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 Sherburn CE VC Primary School

'Working together, putting children first within our Christian family'


Policy for Sex and Relationships Education (SRE)


Document Status

Date of Next Review

Spring 2017


 Policy review

Success Criteria for    review completion





 Jason Peel

Date of Policy Creation

Spring 2013

Adapted school   written model



 Chair of Govs


Date of Policy Adoption by Governing   Body

 Spring 2013

reviewed Spring 2015



Method of Communication (e.g.   Website, Notice board, etc)

Policy   folder



This policy could link to:

  • Safeguarding /      child protection. North Yorkshire      Safeguarding Children Board Procedures and Guidance (
  • Confidentiality Policy
  • PSHCE policy
  • Inclusion Policy
  • Teaching and      Learning
  • Assessment
  • Science
  • Single Equality      Scheme


The schools Values/ Ethos

The whole school ethos and values will support a safe learning environment for SRE. The SRE will reflect the values of the school.



Our     school values


We value enriching the children’s spiritual and     moral development nurturing a sense of family by working in partnership     with home, church and the community.




We value ensuring all pupils are literate, numerate and are able to make informed life     choices and have the capacity to be successful.




We value inspiring a love for learning and at all times challenging the capacity of the individual to attain their greatest     potential.




We value ensuring children are independent, resilient, confident, self disciplined and have a sense of self worth.




We valuedeveloping understanding, consideration and mutual respect for other religions, races, cultures,     gender, people with disabilities and the environment.




We value ensuring truthfulness, compassion and love are present     in everything we do.






Christian Ethos

Christian values underpin the work of Sherburn CE VC Primary School and these influence our care of the individual.

The values linked to this policy are respect, forgiveness, trust, honesty, justice, humility, responsibility, truthfulness, friendship, courage, creativity, peace, thankfulness, compassion, hope.

Respect because we all matter, forgiveness as we learn from everything, trust so we can help each other to be safe and honesty because we are responsible for one another as well as for ourselves. Justice seen in the context of love, humility to discover what it means to be truly humble, responsibility as life is a gift from God and it our responsibility to use our talents wisely, truthfulness to be open and friendship because we call God our friend.

Courage because we try our hardest and encourage others to persevere, creativity as the creative spirit learns to value, explore, celebrate and enjoy the world, peace in the sense of total well-being, thankfulness because God loves and cares for us in many different ways, compassion as our attitudes and actions reflect the kindness, mercy and compassion of Jesus and hope that is manifested in the life, death and resurrection of Jesus Christ.


This document reflects the school’s mission statement:

‘Working together, putting children first within our Christian family’ and provides a framework for the creation of a happy, secure and orderly environment in which children can learn and develop as caring and responsible people.



Definition and objectives for SRE

The objective of SRE is life long learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. It should help pupils to learn to respect themselves and others by acquiring accurate information, developing skills and forming positive beliefs, values and attitudes. SRE is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health and to enable pupils to take responsibility for their sexual health and well-being.









SRE     involves some key elements:

  • Learning and          developing an understanding of the attitudes and values relating to          family life, marriage, stable and loving relationships and respect
  • To respect          and care for their bodies
  • To be          prepared for puberty and adulthood
  • Exploring          and developing the social and personal skills needed to make informed          choices
  • Increasing          knowledge and understanding about physical development, sexuality,          emotions and sexual health

 Delivery of SRE and the Curriculum

A successful SRE programme should be firmly embedded within the school’s framework for PSHCE and the National Curriculum for Science.



  • The SRE curriculum is delivered through Science, PSHE lessons, and discreet          teaching.
  • The discreet lesson is led by the HT and School Nurse
  • The SRE curriculum has clear learning outcomes (see appendix one)
  • The Sex Education sessions will be introduced in the summer term, delivered to          the Y5,6 children, delivered as two sessions-separate girls and boys          session and a joint session, delivered using the CD BBC Puberty
  • State how effective provision is ensured for all learners  (including SEND, ethnicity, faith,          sexual orientation)

*     See appendix two for the Sex and Relationships Education in the Curriculum from the Science     Statutory Programme of study and the PSHE Non-Statutory Framework.






