THE NEW SCHOOL PERSONAL SOCIAL HEALTH AND ECONOMIC

EDUCATION POLICY

INCLUDING SEX AND RELATIONSHIPS (SRE) AND DRUG EDUCATION

Context:

The New School is situated in Tamworth Staffordshire which was originally an overspill for Birmingham. Attainment at K.S.2/3 is below average whilst at K.S.4 is the second lowest in the County. Unemployment is higher than the County level, but slightly below the West Midlands and National averages. The majority of its students are White British; are Free School Meals; and had below expected attendance in their Home School. Some of its students are School Action (SA) and have a degree of additional need whilst a high proportion can be SA+ and are actively engaged with External Agencies. Self – esteem is usually very low with an increasing number of students entering with significant literacy difficulties. The School is embedding good practice with regard to Dyslexia and Gifted and Talented Status. Occasionally Looked after Children are educated at The New School along with Young Mums to Be where the common profile tends to be 80% male to 20% female students. Attainment on entry is very low, but students do make secure and quick progress and significantly improve attendance. All students have Individual Learning Plans with clear Entry and Exit strategies.

The Developmental Process:

The policy has been drawn up in consultation with all teaching staff, L.A. Specialist Teachers, members of wider school – supporting agencies (including School Nurses, Drug & Alcohol Advice Service, Turnaround Project and CAMHS.) and will be ratified by the School Management Committee.

The PSHEE Policy encompasses the following policies:-

· Sex and Relationships Education (SRE) - Appendix 1

· Drug and Alcohol Education including The Management of Drug Related Incidents - Appendix 2

Other relevant school policies are: Safeguarding, Behaviour Management, Healthy Schools, Anti Bullying, Health and Safety, No Smoking.

Aims for PSHE:

Personal, Social, Health and Economic Education (PSHEE) aims to help children and young people deal with the real life issues they face as they grow up. The issues that PSHEE covers are central to children and young people’s wellbeing: nutrition and physical activity; drugs, alcohol and tobacco; sex and relationships; emotional health and wellbeing; safety; careers; work-related learning and personal finance.

The New School mission statement is “Acquiring both personal and academic skills and knowledge to enable them to step successfully forward with their lives” and is clearly expressed in the vision and practice in the training room. Students are happy to come to The New School and feel safe and well supported by caring, supportive and friendly staff who work hard to improve learning alongside facilitating greater socialisation.

Parental involvement continues to be central to the school’s work with daily contact and liaison ensures each student gets top quality care, guidance and support.

The school environment is safe and secure, well covered by Health & Safety and Safeguarding practices.

Healthy lunches compliment the Healthy Lifestyle ethos pursued by all in the school as do the recreational/physical activities.

Information Advice and Guidance is supported by Staffordshire Young People’s Service (formally Connexions) input when needed and Work- Experience, in a wide range of environments is encouraged as well as any Enterprise opportunities which can be extended, along with work with the local Community.

School – related Agencies are incorporated into the learning programme to enhance the SRE and Drugs/Alcohol/Tobacco education received by the students.

A School Counsellor visits weekly and CAMHS work closely with us when necessary.

The New School will continue to work with students and families to produce a culture of ‘can do and want to do’, whilst respecting others needs and interests.

Curriculum Organisation:

PSHEE will be delivered through a combination of planned curriculum opportunities and whole school approaches, taking the form of:

· Cross curricular input in the areas of Information Advice and Guidance, Healthy Lifestyles and Personal Finance.

· Agency/ Visitor input from a range of School – focussed groups.

· Enrichment opportunities – at least 3 full days a year, plus ad hoc input.

PSHEE is a universal entitlement for all young people. This means learning is made accessible to young people of all abilities and that attendance in PSHEE has an equal priority with other learning.

