Sex and Relationship Education Policy

Transcription

1 Sex and Relationship Education Policy This document was: Generated by the Headteacher 1 st December 2016 Review date: October 2019 Reviewed/Revised at a meeting of the Standards Committee held on 12 th January 2017 Approved at a meeting of the full Governing Body held on 26/1/17 Signed: Chairperson schools governing body, on behalf of the governing body Date: Signed: Headteacher Distribution: Staff, governors, pupils, parents and interested parties. 1

2 Welsh National Curriculum Changes On June 30 th, 2015, The (then) Education Minister Huw Lewis accepted all of Professor Graham Donaldson s curriculum recommendations for a new Welsh National Curriculum. The curriculum becomes available to implement in 2018 and will be a statutory requirement in In Ysgol Ty Coch, the systematic implementation of this curriculum has already begun. This work includes: 1. A review of the curriculum arrangements in Ysgol Ty Coch was undertaken in October This involved pupils, parents, staff, Governors and Multi-Disciplinary Agencies 2. A crucial recommendation from the curriculum review detailed a requirement to promote thematic learning to increase relevance for our pupils 3. Current NC subjects (curriculum 2008) have been aligned to the Donaldson Report learning areas to form an holistic and thematic approach to learning (Appendix 1) 4. All staff have been involved in developing exciting and motivating teaching and learning activities which align to NC subjects but which fit broadly under the Donaldson Areas for Learning (Appendix 1) 5. The LNF and a draft Digital Competence Framework are now embedded in curriculum delivery 6. This curriculum model will substitute current NC with new curriculum content when Pioneer Schools have written the new curriculum Ysgol Ty Coch Policy for Sex and Relationship Education (SRE) Sex and relationship education will help all pupils understand their physical and emotional development and enable them to make positive decisions in their lives. Some parents and carers of children with SEN may find it difficult to accept their children s developing sexuality. Effective SRE is key in supporting young people through their physical, emotional and moral development, enabling them to make informed life choices confidently, and furthering their respect for themselves and others as they move through life. At YTC there are many opportunities for discussion about relationships, feelings and values in order to develop a sense of self worth and to be equipped to take an active, safe and responsible part in their lives, depending on their individual ability. 2

3 The Curriculum for All Learners Document states that the purpose of the delivery of the curriculum as being to enable all learners access to relevant skills, knowledge and understanding at an appropriate level. Schools may select content from the foundation phase or any key stage within the curriculum and use it flexibly together with the skills framework 2008 in order to: provide a meaningful, relevant and motivating curriculum to their learners; meet the specific needs of their learners and further their all round development Objectives of the SRE Policy At YTC there are many opportunities for discussion about relationships, feelings and values in order for pupils to develop an understanding about themselves and others. This is also consolidated through the approach to behaviour through positive approaches such as the Restorative Approach. (See Behaviour Policy). SRE at Ysgol Ty Coch will be taught within the overall theme of Relationships underpinned by four core fundamentals of: RESPECT TRUST CHOICE CONSENT Within Foundation phase and Key Stage 2, a Friendship Rainbow will be introduced to cover the concepts of personal intimacy and social distance. Four colour coded arcs represent where people belong in relation to self/the child. In correspondence with this, behaviours, feelings and actions are represented by the distance from the centre of self/the child. This will assist the child to discriminate different degrees of intimacy and adapt behaviours to suit in order to promote personal social safety. 3

4 This will be further explored at secondary level with the introduction of the Relationships Rainbow closely following the friendship rainbow with an added section, to allow for privacy and the need for self-stimulation in appropriate situations. At this level, students will be asked to think about and discuss the level of talk, trust and touch which is appropriate for each coloured area. SRE will also include aspects of: Self realisation Self expression Self esteem/self-confidence There are clear opportunities to teach SRE within the curriculum. It is mainly delivered through the Personal and social education framework for 7 to 19-year-olds in Wales. Specifically, the outcomes of effective SRE are to help learners: develop positive attitudes and values that influence the way they behave develop the skills needed to make responsible and well-informed decisions about sexual health and well-being gain respect for themselves and others 4

