Spring Fever: Process evaluation of a sex and relationship education programme for primary school pupils

In primary schools in England, programmes of Sex and Relationships
Education (SRE) are rare. Provision has been judged as requiring
improvement in over one-third of these schools at a time when
statutory provision has been mandated by the government. The aim
of this study was to examine the early implementation of Spring Fever,
a programme of primary school SRE, in terms of reach, fidelity, dose,
recruitment and context. Data were collected through a teachers’
feedback form (n = 10), teachers’ focus group (n = 9); a parent diary
(n = 7), parents’ interviews (n = 5), parent feedback (n = 41) and pupil
feedback (n = 24). Reach was high with few pupils withdrawn. Fidelity
to the lesson plans and achievement of learning objectives was high
for most school years. Pupils enjoyed the programme and responded
well. It was clear that learning had occurred but that pupils had been
uncomfortable with some topics. Teachers were largely positive about
the programme. Parents felt that it was age-appropriate, informative
and handled sensitively. This is the first process evaluation of primary
school SRE. Detailed descriptions of process evaluation are uncommon
in the literature but this is vital for identifying issues pertinent to the
future roll-out and evaluation of programmes.