Research     indicates the following aspects ensure the delivery of good quality SRE     (key sources are the Sex Education Forum and Family Planning Association):

  • Structured learning opportunities with consistent messages that are built on year by year
  • Age and culturally appropriate SRE which starts in primary school
  • Pupils involved in identifying their needs for their SRE curriculum
  • Being provided within a learning environment that is safe
  • Support for pupils to develop and clarify their individual, family and community values
  • Preparing pupils for the physical and emotional changes of puberty and adolescence
  • Supporting pupils to develop skills in communication, refusal and negotiation
  • A range of sexualities are incorporated into an inclusive  SRE curriculum
  • Pupils learn about social norms and  that the majority of young people do not have sexual relationships before the age of 16
  • Good quality SRE has a protective function as young people who rated their SRE as good were more likely to choose to have first sex later, and are more likely to use condoms and contraception if they do have sex
  • Young people need to be able to easily access sexual health and contraceptive services in places that are convenient to them, and be supported in their emotional development and self-esteem
  • SRE is delivered by competent and confident educators who use active teaching and learning methods and provide opportunities for all pupils to engage with and discuss sensitive issues
  • Stand alone days and special weeks may not provide the best platform for rigorous learning.  Ofsted Personal          Social Health and Economic education on schools July 2010 stated that          “Schools that taught PSHE solely across the curriculum, through religious education or other subjects, ‘suspended timetable’ days or tutor groups usually allocated too little time to teaching PSHE education discretely. The result tended to be fragmented learning, to much variation in the quality of teaching, and a lack of clear learning objectives, outcomes and assessment”.



 Assessing, monitoring, evaluating and reviewing SRE

SRE will be assessed in accordance with the school’s policy for Assessment, Monitoring, Evaluating and Reviewing of Curriculum Subjects. Assessment of SRE should:

  • Be planned from the beginning as an integral part of teaching and learning
  • Provide regular opportunities for pupils to give and receive feedback on their progress and achievements, helping them  to identify what they should do next
  • Involve pupils in discussion about learning  objectives and desired outcomes
  • Include pupils as partners in the assessment process e.g. through self-assessment and peer-assessment
  • Enable pupils to identify and gather evidence of their progress in developing knowledge, skills, understanding and      attitudes
  • Reflect the principles of inclusion and the range of pupils learning styles enabling all pupils to demonstrate their      achievement.


The school’s Curriculum lead will be responsible for monitoring the provision of SRE in and for reporting the results to the the Governors’ Curriculum Committee. The PSHCE co-ordinator is responsible for evaluating the programme of work, reporting the findings on an annual basis, and for making recommendations for changes to the programme.


Monitoring and Evaluation

The SRE programme is regularly monitored and evaluated. The views of pupils, parents/carers and teachers are used to make changes and improvements to the programme on an ongoing basis.  The policy will be formally reviewed every two years for the following purposes:

  • To review and plan the content and delivery of the programme of study for sex and relationships education
  • To review resources and renew as appropriate
  • To update training in line with current guidance and staff identified needs


Child Protection and Confidentiality

SRE can be a sensitive issue.  To protect privacy and engender respect for all, teachers will be expected to develop ground rules with pupils at the onset of work. Pupils should be informed about the remit of confidentiality and that teachers cannot offer or guarantee pupils unconditional confidentiality.

If pupils ask particularly sensitive questions that appear to be inappropriate in the circumstances, teachers will deal with this outside the classroom on a one-to one basis. If the teacher judges it necessary the pupil could be advised to speak to the school nurse, provided with information about where to get further help or, if the matter is considered a potential Child Protection issue, the staff member responsible for this should be notified.


It is the responsibility of the school to support its pupils and to carry out its functions with a view to safeguarding and promoting the welfare of pupils. In fulfilling this duty they must have regard to guidance around safeguarding. Whilst pupils have the same rights to confidentiality as adults no pupil should be guaranteed absolute confidentiality. Staff will report any information or disclosure which raises concern that a child or children may be at risk of significant harm to the school’s senior member of staff, with designated responsibility for Child Protection. The Designated person will then, in line with the School’s Child Protection policy and the North Yorkshire Safeguarding Children Board guidance and procedures, take action as appropriate. Pupils will be made aware of the law relating to sexual offences and of those circumstances where confidentiality cannot be maintained.  Staff should ensure when making notes that they are factual and based on evidence, in line with the Freedom of Information Act.


Roles and Responsibilities


The PSHCE Co-ordinator

The school has a co-ordinator for PSHCE who is responsible for all aspects of the subject including SRE.  In respect of SRE, responsibilities are to:

  • Ensure the implementation and quality of long term and medium term SRE schemes of  work
  • Ensure that all staff are confident in the skills to teach and discuss SRE issues
  • Consider the needs of all pupils, and to achieve this recognise that the school might need to address some specific issues
  • Consult with  pupils to inform SRE provision
  • Access appropriate training
  • Monitor and  advise on SRE organisation, planning and resource issues across the school
  • Ensure procedures for assessment, monitoring and evaluation are included.
  • Liaise with the named governor for SRE
  • Liaise with any service provision to support aspects of sexual health
  • Review / update the policy on a two year cycle or sooner if necessary.