5 appreciate diversity within sexual orientation and celebrate difference build successful relationships appreciate the importance of stable and loving personal relationships understand the physical and emotional aspects of sex, sexuality and sexual health and well-being understand the consequences and risks of sexual activity and recognise the benefits of delaying sexual activity understand the laws relating to sexual behaviour know how to get appropriate advice on sexual health and well-being. Specific Sexual Health Issues These areas are included in the Scheme of Work and addressed in depth if required. The acceptable school approach to masturbation is to encourage an appropriate private place i.e. not at school. This will be taught as part of the relationship rainbow and feature in the private blue arc. Acceptable body part names will be taught at Key Stage 2 year as per the SRE Scheme of Work Genitalia/genitals Breasts Penis Vagina Sexual Orientation YTC will ensure that support and guidance will be given to all learners, promoting inclusion and challenging inequality. In particular, teachers will offer support and guidance sensitively and non- judgmentally to learners who feel uncertain about expressing their sexuality and who may be lesbian, gay, bisexual or transgender. Some pupils will be more confused about what is acceptable public behaviour. These children will be given more help to develop skills to reduce the risks of being abused and exploited, and to learn what sorts of behaviour are, and are not, acceptable. Ysgol Ty Coch will ensure that pupils will receive sex and relationship education and take care not to marginalise sex and 5

6 relationship education. There will be inclusion for all learners and teachers will be sensitive to student needs. Planning Pupil s individual learning needs are addressed through the Statement of Educational Need, Annual Review process and the provision of Individual Development Plans (IDP). These, in turn, determine the balance between the NC and the holistic therapies to meet the needs of each pupil. A spiral curriculum has been developed from foundation to KS5 where staff will teach according to the student needs. SRE provision is central to the curriculum and has been planned for to ensure continuity and progression in learning across the key stages. In Ysgol Ty Coch it is the staff responsibility to teach SRE. It is taught regularly and is linked to the PSE scheme of work also. SRE is taught in all the key stages by classroom staff although specialised teaching by the school nurse may be used where it is necessary. Learning is accessible for all students e.g key SRE terms in Makaton are used, switches are used in lessons where applicable. The curriculum for SRE has been developed through the context booklets and is part of a four year rolling programme in foundation to KS3 and a two year rolling programme at KS4. In KS5 it is taught in modular form and may be linked to accreditation devised by recognised qualification providers such as Agored Cymru as part of the PSE Learning Pathway. Links to Local and National Priorities Welsh Government Sexual Health & Wellbeing Action Plan, renews their commitment to improving the sexual health and wellbeing of the population, to narrow sexual health inequalities and to develop a society that supports open discussion about relationships, sex and sexuality. Education Act 1996 Welsh Government Sexual Health and Wellbeing Action Plan, Guidance on Sex and Relationships Education (SRE) in Schools Welsh Assembly Government Circular No: 019/2010 the Requirements of the Personal and Social Education framework for 7 to 19-year-olds. 6

7 Safeguarding Children in Education- The role of the local authorities and governing bodies under the Education Act 2002 No: 005/2008 UN Convention on the Rights of the Child Article 34 In addition when writing the policy, safeguarding procedures set out in publications below were followed: Safeguarding Children in Education- The role of the local authorities and governing bodies under the Education Act 2002 No: 005/2008 Safeguarding Children: Working Together Under the Children Act 2004 All Wales Child Protection Procedures 2008 Involving Learners Student views are integral to the effectiveness of delivery of SRE at YTC. Student views are sought through school and class council meetings. The Delivery of PSE/ SRE In planning and delivering the curriculum, teachers at the school provide: a clear, consistent framework of values within which to work, supported and agreed by all Supportive relationships between teacher, learning support staff and children a classroom climate which encourages all children to explore and encourages a high level of interest opportunities for development outside the classroom situation through responsibilities, extra-curricular activities and educational visits all staff encourage positive approaches to behaviour and discipline and home/school policies reflect this. They set clear guidelines for both parents and the child. The children appreciate the need for good manners, self-discipline and appropriate behaviour in whatever situation they find themselves regular teaching of SRE at an appropriate level for the ability of the pupils 7

