SRE in primary schools

SRE starts on day one in every primary school, whether the school acknowledges it or not. I can’t imagine there is a reception class in this country where the teacher isn’t helping new pupils to build their confidence and self-esteem, recognise and manage their feelings, play and work cooperatively together, and understand and treat each other with respect. This work is absolutely key to helping children develop healthy relationships now and in the future. 
                                 Primary School Teacher quoted in ‘Laying the Foundations’

Primary schools can play a vital role in establishing an effective foundation for SRE. Starting early in the primary phase is helpful. Good planning can increase the effectiveness of the SRE programme by addressing continuity and progression throughout Key Stages 1 and 2. It is essential to develop a graduated programme tailored to the age and the physical and emotional maturity of the children. It should ensure that both boys and girls know about life processes and the main stages of the human life cycle, including how a baby is born, as required in the National Curriculum Science Orders. SRE can be delivered through a topic programme (including Religious Education), in discrete PSHE or by a combination of the two.

Puberty – a must for primary school SRE

All children need to know about puberty before they experience the onset of physical changes. For example, it is important that teaching about menstruation occurs before Year 6 as some girls start menstruating before this age. Arrangements will also need to be made to help girls cope with the practical aspects of menstruating such as requests for sanitary protection. It is also important to deal with boys’ issues such as wet dreams and erections. Other sensitive issues for both boys and girls include masturbation and personal hygiene and the emergence of sexual feelings, which for older primary children may mean experimenting sexually in their relationships.

“One in three girls are not told about periods by their parents before they start menstruating. One in ten start their periods without receiving information from anyone at all.”

The contribution of the primary school in helping to reduce unwanted teenage pregnancy

The Social Exclusion Unit's report Teenage pregnancy recognises that good SRE in the primary school can contribute to choices and decisions about relationships and to the future reduction of teenage conceptions.

Primary schools should set clear parameters as to what will be taught in a whole-class setting and what will be dealt with on an individual basis or in response to questions raised directly by pupils. There may be rare occasions when a primary teacher is directly approached by a primary age child who is sexually active or who is contemplating sexual activity. This should be viewed as a child protection issue and referred to the designated teacher.

Schools will need a clear scheme of work to show what is to be taught year on year, including Year 6. This transition year before pupils move to secondary schools is often when primary schools focus particular support for ongoing emotional and physical development. It is important to consult with parents and carers on the content of the programme, to support them in talking with their children about SRE and to link this with what is being taught at school. See parents and carers and Speakeasy.

Transition

The transition year before moving to secondary school is an important time for SRE which should include:

• changes in the body related to puberty, such as periods and voice breaking
• when these changes are likely to happen, what issues may cause young people anxiety, how they can deal with these, and
• how a baby is conceived and born

from guidance document DfEE 0116/2000. 

Liaison with partner primary schools is also necessary to ensure effective continuity and progression from the Key Stage 2 curriculum to Key Stage 3.

Case study: Richard Lander School and feeder primary schools

When she was Head of Personal Development at Richard Lander School, Margaret Stockton, an AST in PSHE, made close contacts with all the feeder primary schools to help them review and develop their SRE. She also wrote a scheme of work which the schools may choose to use, which includes work on parental engagement and involvement.

This means that the primary schools are now more confident about SRE and Richard Lander's staff have a better idea about what the pupils entering Year 7 have studied at primary school.

This close collaboration has also helped the primary schools with their work on achieving national Healthy School status.