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Sex And Relationships Education

St Paul’s C of E Primary School 
Sex and Relationship Education (SRE) Policy


This policy fully supports the broad aims of our school and is intended to give guidance to all parents and staff, thereby offering a consistent approach to sex education within the school. It is a working document, which has been written by governors and teachers, with reference to the Cambridgeshire SRE Framework.

 

Guidance published in July 2000 (DfEE 0116/2000) states that all schools must have an up-to-date policy which is made available for inspection and to parents. The policy must:

 

  • define sex and relationship education;
  • describe how sex and relationship education is provided and who is responsible for providing it;
  • say how sex and relationship education is monitored and evaluated;
  • include information about parents’ right to withdrawal; and
  • be reviewed regularly.

 

The Cambridge City SRE Policy (2006) states:

 

  • SRE is lifelong learning about ourselves – emotions, self-esteem, relationships, rights and responsibilities, sexual behaviour, sexuality and sexual health. It takes place in many community contexts: e.g. at home, at school and in youth settings.
  • SRE is an entitlement for all young people. Difference and diversity must be taken into account when delivering SRE including: Learning needs, family circumstances, race, culture, religion, gender and sexuality.
  • SRE is most effective when provided in a wider context of social and emotional development. In schools, successful SRE is firmly rooted in personal, social and health education (PSHE)
  • SRE must enable young people to gain information, develop and transfer skills and explore attitudes and values, in order to make informed choices.
  • Effective SRE is responsive to the specific needs of young people as individuals.

 

The aims of our policy are of equal importance. They are:

 

  • to enable children to have respect for themselves, other people and their different attitudes;
  • to help children understand how to develop loving and caring relationships;
  • to provide information in an objective, balanced and sensitive way;
  • to develop language in which children can communicate about sexual matters, including emotional aspects, in a safe environment;
  • to teach children about their own and other people’s bodies;
  • to help children understand appropriate sexual behaviours;
  • to teach children ways to identify and avoid situations where they may be at risk;
  • to develop skills to enable children to make independent, informed choices.

 

The Teaching of Sex Education

 

Much of the work will be taught by class teachers as part of the Science curriculum and Personal, Social and Health Education programme. It should be noted that human reproduction is taught to Year 5 and 6 as part of the National Curriculum for Science. The detailed programme is attached as Appendix I.

 

When spontaneous discussion arises, it will be treated in such a way which encourages pupils to have due regard for moral consideration and the value of family life in its broadest sense. For example a child may well want to tell that mum is having a baby.

 

Children will be treated sensitively, as they are in all areas of our PSHE curriculum, according to their age, stage and ability.

 

Answering Difficult Questions

 

Sometimes an individual child will ask an explicit or difficult question in the classroom. Questions do not have to be answered directly, and can be addressed individually later. This school believes that individual teachers must use their skill and discretion in these situations and that they should refer to the Head if they are concerned about making a response.

 

If any questions or comments made by a child during a lesson raises concern about safeguarding, staff will respond in accordance with procedures set out in the CP policy.

 

Visitors in the School

 

We believe that the best possible form of education is offered by the teachers who know the children well and are able to know and understand their needs. At times we will use outside visitors, such as a community nurse and parents with babies, to support the delivery of the programme. There will be close liaison between any visitors and the teacher in charge, and no visitors will be left alone to run a lesson without the teacher being present. Anyone supporting teachers in this area will be aware of the content and principles within this policy, and will agree to support them.

 

Monitoring and Evaluation (M&E)

 

SRE is monitored and evaluated as part of our normal M&E programme, which would be by the PSHE coordinator in accordance with the School Self-Evaluation Planner.

It will be reviewed in accordance with the school development plan.

 

Parental Responsibility

 

We believe that parents have the prime responsibility for Sex Education. Any work we do in school will be done in partnership with parents. On request, parents have the opportunity to view resources and will have any queries answered.

 

Parents and carers have the right to withdraw their children from all or part of those elements of SRE which are not included in the statutory national curriculum. Any parent or carer who wishes to withdraw their child from SRE should in the first instance contact the Headteacher to discuss the matter.

 

Programme for the Teaching of Sex and Relationship Education

 

Our Sex and Relationships Education Programme forms part of our wider PSHE programme.

 

In the following scheme of work aspects from the National Curriculum, which are statutory, are shown in bold type.

 

Reception

 

Aspects addressed through our topic work:

 

Growing

 

  • Growing and changing – my body, naming parts, taking care, basic health and hygiene.
  • Feelings – awareness of own feelings, when do I feel happy/sad.

 

Homes

 

  • Families – different roles
  • My special people – how do they help me – trust – secrets good and bad.
  • Other people – their feelings – sameness and difference – we are all special.

 

Movement

 

  • Independence – finding places (in and out of school)

 

Toys

 

  • Playing together.


