SRE

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SRE Training for School Staff
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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

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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

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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)

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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

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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

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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

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

• Whats 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

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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

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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?

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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 individuals
  learning and development

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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

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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

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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)

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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?

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Any questions?