Teaching and Learning:

PSHEE is delivered in line with The New School’s teaching and learning policy. As PSHEE perhaps more than any other subject, works within the real life experiences of young people where it is important to establish a safe, secure and positive learning environment. To facilitate this, we use the following teaching and learning approaches:

• Establishing clear ground rules, understood by all, covering confidentiality, right to privacy and respect, and boundaries
• Using distancing techniques, including depersonalised discussions, role play and theatre in education
• Using clear language that avoids misunderstandings, prejudice and assumptions about young peoples’ abilities, desires, background and experiences.
• Dealing with unexpected questions and comments from young people sensitively
• Building on young people’s knowledge and experiences
• Ensuring that learning is vivid and real, developing understanding through enquiry, group discussion and problem-solving
• Providing a range of opportunities for young people to learn, practise and demonstrate skills, attitudes and knowledge
• Allowing time for young people to reflect and consolidate their learning
• Having high expectations of young people’s achievement and behaviour
• Providing differentiated learning opportunities for young people with special educational needs
• Using a variety of groupings, including single sex, where appropriate.

Curriculum Content:

The PSHEE programme has been developed using identified young people’s needs and national and local guidance. Clear learning outcomes describe the skills, knowledge and attitudes young people will develop.

PSHEE is provided and effectively taught through a spiral programme that gradually expands and enriches key concepts, increases knowledge, deepens understanding and rehearses and develops key skills through a thematic approach.

Resources:

Resources, which support this area of the curriculum, will be up to date, relevant to children and young people and presented in ways that are consistent with the fundamental aims, values and teaching approaches of PSHEE. Overall responsibility for PSHEE resources is held by the co-ordinator. The co-ordinator should ensure resources to be used by visitors have been approved by the relevant organisations i.e. Drug Education through PRIDE, SRE through Staffordshire SRE forum and others through Education Transformation.

In addition to existing resources, the school aims to review and update resources regularly in accordance with budget allocation.

Assessment, Recording and Reporting:

Young people do not pass or fail within this area of the curriculum but are expected to show progression. They have opportunities to reflect on their own learning and personal experiences and to set personal goals and agree strategies to reach them. The process of assessment has a positive impact on young people’s self awareness and self esteem.

Learning will be demonstrated through assessment against learning outcomes identified in curriculum planning. A variety of assessment and recording techniques will be used in line with the school’s assessment policy.

The reporting of individual achievement and progress will include skill development and values and attitudes as well as knowledge and understanding. Progress in these areas will be reported through written reports to parents.

Monitoring and Evaluation:

There will be ongoing evaluation and monitoring of the programme for PSHEE by Learning and Skills Tutors and the co-ordinator. Monitoring will take place in accordance with the school’s monitoring cycle.

This will be done by: -

· Checking that whole school PSHEE objectives are met.

· Confirming that standards of teaching and learning are achieved

· Ensuring that adequate resources are available.

· Monitoring that schemes of work are being taught appropriately

· Consulting regularly with staff, pupils, parents, external agencies and TCHA Management Committee.

External Agencies:

The New School leads the programme but outside visitors have a role. The school’s visitor policy will be followed and is attached as an appendix.

Current external contributors include: -

· L.A. Specialist Teachers for PSHEE & Citizenship.

· L.A. Educational Psychologist.

· CAMHS.

· School Nurses.

· Torc Vocational College.

· Turnaround Project (shortly to be incorporated into ‘Families First’.)

• T3 – Drugs/Alcohol/Tobacco.

· Rodbaston Agricultural College.

· Connexions.

· Counsellor.

Other Agencies will be considered on the merit of their possible contribution.

Safeguarding:

Teachers and other adults involved in PSHEE will sometimes hear disclosures that suggest a child may be at risk of abuse. All staff are aware of the school's safeguarding policy. A copy of this is available from the school's designated teacher for safeguarding who is the Learning and Skills Co-ordinator. Where an adult believes a child may be at risk the designated officer must be consulted before any further action is taken.

Confidentiality:

The school will ensure that:

· Staff, young people and parents/carers are aware of our policy on confidentiality, how it works in practice and understand individual rights to confidentiality

· Young people are informed of the limits of confidentiality that may be offered by tutors

· Young people are informed of sources of confidential support, e.g. school nurse/health adviser

· Young people are encouraged to talk to their parents/carers and given support to do so

Pastoral Support:

As part of The New School pastoral programme, the school will endeavour to identify and support those young people who are more vulnerable. This may be done via placement in Nurture Group or by allocating appropriate ‘one- to one’ time for greater pastoral input. External agencies may be invited in to contribute where thought valuable.

