SRE and the whole-school approach

Wider school context

SRE is not just taught discretely but is integral to a whole school approach to personal development and is the responsibility of all school staff throughout the school, through the relationships they have with pupils and the way the values and ethos of the school are in practice.  

Leadership, management and managing change

The Head and Senior Management Team give PSHE high status within the school. There is clear senior management support for the PSHE coordinator and there is a named governor for SRE.

Policy development 

The school has a policy agreed by governors and staff that has involved consultation with pupils and parents.
The policy links to and is consonant with other polices in school.  

Curriculum planning and resourcing, including working with external agencies

There is a planned programme of PSHE which is clearly timetabled.
The programme addresses skills, values and attitudes as well as knowledge.
Visitors are used to support and enhance SRE not to excuse teachers from teaching it. Resources are assessed and evaluated for suitability before being used and reviewed for effectiveness once in use.  

Teaching and learning

A range of teaching and learning strategies are used, based on effective practice.
A safe learning environment is created by use of group agreements etc. SRE is taught by staff who want to teach it, who are trained and supported, knowledgeable and confident (although not necessarily ‘experts’ in SRE). 

School culture and environment 

The school ensures that SRE is embedded in the school’s values and moral framework.

Giving pupils a voice 

All pupils are given opportunities to identify needs, comment on policy and practice and contribute to curriculum planning and evaluation of effectiveness. The needs of vulnerable groups, such as children in care, are taken into account.

Provision of pupils’ support services

The school keeps up to date with local services and provides clear access to information about them for pupils. Where appropriate the school offers school-based drop-ins and other support services for pupils.
Specific needs of individual children and young people are taken into account and appropriate signposting of services for them and their families is given.

Staff professional development needs, health and welfare 

The school ensures teachers, governors and support staff receive appropriate CPD, INSET and ongoing support.  

Partnerships with parents/carers and local communities

The school recognises that parents are crucial to the success of the SRE programme and gives them regular and accessible opportunities to comment on policy and practice.

Schools should also recognise that parents need guidance and support to enable them to help their children and should provide these.

Assessing, recording and reporting pupils’ achievement 

SRE will be assessed on skills and attitudes as well as on knowledge and will involve pupils in the assessment. Part of the assessment will involve pupils being asked to reflect on their work and learning as well as how well they feel the PSHE/SRE curriculum is meeting their needs. Parents will receive information about pupils’ learning in SRE.