The Headteacher

The Headteacher has responsibility for the day-to-day management of all aspects of the school’s work, including teaching and learning.  The Headteacher’s responsibilities in respect of SRE are to:

  • Liaise with the PSHCE Co-ordinator
  • Keep the governing body fully informed of provision, issues and progress in SRE
  • Act upon any  concerns which may arise from pupil disclosure during SRE sessions.


The Governing Body

The governing body has responsibility to ensure a school has an up-to-date SRE policy that describes the content and organisation of SRE outside of the national curriculum science. The policy should also clearly reference any on site sexual health services. The governing body, in co-operation with the Headteacher, is expected to involve families, pupils, health and other professionals to ensure that SRE addresses the needs of pupils, local issues and trends. The governing body need to ensure pupils are protected from teaching and materials which are inappropriate, having regard to the age, religious and cultural background of the pupils. It is good practice to identify a link governor for SRE.  The governing body will continue their involvement through regular evaluation of provision and policy.


Parents / Carers

The school aims to work in active partnership with families, value their views and keep them informed of the SRE provision. If a parent/carer has any concerns about the SRE provision then time will be taken to address their concerns. Families are invited to review the resources and can contact the Headteacher with any queries or concerns.

The Parental Right to withdraw their child from SRE lessons

Parents have the right to withdraw their children from all, or part, of sex and relationship education, which is not part of the National Curriculum. Under section 405 of the Education Act 1996, parents may opt to withdraw their children from SRE lessons.

Parents will be notified in writing of the programme and the content for SRE and reminded of their right to withdraw their children. Parents wanting to exercise this right are invited to see the Headteacher or PSHCE Co-ordinator who will explore their concerns.If a child is withdrawn they will be provided with alternative work for the duration of the lessons.


External agencies

Whilst the responsibility for organising and delivering most, if not all, of the SRE programme rests with the school, there may be times when an external contributor can add value and bring to the classroom additional experience, skills or knowledge that teachers may not always have. However they may not possess the skills of organising teaching and learning or managing behaviour.  The Partners in Education form (see Appendix three)is strongly recommended to be used when planning, and for evaluating the input of an external contributor. By using this it is more likely that clear learning outcomes will be established, the learning processes to achieve these, and that the work will be tailored to the target audience. It is essential to ensure that at all times a teacher is present when an external contributor is working with pupils. All external visitors should have a Criminal Records Bureau check.


Additional guidance to inform a school’s SRE policy



Children and young people from all faiths and cultures have an entitlement to sex and relationships education (SRE). Teaching effective SRE means being sensitive to the range of different values and beliefs within a multi-faith and multi-cultural society. It is important when developing the SRE curriculum to work in partnership with parents/carers and the wider community.  Research has shown that if parents/carers and faith leaders work together to examine assumptions and beliefs and ensure effective communication that reduces misunderstandings and allows for the development of a values framework for SRE.


Lesbian, Gay and Bisexual (LGB)

All families are different so it is important to avoid using language which focuses on the conventional mum and dad family structure and instead talk about families more broadly. Provide pupils with the opportunities to learn about different family structures. For older pupils when discussing sexual relationships and partners ensure reference and resources are used that relate to LGB people.




By   the end of KS1

By   the end of KS2

Pupils will be able to: (skills)

  •   recognise and compare the main external parts of the   bodies of humans*
  •   recognise similarities and differences between   themselves and others and treat others with sensitivity*
  •   identify and   share their feelings with others
  •   recognise safe   and unsafe situations
  •   identify and be   able to talk to someone they trust
  •   be aware that   their feelings and actions have an impact on others
  •   make a friend,   talk with them and share feelings
  •   use simple rules   for dealing with strangers and for resisting pressure when they feel   uncomfortable or at risk.


Pupils will know and understand:   (knowledge and understanding)

  •   that animals, including humans, grow and reproduce*
  •   that humans and animals can produce offspring and   these grow into adults*
  •   the basic rules   for keeping themselves safe and healthy
  •   about safe   places to play and safe people to be with
  •   the needs of   babies and young people
  •   ways in which   they are like and different from others
  •   that they have   some control over their actions and bodies
  •   the names of the   main external parts of the body including agreed names for sexual parts
  •   why families are   special for caring and sharing.