Our school seeks to work in partnership with parents/carers to provide effective PSHEE and support for young people. The school’s PSHEE programme endeavours to complement and support parent’s and carer’s roles.

This is done by Parents/Carers being supported by a tutor, who is in daily contact to update and inform. Half-termly Review meetings accompany Reports and provide opportunity for dialogue. Parents/Carers may visit and seek help and advice at any time.

Continuing Professional Development of Staff:

Staff continues to receive appropriate training whenever thought necessary – subject to financial feasibility. In- House Training is continuous and ongoing. Staff has not, as yet participated in the National PSHE CPD Programme.

Communication/Dissemination of the Policy:

This Policy document is freely available on request to all members of the school community.

Sex and Relationships Education (SRE) - Appendix 1

Rationale:

Effective sex and relationship education is essential if young people are to make responsible and well informed decisions about their lives. It should not be delivered in isolation. It should be firmly rooted in PSHE education.

Within National Curriculum Science there is an element of 'sex education' which is statutory. The focus here is on the biological aspects.

All schools are required to have a policy about Sex and Relationships Education

Aim:

To give young people the opportunity to learn about:

· physical, moral and emotional development.

· the importance of marriage for family life, stable and loving relationships, respect, love and care.

· sex, sexuality and sexual health.

Objectives:

SRE has three main elements:

1. Knowledge and understanding

· learning and understanding physical development at appropriate stages;

· understanding human sexuality, reproduction, sexual health, emotions and relationships;

· learning about contraception and the range of local and national sexual health advice, contraception and support services

· learning the reasons for delaying sexual activity, and the benefits to be gained from such delay

· learning how to avoid unplanned pregnancies.

2. Personal and social skills

· learning to manage emotions and relationships confidently and sensitively;

· developing self-respect and empathy for others;

· learning to make choices based on an understanding of difference and with an absence of prejudice;

· developing an appreciation of the consequences of choices made;

· managing conflict; and learning how to recognise and avoid exploitation and abuse.

3. Attitudes and values

· learning the importance of values and individual conscience and moral considerations;

· learning the value of family life, marriage, and stable and loving relationships for the nurture of children;

· learning the value of respect, love and care;

· exploring, considering and understanding moral dilemmas; and

· developing critical thinking as part of decision-making.

Curriculum Content:

See Appendix 3 for details of the scheme of work

SRE is delivered in Science and by External Agencies, including School Nurse, Staffordshire Buddies as well in discrete PSHEE lessons.

Responding to Sensitive Issues:

There are guidelines for all staff on handling sensitive and controversial issues within The New School and TCHA Policies

Staff members are highly skilled in handling sensitive and/or controversial issues.

Right to Withdraw:

Parents/carers have the right to withdraw their children from SRE lessons that fall outside those aspects covered in the National Curriculum Science lessons. Parents do not have to give their reasons for withdrawing their children, but will be made aware of the implications of removing children.

Needs of children and young people

• Menstruation – Hygiene products are available for issue and disposal, along with sensitive Staff support and guidance.
• Pregnancy and Parenthood - Nurturing principles and practice are in place to ensure good support for pregnant young women, mothers, and young men who about to become fathers. Access to the curriculum is also secure.

Students are well counselled and advised at times of need and are made continuously aware of the support available.

Some children and young people will be more vulnerable than their peers e.g. non attenders, SEN and Looked After Children. Policies and practices are in place to target support to these more vulnerable students.

Referral and External Support

Good working relationships and, where necessary, Service Level Agreements are in place with all External Agencies.

Drug and Alcohol Education Policy including the Management of Drug Related Incidents - Appendix 2

Rationale

The definition of a drug given by the United Nations Office on Drugs and Crime is: a substance people take to change the way they think, feel or behave.

This includes:

• all legal drugs including alcohol, tobacco and volatile substances
• all over the counter and prescription medicines
• all illegal drugs (those controlled by the Misuse of Drugs Act 1971)

Drug education is an entitlement for all children and young people and is supported by Section 351 of the Education Act 1996 which requires every school, including Pupil Referral Units, to provide a balanced curriculum which:

• Promotes the spiritual, moral cultural, mental and physical development of pupils at the school and of society
• Prepares pupils at the school for the opportunities, responsibilities and experience of adult life.

