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RSE (Relationship and Sex Education) Policy

South Wonston Primary School


Relationship and Sex education  (RSE)  Policy

1. Aims

The aims of relationships and sex education (RSE) at our school are to:

  • Provide a framework in which sensitive discussions can take place
  • Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
  • Help pupils develop feelings of self-respect, confidence and empathy
  • Create a positive culture around issues of sexuality and relationships
  • Teach pupils the correct vocabulary to describe themselves and their bodies


2. Statutory requirements

As a maintained primary school we must provide relationships education to all pupils as per section 34 of the Children and Social work act 2017.

However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum.

In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.

At South Wonston Primary School we teach RSE as set out in this policy.


3. Policy development

This policy has been developed in consultation with Stakeholders. The consultation and policy development process involved the following steps:

                    1. Review – Subject leader considering all relevant information including relevant national and local guidance

     2. Staff consultation – all school staff were given the opportunity to look at the policy and make comments / 


     3. Parent/stakeholder consultation – parents were invited to comment on the policy with amendments considered 


4. Definition

South Wonston Primary School considers that Relationships and Sex Education (RSE) is an integral part of the Personal, Social and Health Education (PSHE) and Citizenship curriculum, and is linked to that for Science. RSE is about the emotional, social and cultural development of pupils and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. The programme is set within a moral framework and matched to the pupils’ level of maturity.

This policy reflects the requirements of the DCSF Relationship and Sex Guidance.


5. Curriculum

PSHE (which includes Relationships and Sex Education) is taught weekly through a planned programme of work that follows the ‘Jigsaw’ PSHE Scheme of work. ‘Jigsaw’ brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. ‘Jigsaw’ is designed as a whole school approach, with all year groups working on the same theme at the same time.

This enables each unit of work to start with an introductory whole school assembly, generating a whole school focus for adults and children alike. Each year there are six units of work in Jigsaw that are designed to be taught in sequence from September to July. Each unit of work has six lessons which work towards an ‘end product’, for example, The School Learning Charter or The Garden of Dreams and Goals.

Each unit of work has two Learning Intentions: one is based on specific PSHE learning, covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today. The other is based on emotional literacy and social skills. Jigsaw is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety. Every lesson contributes to at least one of these aspects of children’s development.  


6. Delivery of RSE

RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught through the science curriculum, and other aspects are included in Religious Education (RE).

All Relationships Education is taught in a manner appropriate to the child, and is pitched at an accessible level for all children in the class.

Pupils in Y5 and Y6 also receive stand-alone sex education sessions

Relationships education is taught weekly and focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

  • Families and people who care for me
  • Caring friendships
  • Respectful relationships
  • Online relationships
  • Being safe

For more information about our RSE curriculum, see Appendices 1 and 2.


These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances. Families include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers along with reflecting sensitively that some children may have a different structure of support around them (for example: Looked After Children or Young Carers).


7. Roles and responsibilities


7.1 The Governing Body

The Governing Body will approve the RSE policy, and hold the Headteacher to account for its implementation.

The Governing Body has delegated the approval of this policy to the Curriculum & Standards Committee.


7.2 The Headteacher

The Headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of RSE (see section 8).


7.3 Staff

Class Teachers are responsible for:

  • Delivering RSE in a sensitive way
  • Modelling positive attitudes to RSE
  • Monitoring progress
  • Responding to the needs of individual pupils
  • Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory components of RSE

Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher.

Class teachers teach RSE.


7.4 Pupils

Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.


8. Parents’ right to withdraw

Parents do not have the right to withdraw their children from Relationships Education.

Parents have the right to withdraw their children from the non-statutory components of sex education within RSE.

Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the Headteacher.

Alternative work will be given to pupils who are withdrawn from sex education.


9. Training

Staff are trained on the delivery of RSE and it is included in our continuing professional development calendar.

The Headteacher may also invite visitors from outside the school, such as the school nurse, to provide support and training to staff teaching RSE.


10. Monitoring arrangements

The delivery of RSE is monitored by the PHSE Leader through:

  • Pupil and teacher evaluations of the content and learning processes
  • Monitoring of pupils Jigsaw Journals
  • Staff meetings to review and share ideas


Pupils’ development in RSE is monitored by class teachers as part of our internal assessment systems.


This policy will be reviewed by the PSHE Leader annually.




