Example of a
Secondary Sex and Relationship Education (SRE)
The DCSF are currently consulting on new SRE guidance. Following the final
version of the guidance, this example policy will be reviewed.
This example policy aims to help schools develop their own policies through
consultation with staff, parents/carers, pupils and governors
This policy was agreed by governors on XXXXX and will be reviewed in XXXX.
School Background Information
Type of School
Secondary
Date gained healthy school status
________________
Average No. on roll
______________________
No. of classes in year
______________________
Gender
______________________
Key contacts:
PSHE Education Co-ordinator:
______________________
SRE Lead:
______________________
Lead Governor:
______________________
Safeguarding Children Lead
______________________
Healthy School Co-ordinator
______________________
Purpose of SRE Policy
This policy has been written as a statutory requirement and to:
 Give clear guidance to staff and outside visitors about the content, organisation
and approach to teaching SRE
 Give information to parents and carers about what is taught and when
 Give parents and cares information about their involvement with SRE
 Give a clear statement on what the school aims to achieve form SRE and why it
thinks SRE is important
 Clarify the content and manner in which SRE is delivered
How the Policy was developed
This policy was developed as part of our statutory responsibility by the school
governors in consultation with pupils (school council)/staff/parents and carers/ and
wider community partners e.g. school nurse and other health professionals/ the
CSF adviser/ local religious and community leaders
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Links to other policies
This policy links to the PSHEE policy and Safeguarding and Child Protection Policy.
Our provision of SRE reflects our work as a healthy school and takes a whole
school approach to SRE that involves
 consulting staff, parents and pupils
 training and supporting staff
 providing a curriculum that responds to the needs of
students
Definition of SRE
When developing our definition we took account of the definition suggested in the
DCSF guidance, consultation document 2010
“Sex and relationships education (SRE) is learning about our bodies, health and
relationships; with a particular focus on puberty and growing up, sexual health,
sexual intimacy, dealing with emotions and managing personal relationships”
It has three main elements:
- Attitudes and Values including; individual conscience, moral considerations and
dilemmas, the value of family life, marriage, stable and loving relationships for the
nurture of children, the value of respect, love and care
- Personal and Social Skills including; managing emotions and relationships,
developing self respect and empathy for others, how to make choices and
understanding the consequences of choices, managing conflict, recognise and
avoid exploitation and abuse
- Knowledge and Understanding including; physical development, human
sexuality, reproduction, sexual health, emotions and relationships, contraception
and the range of local and national sexual health services, reasons and benefits
for delaying sexual activity, how to avoid unplanned pregnancy
Aims of SRE (a range to choose from)
 Develop confidence to talk, listen and think about feelings and relationships
 Address concerns and correct misunderstandings and be able to protect
themselves and ask for help
 Develop skills to make and maintain positive relationships
 Develop positive attitudes and values and respect differences in opinions
 Develop a positive self image and high self esteem
 Gain accurate knowledge and understanding about sexuality and relationships
 Gain accurate knowledge and understanding about ways to reduce the risk of
STIs (including HIV), unplanned pregnancy including contraception and delaying
sexual activity
 Develop personal responsibility for one's actions
 Know where to get confidential advice and support
 Develop skills to resist pressure to have sex
 support students in being safe and having the confidence to say NO to
experiences that they feel unwilling to accept
 enable students to make secure, informed, personal and safe choices
 help students develop skills of communication within relationships, both sexual
and non-sexual
 develop a self image and confidence that individuals are in charge of and
responsible for their own bodies
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 provide knowledge about the developing body and process of reproduction and
the nature of sexuality
 provide the opportunity to discuss feelings, perceptions and values
 be sensitive to the needs of our students in recognising their cultural
backgrounds and experiences and that of the society they live in
 promote a positive and healthy attitude to sex by challenging stereotyping on the
basis of gender or sexuality
 appreciate the value of stable family life, commitment to a partner and the
responsibilities of parenthood
 increase awareness of sources of help
Moral and Values framework
SRE will be delivered within the school’s agreed aims, values and moral framework
which is sensitive to the needs and beliefs of pupils, parents / carers and other
members of the school community. This will be delivered within the school's agreed
equal opportunities framework.
We believe that pupils should have accurate information that relates to their needs.
They need help to explore their own feelings and attitudes, and those of society, in
order to develop values on which to base decisions about relationships. They need
to learn the communication skills necessary to help them take increasing
responsibility for their own sexual behaviour.