Aspects to be addressed through specific PSHE activities

 

  • Self esteem – awareness of self – valuing myself – developing self-confidence.


Aspects to be addressed through daily classroom experience

 

  • Developing a sense of security and belonging
  • Being part of a bigger community
  • Relating to different adults
  • Independence skills e.g. toileting, getting dressed and undressed
  • Self-esteem
  • Language skills – expressing myself – talking in a group – asking questions.

 

Year 1 and 2

 

Topics covered in Reception will be revisited.

 

Aspects addressed through topic work

 

Ourselves

 

  • Self esteem – why am I special – what can I do – growing and changing.
  • Sameness and difference – valuing others.
  • Friends – what is a friend? – making friends – changing friendship patterns – being a good friend.
  • Helping each other – caring.
  • My special people – how do they help me – trust – secrets, good and bad – safety skills.
  • Families – different roles – understanding rituals of birth, marriage and death and the emotions involved.
  • Growing and changing – my body – my rights over my body – naming all parts – concept of male/female – taking care – health and hygiene routines – infectious illnesses – reducing transmission – basic prevention
  • Keeping myself safe
  • Animals, including humans, move, feed, grow and use their senses and have offspring which grow into adults.
  • Name the main external parts of the human body e.g. hand, elbow, knee.

 

Senses

 

  • Feelings – awareness of a range of feelings – mine and others – coping with my emotions.

 

Our School and Locality

 

  • Safety skills – different environments – personal safety – finding help.

 

Aspects to be addressed through specific PSHE activities

 

  • Cooperation – working and playing in a group.
  • Talking in pairs, group and class situations – asking and responding to questions.


Aspects to be addressed through daily classroom experience

 

  • Self-confidence
  • Language skills – range of expression
  • Independence – appropriate responsibility for myself / my property / my behaviour.

 

Year 3 and 4

 

Topics covered in Year 2 will be revisited.

 

Aspects addressed throughout Year 3 and 4:

 

  • My body – growing and changing – needs for and responsibility for basic hygiene.
  • Humans can produce babies and these babies grow into children and then into adults.
  • Recognise similarities and differences between themselves and other pupils.
  • Other people’s feelings – empathy – coping with conflict.
  • Valuing differences –v understanding, tolerance, acceptance.
  • Changes in life – needs of the old and ill – what happens with death – understanding loss – understanding and dealing with emotions involved.

 

Sea and Water

 

  • Safety – skills of keeping myself safe.

 

Aspects to be addressed through specific PSHE activities

 

  • Self-esteem – self-awareness, confidence, taking appropriate risks.
  • Feelings – understanding and coping with emotions – dealing with strong feelings – fears and worries.
  • Friendship – being a good friend – making, breaking and sustaining relationships – changing friendship patterns – loyalty and truth and fiction – helping and caring.
  • Families – roles – relationships.
  • Understanding rules and expectations – ownership – awareness of the community.


Aspects to be addressed through daily classroom experience

 

  • Self responsibility – for learning, behaviour – problem solving – decision making – time management – understanding consequences of my actions.
  • Social skills – listening – negotiation – group skills –cooperation.
  • Language – appropriateness of language in different situations – audience.

 

Year 5 and 6

 

Topics covered in Year 4 will be revisited. Aspects addressed throughout Year 5 and 6:

 

Changes

 

  • Feelings – coping with my emotions – fears and worries – coping with anger – conflict resolution – other people’s feelings – empathy.
  • Friends – different friendship patterns.
  • Families – early childhood development – some basic parenting skills.
  • Pupils describe the differences in the life cycles of a mammal, an amphibian, and insect and a bird. (Y5)
  • Describe the life process of reproduction in some plants and animals. (Y5)
  • Families – different patterns of child rearing – needs of old/ill – what happens with death – understanding loss – understanding and dealing with emotions involved – helping agencies which offer support.
  • Other people’s values and attitudes.

 

Aspects to be addressed through specific PSHE activities

 

  • Growing and changing – puberty – physical, emotional and social changes – facts of reproduction.
  • Self esteem – self awareness – strengths and weaknesses – giving and receiving positive feedback.
  • Friends – making, breaking and sustaining relationships – being a good friend – coping with peer pressure – decision making – other influences – media.
  • Support – what is it – where do I go for support – asking for support – giving support – loyalty – who can I trust?
  • Other people – understanding tolerance and respect – awareness of consequences of my actions – different people’s reactions.
  • Caring for my body – taking responsibility – health and hygiene.
  • Personal safety – assertiveness skills – judging risk – responsibility for myself and others – e-safety awareness.

 

Aspects to be addressed through daily classroom experience

 

  • Communication skills – verbal and non-verbal – listening – negotiation – compromise – cooperation.
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