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Sex and relationship education policy

Adopted: February 2018


This policy covers The Great Yarmouth Charter Academy's approach to sex and relationship education, providing parents/guardians, governors, staff, and pupils with a clear understanding of the guidelines, expectations, and curriculum that will be delivered in SRE.

Effective sex and relationships education is essential if young people are to make responsible decisions about their lives. The objectives of SRE are to help young people through their physical, moral, and emotional development, where pupils learn to respect themselves and others through adolescence into adulthood.

The policy will be reviewed in 2020, or before, depending on new government guidelines.

All maintained secondary schools in England have a statutory requirement to teach a programme of sex education including work on HIV, AIDS, and other sexually transmitted infections.

The aim of this document is to help parents and pupils to understand the sex and relationships education (SRE) policy and programme within The Great Yarmouth Charter Academy. It should be read alongside the Secretary of State's 2000 guidance on SRE which schools must have regard to when putting together such a policy. The Sex Education Forum (SEF) provides comprehensive information and guidance for schools developing their curriculum. We strongly recommend that parents/guardians and pupils familiarise themselves with the resource before pupils participate in SRE.

Aims and scope of this policy

This policy aims to provide clarity and guidance on the following areas of law and guidance to support the pupils' learning experience:

  • Provide guidance on the variety of issues that can arise when studying SRE.
  • Guide parents, teachers, and pupils in creating a policy and programme that works in line with the law.
  • The Academy will ensure it guides teachers on the sensitive issues schools have when tackling the delivery of SRE.
  • The Academy will make the policy available to all parents, which will outline the practical strategies that will be used when delivering SRE.
  • The Academy will ensure it works with parents and the wider community to ensure guidance is updated on a regular basis to ensure all understand the SRE programme.
  • All parents have the right to withdraw pupils from the programme through a written letter stating reasons to the Academy.
  • The Academy will ensure it provides a detailed yearly report on how sex and relationship education is monitored and evaluated.


Aims of sex and relationship education

  • To provide the pupils with lifelong learning support about physical, moral and emotional development.
  • Pupils will develop knowledge and understanding of marriage and family life, and what a stable and loving relationship should look like, that has respect, love, and care for those involved.
  • Aspects of the programme will be to look at sex, different sexualities and sexual health. At no point will lessons promote sexual activity or sexual orientation.

There are three main elements to the studies and they fall into the following categories:

  • Attitudes and values
  • Personal and social skills
  • Knowledge and understanding

The overall aims of the Academy and National Curriculum are:

  • To provide opportunities for all pupils to learn and to achieve.
  • To promote pupils' spiritual, moral, social, and cultural development and prepare all pupils for the opportunities, responsibilities, and experiences of life.

Main elements of SRE

Attitudes and values To learn the importance of values, individual conscience, and moral considerations
Learn the value of family life, marriage, and stable and loving relationships
Learn the value of respect, love, and care for themselves and each other
Consider and understand all the different dilemmas
Develop all the different aspects of thinking critically when making decisions
Personal and social skills Learn to manage emotions and relationships Develop self-respect and empathy for others
Learn to make the correct choices based on knowledge and understanding
Develop knowledge and understanding of consequences based on the choices we make
Develop knowledge and understanding of avoiding exploitation and abuse
Knowledge and understanding Learning when physical changes will happen
Understand sexuality, reproduction, sexual health, emotions and relationships
Learn about the different contraception and the range of local and national sexual health support services
Learn and understand the different reasons for delaying sexual activity and also the benefits gained for delaying
Avoiding unplanned pregnancy

Pupils will:

  • Build self-esteem
  • Be able to understand SRE from both a female and male perspective
  • Gain knowledge of their own responsibilities towards SRE
  • Become a peer educator
  • Have the opportunity to ask open and honest questions
  • Have the opportunity to hand questions into the anonymous questions box
  • Complete a variety of class activities to support their knowledge and understanding
  • Make choices based on an understanding of difference and with an absence of prejudice
  • Learn about managing conflict
  • Learn how to recognise and avoid exploitation and abuse
  • Be taught to recognise and manage risk
  • Develop the skills to be able to avoid inappropriate pressures or advances

