyles of others
 Exploring, considering and understanding moral dilemmas
 Development of critical thinking skills as part of decision making.
AIMS and OBJECTIVES – Personal and Social Skills
 Strengthening self-esteem and self-confidence through learning to
understand and manage emotions and relationships confidently
and sensitively.
 Development of skills of choice and acceptance of personal
responsibility for decision making.
 Recognition that assertiveness, conflict management,
communication and sensitivity are fundamental to effective
decision making.
KNOWLEDGE and UNDERSTANDING
 Learning and understanding about physical development at
appropriate stages and dealing with issues of gender and
stereotyping.
 Transmission of knowledge about sexuality, reproduction, disability,
inherited disorders, sexual health, emotions and relationships.
 Age appropriate information regarding sexuality, sexual health,
contraception and sources of external advice.
 Learning about the reasons for delaying sexual activity, the
benefits to be gained from such a delay and the avoidance of
unplanned pregnancy.

IMPLEMENTATION
Minor revisions: MGH Feb 2014
For review before September 2016
Reviewed Governors’ Academic Committee March 2014
Governors’ Governance and Welfare Committee June 2012
The SRE Programme of Study for Years 7 and 8 will be covered in
sessions devoted to this topic in the Skills Knowledge and Understanding
for Lifelong Learning (SKULL) which takes place during Lesson 6 each
Monday. The programme will be delivered by the Head of PSHCE and
SRE Co-ordinator. The SRE Programme of Study for Years 3-6 will be
delivered by form tutors as part of the PSHCE scheme of work. There is
one lesson of PSHCE timetabled
The delivery of SRE will involve formal teaching using age appropriate
videos, small group and class discussions and role playing. The teacher
will endeavour to answer any appropriate questions raised but reserve
the right to refuse to answer questions where the answers may be
thought to be inappropriate for the majority of the group. However,
much explicit information is available in teen magazines and similar
media items and this informal learning can be a powerful source of
confusion and misinformation that the school will seek to dispel.
There will not be any gender separation for lessons unless there are
pressing religious or individual circumstances which make such divisions
essential. Given the fact that girls form a minority in the school setting
will take place to ensure that there are no groups that have single girls
in them. This conforms with DCSF guidelines which emphasise the
neglect that boys frequently experience within many Sex Education
programmes.
The SRE policy recognises that ‘taboo slang’ is likely to play a significant
role in pupils’ early encounters with many aspects of sexual health and
activity. Whilst the school will not encourage the use of slang terms they
will be recognised when necessary and discussed as appropriate in order
to dispel myths and reduce fear and anxiety.
The science department will cover the biological aspects of puberty,
adolescence and human reproduction. Delivery of this part of the
science National Curriculum starts in Year 6 and will be supplemented by
the SRE curriculum. The school sister is always available to discuss
concerns with individual pupils and should be contacted to help to make
adequate and sensitive arrangements to help girl pupils to cope with
menstruation. All information will be treated with appropriate confidence
and sensitivity.
Minor revisions: MGH Feb 2014
For review before September 2016
Reviewed Governors’ Academic Committee March 2014
Governors’ Governance and Welfare Committee June 2012
Whilst the bulk of SRE will be formally delivered within the context of
the SRE curriculum, other members of staff may become involved as a
result of being asked questions or owing to particular events that may
take place. This is particularly likely to be the case with Form Tutors and
Houseparents. For example, the Housemistress for the Year 7 and 8 girls
house is often the first point of contact for girls who seek guidance as
they physically mature. In these circumstances teachers are encouraged
to deal with the issues frankly, but within the guidelines laid down by
the SRE policy. However, all staff are reminded that these are
particularly sensitive issues and teachers should be wary of being led
into inappropriate discussions. It is recognised that some tutors in some
instances may prefer to ask a colleague to discuss the issues with the
pupils concerned.
PARENTAL RIGHTS
Parents are the key people in teaching their children about sex,
relationships and growing up and for this reason the school SRE
programme may be a sensitive area. However, the most effective
programme for all children will result from a strong partnership between
parents and school. All parents have the right to withdraw their child
from non-statutory sex education and should do so by writing to the
Headmaster. Non-statutory sex education is defined as the work relating
to attitudes, sexuality and HIV/AIDS. Although non-statutory the school
is obliged to teach it and feels that it is important that these aspects of
sex education are dealt with responsibly and sympathetically. There is
no right of withdrawal from the sex education which forms part of the
science curriculum.
This policy was written to conform with DFE guidance and Ofsted SRE
Learning Outcomes.
Minor revisions: MGH Feb 2014
For review before September 2016
Reviewed Governors’ Academic Committee March 2014
Governors’ Governance and Welfare Committee June 2012