Pupils will have considered: (attitude   and values)

  •   why families are   special
  •   the similarities   and differences between people
  •   how their   feelings and actions have an impact on other people


Pupils will be able to:

  •   express   opinions, for example, about relationships and bullying
  •   listen to, and   support others
  •   respect other   people’s viewpoints and beliefs
  •   recognise their   changing emotions with friends and family and be able to express their   feelings positively
  •   identify adults   they can trust and who they can ask for help
  •   be   self-confident in a wide range of new situations, such as seeking new friends
  •   form opinions   that they can articulate to a variety of audiences
  •   recognise their   own worth and identify positive things about themselves
  •   balance the   stresses of life in order to promote both their own mental health and   well-being and that of others
  •   see things from   other people’s viewpoints, for example their parents and their carers
  •   discuss moral   questions
  •   listen to,   support their friends and manage friendship problems
  •   recognise and   challenge stereotypes, for example in relation to gender
  •   recognise the   pressure of unwanted physical contact, and know ways of resisting it.


Pupils will know, understand and have   considered:

  •   that the life   processes common to humans and other animals include growth and reproduction*
  •   about the main stages of the human life cycle*
  •   about the   physical changes that take place at puberty, why they happen and how to   manage them
  •   the many relationships   in which they are all involved
  •   where individual   families and groups can find help
  •   how the media   impact on forming attitudes
  •   about keeping   themselves safe when involved with risky activities
  •   that their   actions have consequences and be able to anticipate the results of them
  •   about different   forms of bullying people and the feelings of both bullies and victims
  •   why being   different can provoke bullying and know why this is unacceptable
  •   about, and   accept, a wide range of different family arrangements, for example second   marriages, fostering, extended families and three or more generations living   together.
  •   the diversity of   lifestyles
  •   when it is   appropriate to take risk and when to say no and seek help
  •   the diversity of   values and customs in the school and in the community
  •   the need for   trust and love in established relationships






Appendix 2 - Sex and Relationships Education in the Curriculum from the Science Statutory Programme of study and the PSHE Non-Statutory Framework

Key   Stage 1 – Sex and Relationships Education in the Curriculum

  Statutory Programme of study: (NC, 1999)

PSHE:   Non-statutory Framework (NC, 1999)

Pupils   should be taught:

Life   processes


That   animals, including humans, move, feed, grow, use their senses and reproduce


Humans   and other animals


To   recognize and compare the main external parts of the bodies of humans and   other animals


That   humans and other animals can produce offspring and that these offspring grow   into adults

Pupils   should be taught:

Developing   a healthy, safer lifestyle


About the process of growing from young to old and   how people’s needs change


The names of the main parts of the body


Rules   for, and ways of, keeping safe…and about people who can help them to stay   safe


Developing   good relationships and respecting the differences between people


To   recognise how their behaviour affects other people


To listen to other people, and play and work   cooperatively


To identify and respect the differences and   similarities between people


That families and friends should care for each other  


That   there are different types of teasing and bullying, that bullying is wrong,   and how to get help to deal with bullying



Key   Stage 2 – Sex and Relationships Education in the Curriculum

Science:   Statutory Programme of study: (NC, 1999)

PSHE:   Non-statutory Framework (NC, 1999)

Pupils   should be taught:

Life   processes


That the   life processes common to humans and other animals include nutrition,   movement, growth and reproduction


Humans   and other animals


About   the main stages of the human lifecycle


Pupils   should be taught:

Developing   confidence and responsibility and making the most of their abilities


To   recognise as they approach puberty, how people’s emotions change at that time   and how to deal with their feelings towards themselves, their family and   others in a positive way


Developing   a healthy, safer lifestyle


About   how the body changes as they approach puberty


To   recognise the different risks in different situations and then decide how to behave   responsibly, including….judging what kind of physical contact is acceptable   and unacceptable


That   pressure to behave in an unacceptable or risky way can come from a variety of   sources, including people they know, and how to ask for help and use basic   techniques for resisting pressure to do wrong


Developing   good relationships and respecting the differences between people


That   their actions affect themselves and others, to care about other people’s   feelings and to try to see things from their point of view


To be   aware of different types of relationship, including marriage and those   between friends and families, and to develop the skills to be effective in   relationships


To   recognise and challenge stereotypes


That   differences and similarities between people arise from a number of factors,   including cultural, ethnic, racial and religious diversity, gender and   disability


Where   individuals, families and groups can get help and support