SRE will be based on the following values:
 Respect for self and others
 Non-exploitation in relationships
 Commitment, trust and love within relationships
 Honesty with self and others
 Self awareness
 Exploration of rights, duties and responsibilities
 Understanding diversity regarding religion, culture and sexual orientation
Organisation of the Programme
Timetable allocation
_______________________ e.g. 30 mins./week
Groupings
______________________
Staff Involved
_______________________
e.g. Single sex
SRE will be delivered by the Form Tutor/ specialist PSHE Education team in
conjunction with Science teachers.
We involve Camden’s Sexual Health Education Team, who deliver aspects of SRE
in Key Stage 4 and 5. Where outside visitors help to deliver SRE they are not there
to replace teachers but to enhance existing programmes.
Where SRE is taught
SRE is taught as part of the planned PSHEE curriculum and is linked to the
teaching in Science. Aspects of SRE are highlighted in cross curricular events e.g.
Health Weeks, and contributes to the work that is done on social emotional aspects
of learning (SEAL).
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How SRE is taught:
 Teachers set a group agreement with pupils to ensure that an atmosphere is
created where pupils feel able to discuss concerns, feeling and relationships but
do not discuss or ask private information of each other or the teacher.
 Questions from pupils will be addressed and dealt with age-appropriately and not
disregarded. The form in which these questions are addressed may range from
whole class, small groups or on a one-to-one basis, as appropriate.
 Different types of relationships, challenging attitudes, promoting inclusion and
reducing discrimination are all part of SRE, and teachers will deal honestly and
sensitively about issues of sexual orientation.
 Homophobic and transphobic references and homophobic and transphobic
actions and bullying are not tolerated in school and are challenged and dealt with
as part of our commitment to promoting inclusion and preventing bullying.
 Resources will be assessed to ensure that they are appropriate to the age and
maturity of pupils. They will take into account equality of opportunity through
their use of language, cultural attitudes and images, avoiding stereotyping,
racism and sexism.
 The SRE policy reflects and is line with our equal opportunities policy and the
school ensures that the SRE teaching programme is an inclusive one and is
appropriate and relevant to all pupils. Where needed, SRE is differentiated to
meet the needs of children with special educational needs and disabilities.
 SRE will be taught in mixed groups
 A variety of teaching and learning styles are used including DVDs, information
leaflets, reference books, games, role-play, CD ROMS, the Internet and visits by
theatre groups.
Content
The SRE teaching programme/scheme of work covers Science in the national
curriculum and the non-statutory Personal Well Being programme of study, within
PSHEE. Attach a summary of what is covered in the school’s scheme of work.
SRE and Science in the national curriculum
Key Stage 3
Organisms, behaviour and health
In their study of science, the following should be covered:
- life processes are supported by the organisation of cells into tissues, organs and
body systems
- the human reproductive cycle includes adolescence, fertilisation and foetal
development
- conception, growth, development, behaviour and health can be affected by diet,
drugs and disease
Key Stage 4
Organisms and health
In their study of science, the following should be covered:
- the ways in which organisms function are related to the genes in their cells
- human health is affected by a range of environmental and inherited factors, by the
use and misuse of drugs and by medical treatments
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SRE and PSHE Education - Personal Well Being Programme of study
1.1Personal identities
a) Understanding that identity is affected by a range of factors, including a positive
sense of self.
c) Understanding that self-esteem can change with personal circumstances, such
as those associated with family and friendships, achievements and employment.
1.2 Healthy lifestyles
a) Recognising that healthy lifestyles, and the well being of self and others, depend
on information and making responsible choices.
b) Understanding that physical, mental, sexual and emotional health affect our
ability to lead fulfilling lives and that there is help and support available when they
are threatened.
c) Dealing with growth and change as normal parts of growing up.
1.3 Risk
a) Understanding risk in both positive and negative terms and understanding that
individuals need to manage risk to themselves and others in a range of situations.
b) Appreciating that pressure can be used positively or negatively to influence
others in situations involving risk.
1.4 Relationships
a) Understanding that relationships affect everything we do in our lives and that
relationship skills have to be learnt and practised.
b) Understanding that people have multiple roles and responsibilities in society and
that making positive relationships and contributing to groups, teams and
communities is important.
c) Understanding that relationships can cause strong feelings and emotions.
1.5 Diversity
a) Appreciating that, in our communities, there are similarities as well as differences
between people of different race, religion, culture, ability or disability, gender, age
or sexual orientation.
b) Understanding that all forms of prejudice and discrimination must be challenged
at every level in our lives.