8 friendship and relationship rainbows allow key messages to be planned for and taught as part of a whole school approach additional and more specialist advice is available through the school s nurse who delivers lessons to pupils on an individualised or small group basis when the need arises a sensitive, non judgemental or non biased approach to be given to all learners who may be lesbian, gay, bisexual or transgender. We provide opportunities for personal and social development through a variety of strategies: individual, peer group, collaborative work discussion and role play involvement in a range of problem solving activities encourage and organising of independent learning preparation and presentation of tasks for different audiences positive self-image visiting theatre groups self-assessment/peer assessment and target setting through our general routines, in and out of the classroom and the way in which individuals relate to each other, children are encouraged to develop their own attitudes and values Assessment and Recording Effective Assessment, and the systems underpinning it, is key to high quality teaching and learning and to successful schools. Effective assessment combines Assessment of Learning with Assessment for Learning to produce a linked overview of pupil progress. Summative assessment occurs through annual P-Level Scores. Whilst assessment can take different forms, the prime reason for all assessment remains constant. Assessment information should help learners to improve their learning and help teachers plan for progression. The information that assessment generates should provide a shared language for discussing progress and planning improvement. It should be dependable and purposeful. Assessment information and evidence should include a combination of the following which should be assessed using the accepted marking and assessment policies: 8

9 INSTEP and P-Level summative assessments BKSB(14-19) Thrive a range of assessment for learning strategies LNF and Digital Competence Cross Curricula tracking Records of Achievement (ROAs) post-it note observations video evidence photographic evidence formal written statements work sheets exercise books which should be marked using the school s accepted marking policies Subject/Key Skill Acquisition Our curriculum is skills based in line with Curriculum 2008 but makes increasing reference to the recommendations in the Donaldson Report. To this end, pupils are assessed and tracked according to their skill acquisition in individual subject areas. The Skills Wheel, which is used throughout Ysgol Ty Coch makes reference to 5 key skills. These skills should be taught in a cross curricula fashion and be apparent in most lessons: Literacy Framework Numeracy Framework Digital Competence Framework Thinking Skills Wellbeing (inclusive of PSE and SRE) We feel that this approach generates a more accurate picture of our pupils development and progress. 9

10 Resources The school nurse has a range of appropriate resources to deliver the scheme of work. Resources have also been purchased which are specially designed to aid the teaching of SRE to students with autism. Continuing Professional Development To ensure that SRE is effectively taught at YTC, staff need to feel confident about teaching SRE. Every year training time is given for the teaching and further development of SRE within the school. The policy for SRE and scheme of work will be reviewed annually in line with student voice and Government changes. The school nurse is also available to support teachers in this role. The personal attitudes and beliefs of teachers will not influence their delivery of the SRE curriculum within the PSHE framework. Working with Parents/Carers and the Wider Community The school works closely with parents to ensure parents views are considered. In determining the school SRE policy, parents views are actively sought, in order that the policy and teaching of SRE will complement and support their role. Parents have the rights to withdraw their child from sex education, other than SRE contained in the national curriculum. Regular discussion and good partnerships with parents/carers form the best arrangements for those who have concerns and are considering withdrawing their children from sex education. Where parents choose to withdraw their child from SRE, the written request is recorded by the PSHE coordinator and is kept until the learner attains the age of 19. If learners are withdrawn from the sessions due to parental choice then the school will make suitable alternative arrangements for the learner. The school also works in partnership with foster parents and corporate parents where the child is looked after by the local authority. Consultation with parents is via parental questionnaire and the covering letter includes the right to opt out. The SRE policy is published to the school website and regular workshops/ opportunities for discussion are offered to parents. 10

11 Information regarding the content of the SRE programmes is made available to all parents via the topic web. Parents are made aware of any involvement of the wider community in the delivery of SRE. The Involvement of Health Professionals and External Agencies To complement the role of the teacher and class staff in delivering SRE, specialist input will be facilitated by the school nurse in partnership with health agencies. The health agencies will be familiar with the school s safeguarding policy, SRE policy and be mindful of the importance of working within them, whilst following their own professional code of conduct. The school maintains the responsibility to manage the SRE programming and works cooperatively with any external agencies. Safeguarding & Confidentiality In the case of any disclosures arising from the teaching of SRE, staff will follow the Safeguarding Policy. All staff have a duty to protect learners and if a teacher, health professional of other classroom staff hears or sees something during SRE lessons that suggests a learner is at risk of serious harm or of causing serious harm to others, they must share that information with the designated safeguarding officer. Parents, teachers and learners are aware of the confidentiality policy and understand how it works to protect learners and staff. See school website for details. Examples of this are: ensuring that learners and parents know that teachers and other professionals cannot offer or guarantee unconditional confidentiality, particularly in relation to personal disclosures reassuring learners that their best interests will be maintained encouraging learners, where possible, to talk to their parents/ carers and give them support to do so 11

