SRE – Training for School Staff

‘

Could do better….

’ ‘ Sex education was taught only once, and very briefly. The girls had a talk about periods and the boys did road safety…..

’

Headteacher

What does good SRE look like?

•

Whole school approach

• Leadership and Management • Policies and planning • Curriculum and resources • Teaching and learning • Pupil Voice • Support services • CPD • Health and Wellbeing • Links with parents/carers/community • Assessment, Recording, Reporting

Sex AND Relationships

• Focus on

relationships

• Clear, factual, non-judgemental information • Age appropriate • Progressive • Reflection and development • Focus on normative approach – not everyone is doing it!

• Meeting ECM outcomes (yes, it still exists!) and Ofsted Behaviour and Safety criteria)

‘

SRE is lifelong learning…

’ ‘ ….about sex, sexuality, emotions, relationships and sexual health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes ’

Sex Education Forum

• Need to know the needs of pupils • Pupils taught good communication skills • Focus on making sensible choices • Managing relationships and acting responsibly

What are we teaching?

•

Attitudes and Values

: being aware and confident with their own sexuality, having positive attitudes to staying safe and having self-worth •

Personal and Social Skills

: developing communication and negotiation skills, ability to deal with peer pressure and to manage risks •

Knowledge and Understanding

: STIs, abortion etc

What do young people want?

• UK Youth Parliament – ‘Are you getting it?

• School based surveys • Focus groups – remember to consider the

universal

needs and

targeted

needs of young people

So, what should we teach and who should teach it?

• What’s already in place? (Science, RE, Drama, English, Citizenship etc?) • ‘ Are You Getting it Right?

’ Toolkit • Ofsted Report ‘ Sex and Relationships ’ • • • • • • Personal Wellbeing Programme of Study: Personal identity Healthy Lifestyles Risks Relationships Diversity

Teaching and Learning

• Careful planning • Good resources • Learning outcomes focused on attitudes and values as well as knowledge and skills • Teaching environment – climate of respect • Participation in active learning • Self assessment • Use of visitors

Confidentiality and Safeguarding

• Is there a confidentiality policy in place?

• Are all staff aware of the rules?

• Is there clarity about roles? (Teacher, school nurse, counsellor etc) • Is there clarity about the Fraser competencies?

• Are staff clear about the rules for passing on information to the Safeguarding lead?

Monitoring, Evaluation and Assessment

•

Monitoring

– overseeing the planning and delivery of SRE, including reflective monitoring by individual and lesson observations •

Evaluation

– judgements about the effectiveness of the teaching process and the activities and resources used in achieving the planned learning outcomes •

Assessment

– judgements about an individual ’ s learning and development

R U Ready?

• Has the school thought about using the ‘R U Ready?

’ approach with young people?

• Focus on

delaying

early sex, not abstinence • Focused, interactive activities • Focus on alternatives to sex

Sensitive Issues?

How will these be tackled?

What about staff training and resources?

• Abortion • Contraception • Family life/cultural diversity • Gender • HIV/STIs • Sexuality • Unwanted Pregnancy

Working with Parents/Carers

• What support is there for parents?

• Has the school considered offering ‘Speakeasy’ or similar training to help parents talk to their sons/daughters about relationships and sex?

• How is the school SRE policy produced? Are parents part of the review process? How is the finished document shared with parents?

• How do parents find out about when SRE lessons will be taking place? Is there an opportunity to view resources?

• How does the school communicate with parents about additional support for students? (e.g. from the School Nurse)

Resources

• What resources are being used?

• Are they regularly refreshed and updated?

• How do they enhance lessons and help to make learning interactive?

• Are they appropriately differentiated?

Any questions?