Suggested content
 examples of diverse values encountered in society and the clarification of
personal values
 physical and emotional change and puberty
 sexual activity, human reproduction, contraception, pregnancy, STIs and HIV
and how high-risk behaviours affect the health and well being of individuals,
families and communities
 ways of recognising and reducing risk, minimising harm and getting help in
emergency and risky situations
 features of positive and stable relationships, how to deal with a breakdown in a
relationship and the effects of l0oss and bereavement
 different types of relationships, including those within families and between older
and young people, boys and girls, and people of the same sex, including civil
partnerships
 nature and importance of marriage and stable relationships for family life and
bringing up children
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 roles and responsibilities of parents, carers and children in families
 similarities and differences and diversity among people of different race, culture,
ability, disability, gender age and sexual orientation and the impact of prejudice,
bullying, discrimination and racism on individuals and communities
Guidance to teachers on specific issues
Personal experiences of teachers
The SRE policy ensures that the teaching of SRE is set within agreed values and
attitudes and that staff follow the school’s policy. Teachers do not discuss details of
their personal relationships with pupils.
Arrangements for helping girls manage menstruation at school
Include here, the school’s arrangements to supply sanitary protection.
Contraceptive Advice
There is a clear distinction between providing general education about
contraception and specific advice to an individual regarding contraception.
Teachers do not offer individual pupils advice on contraception. The teaching
programme includes information about local services that can offer confidential
information and advice.
Abortion
Teaching about abortion is covered at Key Stage 4. Teaching ensures a balanced
approach and reflects the moral and values framework of the school and takes into
account cultural and religious backgrounds of the pupils.
The SRE programme will enable pupils to explore the dilemmas involved in
deciding to have an abortion, to understand about abortion and develop the
communication skills to be able to discuss it with parents and health professionals.
Confidentiality
The school will ensure that pupils know that teachers cannot offer unconditional
confidentiality and are reassured that their best interests will be maintained. They
will be reminded that if confidentiality has to be broken, they will be informed first, if
possible, and then supported as appropriate. They are encouraged to talk to their
parents or carers and are provided with support to do so
The school will ensure that staff understand that they cannot offer unconditional
confidentiality to pupils. They will work within the school's confidentiality policy and
agreed procedures for recording and reporting disclosures and the nature of access
to this information.
This school upholds the right of any health professional to work within their
professional code of conduct. However, when professionals are delivering aspects
of SRE in the classroom they are bound by the school’s SRE policy.
Safeguarding and child protection
Although SRE is not about personal disclosures, it is possible that a pupil may
disclose personal information or concerns about a personal issue. Staff understand
that they cannot promise pupils absolute confidentiality, and pupils know this too.
If teachers are concerned in any way that a pupil is at risk of sexual or any other kind
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of abuse, they will talk to the Designated Child Protection Officer and follow the
school’s Child Protection Procedures.
Assessing SRE and Monitoring the Programme
The SRE Lead will be responsible for:
 Ensuring the policy and programmes are implemented as agreed
 Supporting staff to assess pupil’s progress
 Recommending targets for whole school development
 Evaluation of the programme will be made by assessing, the attitudes of the
pupils, the development of their personal skills and the knowledge and
understanding they have gained. Review forms part of the content and is an
ongoing process. The views of pupils, staff and parents will be sought and taken
into account as the programme develops and changes.
Training and supporting staff
It is important that staff who deliver SRE work within the values framework of this
policy and feel confident, skilled and knowledgeable to deliver effective SRE.
Continuing professional development will be provided through a range of options:
individual study and development/ in-house CPD/ external training courses.
Training could include:
 What to teach and when
 Leading discussions about attitudes and values
 Information updates
 Practising a variety of teaching methods
 Facilitating group discussions
 Involving pupils in their own learning
 Managing sensitive issues
Working with Parents/Carers and Child Withdrawal Procedures
The school recognises the crucial role of parents in supporting their children to
understand about SRE. We will take every opportunity to inform and involve
parents/carers:
 By making our commitment clear in the school handbook/brochure
 By inviting parents/carers to discuss personal development when their child
enters the school
 By inviting parents/carers to a meeting to discuss SRE in the school.
Parents have a right to withdraw their children from SRE lessons, although not
those elements that are in the National Curriculum for Science, or any other part of
the National Curriculum. If a parent wishes to withdraw a child from SRE lessons,
we ask that they discuss it with the Head Teacher, to be clear about what their child
will do when they are withdrawn from the lessons.
When a child has been withdrawn from SRE lessons, if the child should ask
questions at other times, these questions would be answered honestly by staff.
Disseminating and Monitoring the SRE Policy
A copy of this policy is given to all staff and governors and included within the staff
handbook. A full copy is freely available to parents on request. A summary of the
content and organisation of SRE is included in the school prospectus. Copies of
the policy are given to other professionals whose work relates to SRE or who may
be involved in its delivery. A summary of the policy is included in pupil’s journals.
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