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?