Drug education should be delivered through well planned PSHE and Citizenship provision. Schools are expected to use the non statutory frameworks for PSHE and Citizenship at Key Stages 1 & 2, PSHE at Key Stages 3 and 4, the statutory citizenship programme of study at key stages 3 and 4 and the statutory requirements within the National Curriculum Science Order for all phases as the basis for developing drug education.

Drugs: Guidance for Schools February 2004 DfES

Aim

To give children and young people the knowledge, skills and attitudes to appreciate the benefits of a healthy lifestyle and relate these to their own actions, both now and in their future lives.

Objectives

Drug and alcohol education:

Increases children and young people's knowledge and understanding and clarifies misconceptions about:

the short and long-term effects and risks of drugs

the rules and laws relating to drugs

the impact of drugs on individuals, families and communities

the prevalence and acceptability of drug use among peers

the complex moral, social, emotional and political issues surrounding drugs

Develops children and young people's personal and social skills to make informed decisions and keep themselves safe and healthy, including:

assessing, avoiding and managing risk

communicating effectively

resisting pressures

finding information, help and advice

devising problem-solving and coping strategies

developing self awareness and self esteem

Enables children and young people to explore their own and other peoples' attitudes towards drugs, drug use and drug users, including challenging stereotypes, and exploring media and social influences.

Curriculum Content

See Appendix 3 for details of the scheme of work.

Drug Education is principally carried out in PSHEE lessons, with some extra input from other Staff and T3.

The needs of children and young people

Support available is displayed around The New School and is accessible from all staff on request or when deemed advisable – in conjunction with Keyworkers, Parents/Carers and S.L.T.

Some children and young people will be more vulnerable than their peers e.g. non attenders, SEN, LAC and those whose parents misuse drugs or alcohol.

Policies and practices are in place to target those more vulnerable students.

Dealing with drug and alcohol related incidents

The possession, use or supply of illegal and other unauthorised drugs by anybody within school boundaries is unacceptable.

Drug incidents could involve: suspicions, observations, disclosures or discoveries of situations involving illegal and other unauthorised drugs.

The physical boundaries of The New School define the extent of the school premises during the school day and the school term. But school rules and expectations of behaviour extend further if children and young people e.g. visit a library, leave school to visit an old people’s home as part of a community project, whether supervised or not.

The New School boundaries also extend to include school trips and clear guidance to staff is given about their supervisory responsibilities. It is made clear to children and young people that school rules still apply if they leave the school during the lunch break, and which will apply on a school trip abroad, where drug laws may differ. Staff are made aware of any controls on their own drug use (e.g. of alcohol, tobacco and medicines) when on duty.

It is The New Schools policy to report any incident involving drugs to the police and New School staff will follow any subsequent instructions/procedures in association with the incident. The police will ultimately be involved in the disposal of suspected illegal drugs.

The law permits The New School staff to take temporary possession of a substance suspected of being an illegal drug for the purposes of preventing an offence from being committed or continued in relation to that drug, providing that all reasonable steps are taken to destroy the drug or deliver it to a person lawfully entitled to take custody of it.

Searches

Students are requested to hand in all contraband on entry to school each day. Involvement of our local PC/PCSO will be encouraged at all times. In responding to drug incidents, the primary concern of The New School is the care and welfare of Students.

In cases of a medical emergency The New School will act promptly to ensure the safety and wellbeing of the student.

Any incident involving the misuse of drugs will take into account:

The age and maturity of the child/young person

What the child/young person has to say

The means by which the substance was acquired

The intention of the child/young person and the circumstances of the incident

Method and frequency of use

The nature and legal status of the substance involved

Any previous incidents of drug misuse by the child/young person

Action being taken through the criminal justice system

The availability of support for the children and young people and family from other agencies

The New School seeks to work in partnership with TCHA Board and parents to provide effective drug and alcohol education and support for children and young people. Parents need to know that The New School’s drug and alcohol education programme will complement and support their role as parents and understand the school expectations and procedures for managing drug incidents. TCHA Management Committee agrees all policy and procedures.