Topics covered by SRE

  • Definitions of all the key terms and topics linked to sex and relationship education
  • Changes in the body in relation to puberty, such as periods and voice breaking
  • When these changes will occur, and issues that can arise from this
  • How a baby is conceived and born
  • Provide details about the different types of contraception, safe sex and how it can be accessed
  • Helping pupils clarify their knowledge of HIV/AIDS and STls
  • Teaching them assertiveness skills for negotiating relationships
  • Enabling them to become effective users of services that help prevent/treat STls and HIV
  • Sex and relationship education should inform young people about condom use and safer sex in general
  • Young people need factual information about safer sex and skills to enable them to negotiate safer sex

The role of the Academy and the values to delivering SRE

  • To teach the pupils about relationships, care, and love and the responsibilities about parenthood as well as sex
  • To ensure both genders fully under the importance of SRE
  • To build self-esteem
  • To teach the responsibility and consequences of actions in relation to sexual activity and parenthood
  • To provide information on the different types of contraception, safe sex, and how they can access local sources of further advice and treatment
  • Use young people as peer educators
  • To provide a clear understanding of the arguments for delaying sexual activity and resisting pressure
  • To link sex and relationships with other peer pressure and risk-taking activities and behaviour
  • To teach and ensure all pupils understand the laws surrounding sexual relationships
  • All material used by the Academy will be used in accordance with the PSHE guidelines
  • To contribute to a reduction in local and national teenage pregnancy, sexually transmitted infections, and abortion rates
  • To provide knowledge about sources of help and how to access such help if necessary
  • If at any stage during the lessons and feedback staff believe a pupil is at risk they will use the Academy safeguarding policy to raise these concerns
  • To dispel myths and misunderstandings

The role of the teacher in SRE and the SRE team

  • It is the role of the teacher to ensure lessons and topics are delivered with the most current and effective sources of delivery.
  • All teachers must ensure the safety and welfare of their pupils inside and outside of the classroom and any concerns are raised with the Academy safeguarding team.
  • All teachers will avoid providing a personal answer that could influence the decision making of the pupils.
  • The staff delivering the programme will be trained and will all be able to deliver the lessons through the PSHE department and current head of department. Other outside sources like the NHS and community nurses will provide additional support in this area.
  • The senior leadership team will endeavour to support the provision and development of SRE in line with this policy by providing leadership and adequate resourcing.
  • The designated PSHE co-ordinator will maintain an overview of SRE provision and have overall responsibility for its development. This will include keeping up to date with developments and good practice, developing the provision to meet pupil needs, providing support and resources for staff, arranging staff training, liaison with outside agencies, and monitoring and evaluation.
  • Governors have responsibilities for Academy policies. They will be consulted about the SRE provision and policy and have regular reports at governors' meetings.

Role of the parent/carer

  • They have a legal right to view this policy and to have information about the Academy's SRE provision.
  • They also have a legal right to withdraw their children from dedicated sex education lessons if they wish. The Academy will seek and take account of parent/carer views and endeavour to adopt a partnership approach with parents/carers. This will include information/education workshops for parents/carers. The Academy's approach to SRE will encourage dialogue between parents/carers and their children.

Confidentiality and support

All pupils will start from the same point but once the knowledge and understanding of individual needs is determined, tasks and activities will be delivered to ensure we meet the pupil's needs.

The Academy will ensure equality by ensuring lessons help pupils to realise the nature and consequences of discrimination. Teasing, bullying, and aggressive behaviours, or any use of prejudice-behaviour, will not be tolerated in lessons and incidents will be dealt with in accordance with the Academy behaviour and/or safeguarding policy.

The Academy will ensure the key messages and topics are delivered to ensure all pupils are provided with the best possible opportunities, irrespective of disability, educational needs, race, religion nationality or sexual orientation, whilst ensuring sensitivity in all areas.

The responsible officer

The Principal will have overall responsibility for the maintenance and operation of this policy.

The Principal will maintain a record of concerns raised and the outcomes (but in a form which does not endanger confidentiality) and will report as necessary to the governing body.

Monitoring, evaluation, and review

The Academy will review this policy every three years and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the academy.

The Principal will report on the effectiveness of the policy to the governing body.