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Spring Meadow

Primary School

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Relationships, Sex and Health Policy

 1. Aims

The aims of relationships, sex and health education (RSHE) at our school are to:

  • Provide a framework in which sensitive discussions can take place
  • Help pupils develop feelings of self-respect, confidence and empathy
  • Create a positive culture around issues of sexuality and relationships
  • Develop pupils’ confidence to think about, listen to and discuss feelings and relationships. 
  • Give pupils the skills and understanding to recognise healthy friendships and relationships.
  • Help pupils to understand the concept of privacy, boundaries, consent and respect. 
  • Help pupils to identify support networks and who they can go to for help and advice. 
  • Support pupils to apply the skills they have learnt to online settings and online relationships.
  • Equip pupils with the correct vocabulary to describe themselves and their bodies. 
  • Prepare pupils for puberty and the changes that happen during puberty. 
  • Give pupils the skills to lead a healthy lifestyle both physically and emotionally. 
  • Help pupils to recognise that emotional wellbeing is of equal importance to physical wellbeing.


The teaching of RSHE closely links to our school values of Social Justice, Inclusion, Respect and Equity.


2. Statutory requirements

As a maintained primary school, we must provide relationships education to all pupils under section 34 of the Children and Social Work Act 2017.

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

We must also have regard to our legal duties set out in:

  • Sections 406 and 407 of the Education Act 1996
  • Part 6, chapter 1 of the Equality Act 2010
  • The Public Sector Equality Duty (as set out in section 149 of the Equality Act 2010). This duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities

At Spring Meadow Primary School and ‘School House’ Nursery we teach RSHE as set out in this policy. 


3. Policy development

In line with statutory requirements, this policy has been developed in consultation with staff, pupils and parents. The consultation and policy development process involved the following steps:

  1. Review – a member of staff or working group pulled together 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 recommendations
  3. Parent/stakeholder consultation – parents and any interested parties were invited to attend a meeting about the policy
  4. Pupil consultation – we investigated what exactly pupils want from their RSHE sessions/curriculum
  5. Ratification – once amendments were made, the policy was shared with governors and ratified


4. Definition

RSHE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

RSHE involves a combination of sharing information, and exploring issues and values.

RSHE is not about the promotion of sexual activity, individual groups or lifestyles. 


5. Curriculum

Our RSHE curriculum is set out as per Appendix 1, but we may need to adapt it as and when necessary.

We have developed the curriculum in consultation with parents, pupils and staff, and taking into account the age, developmental stage, needs and feelings of our pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so that pupils are fully informed and don’t seek answers online.

Primary sex education will focus on:

  • Preparing boys and girls for the changes that adolescence brings
  • How a baby is conceived and born

For more information about our curriculum, see our curriculum map in Appendix 1.


6. Delivery of RSHE

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


Relationships education 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


Teachers will lead Sex Education sessions that focus on preparing boys and girls for the changes that adolescence brings. These are then supported by  health professionals through additional workshops.


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

These areas of learning are taught within the context of family life, taking care to make sure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBTQ+ parents, families headed by grandparents, adoptive parents and foster parents/carers, amongst other structures), along with reflecting sensitively that some children may have a different structure of support around them (for example, looked-after children or young carers). We will consider and be respectful of children and families that have different cultural or religious views.


We will also be mindful of the law and legal requirements, taking care not to condone or encourage illegal political activity, such as violent action against people, criminal damage to property, hate crime, terrorism or the illegal use of drugs.


6.1  Inclusivity

We will teach about these topics in a manner that:

  • Considers how a diverse range of pupils will relate to them
  • Acknowledges specific needs for children with Special Educational Needs
  • Is sensitive to all pupils’ experiences and circumstances

  During lessons and assemblies, make pupils feel:

  • Safe and supported
  • Able to engage with the key messages
  • Able to question in a safe supportive environment
  • Able to explore their concerns and worries

We will also:

  • Make sure that pupils learn about these topics in an environment that’s appropriate for them, for example in:
    • Assemblies
    • A whole-class setting
    • Small groups or targeted sessions
    • 1-to-1 discussions
    • Digital formats
  •   Give careful consideration to the level of adaptation needed


6.2  Use of resources

We will consider whether any resources we plan to use:

  • Are aligned with the teaching requirements set out in the statutory RSHE guidance
  • Would support pupils in applying their knowledge in different contexts and settings
  • Are age-appropriate, given the age, developmental stage and background of our pupils
  • Are evidence-based and contain robust facts and statistics
  • Fit into our curriculum plan
  • Are from credible sources
  • Are compatible with effective teaching approaches
  • Are sensitive to pupils’ experiences and won’t provoke distress
  • That show diversity in a relatable context


7. Use of external organisations and materials

We will make sure that any external organisation and any materials used are appropriate and in line with our legal duties around political impartiality.

The school remains responsible for what is said to pupils. This includes making sure that any speakers, tools and resources used don’t undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and acceptance of those with different faiths and beliefs. 


We will:

 Make appropriate checks and engage with external agencies to make sure that their approach to teaching about RSHE is balanced, and it and the resources they intend to use:

  • Are age-appropriate
  • Are in line with pupils’ developmental stage
  • Comply with:
  •  Only work with external agencies where we have full confidence in the agency, its approach and the resources it uses
  •   Make sure that any speakers and resources meet the intended outcome of the relevant part of the curriculum
  •   Review any case study materials and look for feedback from other people the agency has worked with
  • Be clear on:
    • What they’re going to say
    • Their position on the issues to be discussed
  • Ask to see in advance any materials that the agency may use 
  • Know the named individuals who will be there, and follow our usual safeguarding procedures for these people
  • Conduct a basic online search and address anything that may be of concern to us, or to parents and carers
  • Check the agency’s protocol for taking pictures or using any personal data they might get from a session
  • Remind teachers that they can say “no” or, in extreme cases, stop a session  
  • Make sure that the teacher is in the room during any sessions with external speakers  


 We won’t, under any circumstances:

  •   Work with external agencies that take or promote extreme political positions
  •   Use materials produced by such agencies, even if the material itself is not extreme 


8. Roles and responsibilities


8.1 The governing board

The governing board will approve the RSHE policy, and hold the headteacher to account for its implementation.


8.2 The headteacher

The headteacher is responsible for ensuring that RSHE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory or non science components of RSHE (see section 9).


8.3 Staff

Staff are responsible for:

  • Delivering RSHE in a sensitive way
  • Modelling positive attitudes to RSHE
  • Monitoring progress
  • Responding to the needs of individual pupils
  • Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory / non-science components of RSHE
  • Being aware of the background experiences of the pupils within their classes that may affect how a pupil can emotionally manage the lesson and putting in appropriate support
  • Reporting any concerns or disclosures via CPOMs 


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

At Spring Meadow, the Classteachers are responsible for teaching the RSHE Curriculum


8.4 Pupils

Pupils are expected to engage fully in RSHE and, when discussing issues related to RSHE, treat others with respect and sensitivity at all times.


9. 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 / non-science components of sex education within RSHE.


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


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


10. Training

Staff are trained on the delivery of RSHE as part of their induction and it is included in our continuing professional development calendar.

The headteacher will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSHE. 


11. Monitoring arrangements

The delivery of RSHE is monitored by the RSHE Subject Leader (Lauren Kioussis), supported by the Deputy Headteacher (Claire Pallett) through:

  • Scrutiny of planning
  • Learning walks
  • Pupil Interviews
  • Moderation of written work
  • Examination of displays

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


This policy will be reviewed annually by the RSHE Leader.  At every review, the policy will be approved by the Headteacher and the Governing Board. 


RSHE Police Spring 2023