Oldfield Primary School

Our School Vision Statement

To enable every individual regardless of ability to achieve their full potential, to prepare for future life and to become life long learners, developing a thirst for learning and to become good citizens equipped for the challenges of the 21st century.

Our motto is – It’s fun to learn

The values that underpin this vision can be set out under the following headings.

To Develop An Understanding Of Self

Each child should

• Develop an appreciation and awareness of self
• Become independent learners and thinkers
• Achieve their fullest potential regardless of their ability
• Have high personal expectations of work and behaviour
• Have a positive attitude towards their own learning
• Show a healthy attitude to living an active life through sport and other recreational activities

To Develop An Understanding Of Relationships

Each child should

• Care for others
• Show mutual respect and tolerance for spiritual and cultural diversity
• Understand the importance of learning together as a team

To Develop An Understanding Of Society

Each child should endeavour to become

• Good citizens
• Effective and constructive members of the community
• Able to appreciate and celebrate their own and others success
• Valuable members of the school community

To Develop An Understanding Of The Environment

Each child should

• Appreciate the learning environment of the school
• Be safe and cared for in a stimulating learning environment
• Appreciate and respect the environment of the school

Through exposure to a wide range of teaching and learning experiences, pupils will achieve their full potential as independent, THINKING learners. Relevant, enjoyable and enriching activities will develop their thirst for life-long learning.

As a school our belief is that every child deserves to succeed regardless of his or her ability.

Policy Development and Consultation Process
In reviewing and developing this policy the following people were consulted:
• Teachers
• Non Teaching Staff
• Governors
• Parents.
• Pupils

The PSHE and Citizenship Co-ordinators Role
The PSHE and Citizenship Co-ordinator for the school is Miss Emma Roberts. She is responsible for developing the SRE policy/programme as part of PSHE and Citizenship programme and for monitoring and reviewing the policy.

Sex and Relationship Education
SRE forms an integral part of our PSHE and Citizenship programme. It includes the requirements of the NC Science Curriculum.

The content and delivery of our programme follows guidance in the DfES, OFSTED and RBWM documents listed here:
• National Curriculum Handbook for Primary Schools Teachers 1999
• Sex and Relationships Education Guidance DfES 2000
• RBWM Sex and Relationships Education: Guidance for Professionals Working with Young People 2002
• OFSTED HMI 433 report on Sex and Relationships Education 2002

This policy relates to other school policies;
1. Child Protection Policy
2. PSHE and Citizenship Policy
3. Equal Opportunities Statement

Definition, Aims and Objectives of Sex and Relationships Education
Sex and Relationships Education is lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage and family life, stable and loving relationships, respect. love and care. It is also about the teaching of sex, sexuality and sexual health. It is not about the promotion of sexual orientation or sexual activity – this would be inappropriate teaching:

Sex and Relationships Education Guidance DfES 2000

The school’s approach to sex and relationships education has three main elements:

1. Attitudes and Values
• To help pupils recognise that they are unique and valuable individuals
• To learn about the value of family life and loving relationships and nurturing children
• To learn about the value of respect, love and care
• To help pupils maintain their own and each other’s self esteem
2. Personal and Social Skills
• To develop confidence in talking, listening and thinking about feelings and relationships
• To learn how to manage emotions and relationships confidently and sensitively
• To develop self-respect and empathy for others
• To develop their skills to protect themselves and ask for help and support

3. Knowledge and Understanding
• To help pupils develop their knowledge about the names of part of the body and an understanding of how their bodies work
• To learn and understand physical development at appropriate stages, including puberty
• To understand reproduction

The achievement of the above aims will be dependent on the use of active learning techniques such as

• Appendix 1 – The sequence for teaching Key Stage One and Two
• Video – Living and Growing Units 1, 2 and 3 – Channel 4 Learning

Parents
Parents are kept informed about the developments in our curriculum and this includes sex and relationships education. The school prospectus contains a summary of the content and organisation of sex and relationships education. It also informs parents of their right to withdraw their children from any sex education that is not part of the National Curriculum. Parents can request a copy of our SRE from the school office.

They are encouraged to discuss concerns with us at anytime, and a meeting is held once a year to discuss the content of Sex Education.

Governors
The governing body has been involved in developing, monitoring and reviewing this policy. The governing body and the Headteacher have taken steps to ensure that sex education is given in such a manner as to encourage pupils to have due regard to moral considerations and the value of family life. (Education Act 1986, section 46, quoted in Annex A, Circular 5/94, Education Act 1993: Sex Education in Schools)

Monitoring the Policy
The following sources of evidence will be used in monitoring and evaluating the policy as recommended by OFSTED.

• Lesson observations
• Discussion with Co-ordinator
• Sampling pupils’ work
• Feedback from pupils
• Feedback from parents
• Feedback from Staff
• Annual review and discussion

This policy should be read in conjunction with the PSHE Policy.

Appendix One

A sequence for teaching sex education as part of the Health Education Programme

Key Stage 1

Ages 4-5

• People in my life. What they do for me and what I do for them
• My moods – feeling happy, sad, etc
• Friendships
• Loss and mourning – (e.g. a person, a pet)
• Keeping safe – danger I might come up against. Saying no
• My body and other people’s bodies – similarities and differences
• The beginning of life – me, animals and plants
• Growth in people, animals and plants
• Ageing – how we know things are alive, dead, young, old
• General hygiene, dental care, eating sensibly

Ages 6-7

• Changes as we grow
• Different types of families
• Feelings in families (e.g. love, jealousy)
• What helps people to get on with each other (e.g. listening/sharing)
• What makes me happy
• What I like or don’t like about other people
• What they like or don’t like about me
• Keeping safe
• Caring for myself – hygiene, sleep, exercise
• People who help me to care for myself
• Inside my body – the functions of different parts

Key Stage 2

Ages 8-9

• Feelings – things which make me happy, sad, embarrassed, scared, etc
• Difficult situations – for example, teasing and bullying
• Changes in my own body and in those of others
• How babies begin and are born – how they grow
• Family trees
• Keeping healthy – exercise, diet, the immune system, etc
• Friendship – who our friends are, how we make and lose friends
• Making decisions – influences on me
• Keeping safe
• Varied lifestyles in the class and community – differences in others and how we feel about differences

Ages 10-11

• Decision-making and risk-taking
• Feelings about the future (e.g. changing schools)
• Families and how they behave – what members expect of each other
• Celebrations of birth, christening, puberty, marriage and death in different cultures
• Expressing feelings and how we do this; being assertive, not bullying
• Differences and similarities in people
• Sexuality – what is it and what words describe it
• Body changes in me and others – why are they happening
• Things that go into my body that help (e.g. good food and some drugs); and harm (e.g. some drugs, cigarette smoke, poisons)
• Messages about health and sexuality from television, films, newspapers, etc