FAQs
What is SRE?
Where does it fit into the school curriculum?
Do we have to teach it?
What help is available for putting together a good SRE policy?
Do I have to monitor and evaluate SRE?
How can I do this?
Which external agencies can assist in the delivery of SRE?
What is the protocol when having these visitors in the classroom?
Can you recommend some tried and tested classroom resources?
Is there anyone who can deliver a staff INSET on SRE?
How does SRE fit into the framework for Healthy Schools?
I have issues with the delivery of some topics. Where do I stand?
Will OFSTED be interested in SRE in my school?
A Y9 pupil has approached me, her form tutor, to ask for advice about contraception. What should I do?
A 15 year-old pupil has come to see me (child protection officer). She wants advice on getting the morning-after pill. What should I do?
How can I find out the most up-to-date legislation about sex and relationships?
Some primary schools seem to do a lot of PSHE and SRE but others do very little. At KS3 where should I start?
A lot of the boys in my SRE classes act very immaturely and appear to be homophobic. How can I tackle this issue?
What is accreditation in PSHE all about?
What is SRE?
‘It is lifelong learning about physical, moral and emotional development. It 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. It is not about the promotion of sexual orientation or sexual activity – this would be inappropriate teaching’. (DfEE Guidance 0116/2000)
Where does it fit into the school curriculum?
Schools vary in the way that they deliver SRE in the classroom. Some SRE topics may be covered in science but it is the responsibility of the school to ensure that SRE also forms part of the PSHE programme of study. Good SRE is not confined to learning the facts of life but is about exploring emotions, raising self-esteem and considering our relationships with others. It should be included in age-appropriate ways across all key stages.
Many schools now understand the importance of having well-trained staff who feel comfortable with the teaching and learning style required for the successful delivery of the subject. To this end, particularly in the secondary setting, there may be a specialist team of staff and discrete PSHE lessons on the timetable.
Do we have to teach it?
It is necessary for schools to support the work of parents in this area of development. Some factual aspects of SRE must be taught in science but this is not sufficient if the learning outcomes set out by QCDA are to be met.
Schools must have a SRE policy 'owned' by their governors but in the primary school this policy can be not to include non-science based SRE.
Parents do have the right to withdraw children from SRE lessons but they may not withdraw their children from science lessons.
What rights do parents have?
Parents may withdraw their child(ren) from discrete SRE lessons (not science). Parents must be involved in writing the school policy and they should be informed of the content of the SRE curriculum as this provides them with an opportunity to support the work done in school.
What help is available for putting together a good SRE policy?
Go to polices.
Do I have to monitor and evaluate SRE?
Yes. As in any subject, it is important that monitoring be done. Staff need to be confident about their knowledge of the subject and should set clear learning outcomes for their lessons. Pupils should be involved in some aspects of the planning of SRE and should have opportunities to evaluate the content of lessons. Teachers will need to carry out assessments and line managers should be monitoring the staff who teach SRE.
How can I do this?
It is important that the member of staff responsible for co-ordinating SRE is given time to carry out performance management tasks, which include monitoring teaching and learning styles and use of materials, as well as evaluating the programme and its intended learning outcomes. Peer assessment, self-assessment and teacher assessment can be used to ascertain the effectiveness of teaching and as tools for reviewing the SRE programme. Co-ordinators should also arrange to meet with a pupil working-party when planning the curriculum.
Which external agencies can assist in the delivery of SRE?
In particular, school nurses have a role to play, especially (but not exclusively) in the primary school.
In the secondary school other health professionals such as Brook Advisory Service, Cornwall Rape and Sexual Abuse Centre or drama groups may be invited in to complement teachers' input, but never to replace it.
The Health Promotion Library at Wilson Way, Pool, is an excellent source for books, DVDs, posters and leaflets. In addition, the Cornwall and Isles of Scilly's Health Promotion Service has dedicated SRE staff who can support schools, email Zoe Baxter. Cornwall Healthy Schools is also happy to provide support and guidance, contact Cornwall Healthy Schools.
What is the protocol when having these visitors in the classroom?
Your school should have a visitor policy and you may also care to read this information about working with visitors.
