This section has been adapted with kind permission from Sex Education Forum, Factsheet 23 Taking the initiative: Positive guidance on sex and relationships education.

The sex and relationships education (SRE) guidance published by the DfES in July 2000. This had been highlighted as a priority in the Teenage Pregnancy Action Plan launched by the Prime Minister in 1999. It was published by the DfES in July 2000. The guidance (DfES 0116/2000) emphasises the need for effective SRE which is firmly rooted within the Personal, Social and Health Education (PHSE) and Citizenship Frameworks and is supported by the National Healthy School Standard (NHSS).

Why is it necessary to provide SRE in schools?

• Children and young people say that they want to learn more about sex and relationships.
• Parents say that although they want to talk to their children about sex and relationships, they want schools to help them.
• It is a legal requirement for schools to provide SRE.

Evidence shows that SRE can:

• make a positive contribution to children and young people’s personal and social development; and
• help to prevent negative health outcomes such as unintended pregnancies and sexually transmitted infections.

SRE in schools is a legal requirement

The Sex and Relationship Education Guidance (2000) is supported in legislation by the Learning and Skills Act (2000). This requires that young people:

• learn about the nature of marriage and its importance for family life and the bringing up of children; and
• are protected from teaching and materials which are inappropriate having regard to the age and the religious and cultural background of the pupils concerned.

The evidence-base for SRE

• High quality SRE, when linked to confidential sex advice services, is shown to delay the start of sexual activity.
• School-based SRE contributes to meeting government public health priorities, such as achieving a reduction in teenage pregnancy rates and prevalence of sexually transmitted infections (STIs) including HIV.
• SRE that aims to prevent unwanted pregnancy or sexually transmitted infections should be initiated early, before patterns of sexual behaviour are established.
• Effective SRE offers an open and accepting attitude towards sex and sexuality.
• Young people need to be involved in their own learning. Therefore the use of active and participatory learning is important in SRE.

Implementing the SRE guidance

The guidance states that SRE should be firmly rooted within the framework for PSHE and Citizenship. Working towards becoming a healthy school through a Local Healthy Schools Programme will help schools develop a whole school approach that sets a positive and supportive ethos for SRE as part of PSHE. The following section looks at the links between SRE, the framework for PSHE and Citizenship and the National Healthy School Standard (NHSS) and the opportunities provided by these links.

The National Healthy School Standard - NHSS

The White Paper on Excellence in Schools (1997) set out the Government’s intention to help all schools become healthy schools.  This was driven by a belief in the role that education plays in promoting better health and emotional well being for all children and young people.  The National Healthy School Standard is jointly funded by the (now) Department for Education and Skills and the Department of Health.  The NHSS offers an accreditation scheme for local health and education partnership programmes. Local Healthy Schools Programmes support schools in developing as healthy schools.

The NHSS provides minimum criteria on a range of themes.

The minimum NHSS criteria for SRE

• The school has a policy which is owned and implemented by all members of the school including pupils and parents and which is delivered in partnership with local health and support services.
• The school has a planned SRE programme (including information, social skills development and values clarification) which identifies learning outcomes, appropriate to pupils’ age, ability, gender and level of maturity and which is based on pupils’ needs assessment and a knowledge of vulnerable pupils.
• Staff have sound, basic knowledge of SRE issues and are confident in their skills to teach sex education and discuss sex and relationships.
• Staff have an understanding of the role of schools in contributing to the reduction of unwanted teenage conceptions and the promotion of sexual health. 

Healthy schools must work towards meeting legal requirements and take account of non-statutory guidance. You can find out more about the National Healthy School Standard by contacting the National Team based at the Health Development Agency on 020 7413 1865.  They will be able to give you the contact details of your Local Healthy School Programme Coordinator.

For more about NHSS see http://www.publichealth.nice.org.uk/indexsearch.aspx?ss=NHSS

PSHE and Citizenship Framework

A Personal, Social and Health Education and Citizenship Framework was published in 1999. From September 2000 it has been taught alongside the revised National Curriculum. It has four broad themes and aims to support the personal and social development of children and young people:

• Develop confidence and make the most of their abilities.
• Prepare to play an active role as citizens.
• Develop a healthy, safer lifestyle.
• Develop good relationships and respect differences between people.

To be effective, SRE needs to incorporate the three main elements of:

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

Developing a policy for SRE

The SRE guidance states that all schools must have an up-to-date SRE policy which is reviewed regularly. It is recommended that this forms part of an overall policy on PSHE and Citizenship.  In accordance with the NHSS whole school approach, the policy should be developed in consultation with parents, young people, teachers, governors and the wider community. The following checklist uses the new guidance and the minimum criteria set by the NHSS as its starting point and will be helpful in developing and reviewing your policy:

• How have parents, pupils, staff and the wider community been involved in the policy development/review process?
• Does the policy set out the SRE provided within the PSHE framework as distinct from the National Curriculum Science Order?
• Does the policy include a moral and values statement which reflects the school’s ethos and values, as well as being in line with the SRE Guidance which states, ‘as part of sex and relationship education, pupils should be taught about the nature and importance of marriage for family life and bringing up children.’
• Does the policy address the need to build self-esteem and develop a sense of responsibility as well as information giving and social skills development? 
• Does the policy include a statement on the school’s position on specific issues such as confidentiality, accessing confidential support and sexual health advice, abortion, contraception and sexuality?
• Does the policy take into account the needs of ALL pupils at the school and national, local and in-school policies, such as equal opportunities?
• Does the policy identify partners in the wider community, particularly local health and social support services, who will be involved in the delivery of SRE? Is the policy explicit on the use of visitors?
• Does the policy address pupil-identified needs and evaluation outcomes as well as local and national priorities?
• Are resources, including human resources, relevant and up-to-date?
• Is there a commitment to in-service training for those involved in the delivery of SRE?
• Does the policy identify the date when it will next be reviewed?

Developing schemes of work

Schemes of Work will need to be developed from the policy and should:

• specify aims and intended learning outcomes.
• ensure continuity and progression.
• consider differentiation for gender, faith and ability.
• provide opportunities for self-assessment.
• meet statutory requirements where appropriate.
• ensure a range of teaching strategies to meet different learning styles.
• offer advice on how to choose resources.