Staff trained and supported by school leaders

Staff trained and supported by school leaders

Effective teachers of SRE want to teach the subject and are trained and supported to do so.

Training and ongoing CPD ensures that staff have specialised subject knowledge, the skills and confidence to facilitate participative learning and to manage personal boundaries.

Leadership is key to the status of SRE in the school The importance of SRE needs to be recognized by the Headteacher and a senior member of staff designated as responsible for SRE.

 

Key questions

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How many staff members are trained to deliver SRE? Do additional staff need training?

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What are the continuing professional development needs of staff teaching SRE and how will these needs be met?

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Does the senior management team explicitly state their support for SRE?

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Is there a senior member of staff responsible for SRE and is this integrated in their job role?

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Is there a designated school governor for SRE?

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Is the contribution of SRE to pupils' health and well-being recognised, for example within 'Healthy Schools' standards and fulfilment of the schools' duty to promote well-being

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 Is the SRE programme supporting the schools' fulfillment of the Equalities duties?

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 Is a full review of the SRE policy and curriculum carried out every 2-3 years?  

 

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Resources

 

Understanding SRE Confidentiality

Whole School Approach

 

 

Understanding sex and relationships education (2010) [PDF 896 KB]
Confidentiality: promoting young people's sexual health and well-being in secondary schools (2006) [PDF 459KB] Whole school approach to PSHE and Citizenship (2006) [PDF 718KB]