12 ensuring learners are informed of sources of confidential help e.g. school nurse, school counsellor or where applicable a GP or young person s sexual health services Safeguarding of pupils is given very high regard. The school understands its duty to keep learners safe and adheres to the PREVENT agenda and broader safeguarding guidelines. Regular and well planned lessons are taught in e-safety and Sex and Relationship education to ensure our pupils are given the very best advice on how to keep themselves safe. Rights Respecting Schools As a Rights Respecting School, we aim to embed children s human rights in our ethos and school culture. We base our practice on the principles of equality, dignity, respect, nondiscrimination and participation. Working within these principles not only empowers our children and young people, but also leads to enhanced learning, improved standards and better relationships. Therapeutic Curriculum The holistic needs of our pupils are met through planned use of therapies, technology for communication, working alongside multi agency partners such as speech and language, physiotherapy, occupational therapy and counsellors. Health and Safety The school follows the recommendations within the County s Health & Safety Policy. Staff accept the responsibility to plan safe experiences / activities in relation to key skills and to match the level of adult supervision and support to the degree of risk involved as determined by the dynamic risk assessment. 12

13 Any specific issues relating to Health & Safety that require immediate attention should be brought to the attention of the Head teacher, Curriculum coordinator and Health and Safety Officer. Equal Opportunities All teachers at Ysgol Ty Coch must take account of all pupils learning styles and their learning needs. They must demonstrate an understanding of how our pupils development and wellbeing are affected by a range of social, religious, gender, ethnic, cultural and linguistic differences. All teachers take account of diversity and promote equality and inclusion in their teaching. Staff Development Staff will have access to in-service training as and when appropriate. This is in accordance with the school s policy for staff development. Role of the Head teacher To discuss future developments for key skills within the Curriculum and with subject coordinator To help motivate staff to create a rich and stimulating learning environment To support and encourage other professionals to develop their skills and teaching of all aspects of Key Skills To ensure budget provision for current resources and materials To ensure budget provision for staff training Development of the Policy Development and dissemination process -this policy was formulated by a working party consisting of Parents, Head teacher, Teaching staff, School Nurse, e-safety Coordinator, and Chair of Governors. The policy was informed by consultation discussions with pupils during circle time and School Council meetings. The governing body in consultation with the head teacher ensures that the policy takes all learners needs into account. The head teacher and governing body have developed this policy with regard to Welsh assembly Government guidance. 13

14 The Context and Relationship to Other School Policies PSHE policy - The school delivers the non-statutory elements of SRE in the PSHE curriculum Science policy - The school delivers the statutory elements of SRE in the Science Curriculum Child protection and Safeguarding policy - In the event of a disclosure or concerns about a pupil at risk of harm, see the school's policy on Child Protection E-safety policy - strategies to deal with; inappropriate communications and appropriate use of digital technologies. Confidentiality policy - Teachers and visitors are expected to work within the boundaries of the school's policy on Confidentiality SEN/Equality statement - For further guidance on the provision for young people with SEN, see the Equality statement and SEN policy Visitors in School policy - The school uses the school nurse/other visitors to contribute to the SRE programme in school. This policy outlines the responsibilities for both the visitor and the school Code of Conduct policy- Sex and relationships guidance fits into the wider pastoral role of school staff, as advice and guidance may be sought outside of SRE lessons Anti-bullying policy - The school's policy on anti-bullying is important as it highlights the safe and caring environment the school actively promotes to support teaching and learning in the school Appendix 1 Donaldson Area for Learning Current Foundation Phase Alignment Current National Curriculum Alignment 14

15 Creative Development Art Personal and Social Development, Wellbeing and Cultural Diversity Physical Development Drama Music Dance Film Digital Media PE PSE - Healthy Eating and Cooking, Substance Misuse, Mental, physical and emotional wellbeing SRE & E-Safety Work related learning, learning for life. Knowledge and Understanding of the World Language, Literacy and Communication Skills Welsh Language Development History Geography RE Business Studies Social Studies English Reading, Writing and Oracy. Welsh Modern Foreign Languages (MFL) Digital Communication Mathematical Development Maths Arithmetic, mathematics, statistics and logic Knowledge and Understanding of the World Science Physics, Chemistry, Biology Technology Food, Textiles, Resistant Materials Computer Science/ICT Craft, Design, Graphics Engineering 15