In the area of SRE it is important that any external agencies work within the guidelines of the SRE policy.
- You should be able to justify the use of the visitor; is he/she adding value to the lesson content?
- You should never leave a visitor in sole charge of a class.
- Pupils should be given the opportunity to evaluate the content and method of the presentation.
- Visitors may also require feedback from staff and pupils.
Can you recommend some tried and tested classroom resources?
See resources. We recommend schools use the Christopher Winter Project as we feel this is the most effective support package currently available.
Is there anyone who can deliver staff INSET on SRE?
Health Promotion and Cornwall Healthy Schools have staff members able to deliver staff training for primary and secondary SRE. Please contact us.
How does SRE fit into the framework for Healthy Schools?
To gain or maintain Healthy School status in Cornwall schools are invited to complete an annual audit and undertake a piece of work for Healthy Schools Plus. SRE is featured in the annual audit and schools can choose to focus on SRE for a Healthy Schools Plus project.
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I have issues with the delivery of some topics. Where do I stand?
If you are in a school where SRE is delivered through the tutor programme and you are uncomfortable about delivering any aspect of the programme you should refer to your line manager and PSHE co-ordinator. It is vitally important that pupils are given opportunities to express themselves during these lessons so it might be the case that the school will have to re-think how SRE is to be delivered. Not surprisingly, Ofsted has reported that teachers who have been trained and wish to teach PSHEe, including SRE, are meeting learning outcomes better than non-specialist form tutors, read the report.
Will Ofsted be interested in SRE in my school?
Refer to the question above. The simple answer is "Yes"; PSHEe has a major part to play in developing a good school ethos and caring for the emotional and physical wellbeing of pupils.
A Y9 pupil has approached me, her form tutor, to ask for advice about contraception. What should I do?
Every school should have a confidentiality policy and all members of staff should be familiar with it.
The general rule is that teachers cannot promise confidentiality. Teachers can discuss the issues surrounding methods of contraception and how they work but are unable to give contraceptive advice. A pupil wanting this sort of advice should be referred to a school nurse. Your school may also be involved in the C-Card (condom card) scheme and be able to signpost the pupil to the right palce
A 15 year-old pupil has come to see me (child protection officer). She wants advice on getting the morning-after pill. What should I do?
The advice is the same as above but you must check your own school’s confidentiality policy. A health professional can help a child without necessarily needing parental consent.
How can I find out the most up to date laws about sex and relationships?
A very good website which is constantly updated is AVERT.
Some primary schools seem to do a lot of PSHE and SRE. Others do very little. At KS3 where should I start?
In an ideal world we would have a rolling programme which all primary, secondary and post-16 providers would follow. However, there are some primary schools that do little beyond the science curriculum and where children do not learn about puberty or the development of a foetus to the birth of a baby.
Engagement with Healthy Schools helps. Many primary and secondary schools have taken a fresh look at their SRE policies and curriculum with help from us.
Many more schools are now reviewing their transition practices and should be considering talking about what is happening in schools in the field of PSHEe, including SRE.
It is obviously important to remember that children assimilate information in different ways and at different times, often due to the relevance of the topic to their own situation. So we need to repeat information, usually with a new emphasis.
Remember that our aim is to enable our young people to make healthy choices throughout their lives.
A lot of the boys in my SRE classes act very immaturely and appear to be homophobic. How can I tackle this issue?
This sort of fear reaction is common among boys. The problem is of course that sitting in the classroom will be at least one child who may feel anxious and threatened because of the reactions of his/her friends.
Teachers need to point this out to a class and it can help to adopt the Circle Time rules of respecting others, not making fun of them.
Discussing sexuality in the classroom is an unavoidable challenge for teachers. Staff must be prepared to ensure that they, as adults, can provide a safe environment for pupils who may feel vulnerable. A useful website is Gay Youth UK.
What is accreditation in PSHEe all about?
This is an opportunity for teachers of PSHEe to scrutinize their own practice. A portfolio of evidence is gathered as part of the process and support is provided at all stages. The process takes about one year to complete. It is envisaged that in future all schools will have at least one member of staff with this award. See the PSHE website for full details.