Appendix 1: Curriculum map

Relationships and sex education curriculum map



Year group


Topic/theme details

Year 1

Boys’ and Girls Bodies

  • Identify the parts of the body that make boys different to girls and use the correct names for these: penis, testicles, vagina
  • Respect my body and understand which parts are private


Year 2

Boys’ and Girl’s Bodies

  • Recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, testicles, vagina) and appreciate that some parts of my body are private
  • Tell you what I like/don’t like about being a boy/girl

Year 3

How Babies Grow

  • Understand that in animals and humans lots of changes happen between conception and growing up, and that usually it is the female who has the baby
  • Express how I feel when I see babies or baby animals



  • Understand how babies grow and develop in the mother’s uterus and understand what a baby needs to live and grow
  • Express how I might feel if I had a new baby in my family


Outside Body Changes

  • Understand that boys’ and girls’ bodies need to change so that when they grow up their bodies can make babies
  • Identify how boys’ and girls’ bodies change on the outside during this growing up process
  • Recognise how I feel about these changes happening to me and know how to cope with these feelings


Inside Body Changes

  • Identify how boys’ and girls’ bodies change on the inside during the growing up process and why these changes are necessary so that their bodies can make babies when they grow up
  • Recognise how I feel about these changes happening to me and how to cope with these feelings

Year 4

Having A Baby

  • Correctly label the internal and external parts of male and female bodies that are necessary for making a baby
  • Understand that having a baby is a personal choice and express how I feel about having children when I am an adult


Girls and Puberty

  • Describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruations (having periods) is a natural part of this
  • Know that I have strategies to help me cope with the physical and emotional changes I will experience during puberty

Year 5

Puberty for Girls

  • Explain how a girl’s body changes during puberty and understand the importance of looking after myself physically and emotionally
  • Understand that puberty is a natural process that happens to everybody and that it will be OK for me


Puberty for Boys and Girls

  • Describe how boys’ and girls’ bodies change during puberty
  • Express how I feel about the changes that will happen to me during puberty



  • Understand that sexual intercourse can lead to conception and that is how babies are usually made
  • Understand that sometimes people need IVF to help them have a baby
  • Appreciate how amazing it is that human bodies can reproduce in these ways

Year 6


  • Explain how girls’ and boys’ bodies change during puberty and understand the importance of looking after myself physically and emotionally
  • Express how I feel about the changes that will happen to me during puberty


Girl Talk/Boy Talk

  • Ask the questions I need answered about changes during puberty
  • Reflect on how I feel about asking the questions and about the answers I receive


Babies - Conception to Birth

  • Describe how a baby develops from conception through the nine months of pregnancy, and how it is born
  • Recognise how I feel when I reflect on the development and birth of a baby



  • Understand how being physically attracted to someone changes the nature of the relationship
  • Express how I feel about the growing independence of becoming a teenager and am confident that I can cope with this




Appendix 2: By the end of primary school pupils should know 



Pupils should know

Families and people who care about me

  • That families are important for children growing up because they can give love, security and stability
  • The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives
  • That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care
  • That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up
  • That marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong
  • How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed

Caring friendships

  • How important friendships are in making us feel happy and secure, and how people choose and make friends
  • The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties
  • That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
  • That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
  • How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed

Respectful relationships

  • The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
  • Practical steps they can take in a range of different contexts to improve or support respectful relationships
  • The conventions of courtesy and manners
  • The importance of self-respect and how this links to their own happiness
  • That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
  • About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help
  • What a stereotype is, and how stereotypes can be unfair, negative or destructive
  • The importance of permission-seeking and giving in relationships with friends, peers and adults

Online relationships

  • That people sometimes behave differently online, including by pretending to be someone they are not
  • That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous
  • The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
  • How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met
  • How information and data is shared and used online

Being safe

  • What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
  • About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe
  • That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact
  • How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know
  • How to recognise and report feelings of being unsafe or feeling bad about any adult
  • How to ask for advice or help for themselves or others, and to keep trying until they are heard
  • How to report concerns or abuse, and the vocabulary and confidence needed to do so
  • Where to get advice e.g. family, school and/or other sources




Appendix 3: Parent form: withdrawal from sex education within RSE


To be completed by parents

Name of child




Name of parent




Reason for withdrawing from sex education within relationships and sex education










Any other information you would like the school to consider





Parent signature



To be completed by the school

Agreed actions from discussion with parents