Values and ethos
This policy covers our school approach to Relationships and Sex Education (RSE). We define ‘relationships and sex education’ as learning about the emotional, social, and physical aspects of growing up, relationships, sex, human sexuality, sexual health, and gaining awareness of the diversity of relationships in today’s society. We believe relationships and sex education is essential for our school because it helps combat ignorance and increase understanding by providing accurate information about physical, emotional, and social aspects of human sexual development, including the nature of love, personal relationships, and family life.
The intended outcomes of our programme are that pupils will address key issues including:
- Self-esteem and confidence
- Human growth and physical development
- Knowledge and understanding of the body
- Healthy relationships and friendships
- Personal and social education skills
- Personal safety and consent
- Family structures and responsibility
- Individual rights and responsibilities
- Managing risks and peer pressure
- Mutual respect and tolerance
Roles and responsibilities
The RSE programme is led by the Head of School, who is responsible for ensuring all statutory requirements are met.
The RSE Lead is responsible for ensuring the planning, delivery, and assessment of the subject align with professional teaching standards and meet statutory DfE guidance.
Statutory legislation and guidance
Documents that inform the school’s RSE policy include:
- Education Act 1996
- Learning and Skills Act 2000
- Education and Inspections Act 2006
- Equality Act 2010
- Supplementary Guidance: SRE for the 21st Century (2014)
- Children and Social Work Act 2017
- DfE statutory guidance: Relationships Education, Relationships and Sex Education (RSE) and Health Education
- DfE statutory guidance: Keeping Children Safe in Education (KCSIE)
Curriculum design and inclusion
Our RSE programme is an integral part of our whole-school provision, delivered through timetabled Personal Growth and Wellbeing (PGW) lessons and broader curriculum subjects.
The curriculum is adapted to meet the needs of all pupils, including those with protected characteristics and Education, Health and Care Plans (EHCPs). Staff maintain full awareness of individual learning and communication profiles.
We ensure that RSE fosters gender equality and LGBT+ equality by promoting inclusion and reducing discrimination across the school in line with our Equality Policy. When teaching about relationships and families, we include same-sex relationships and foster specific understanding of different family structures, including lesbian, gay, and bisexual relationships. Homophobic, biphobic, and transphobic language, references, or bullying are strictly challenged and addressed as part of our commitment to inclusion and anti-bullying.
RSE is delivered using a range of interactive teaching methods, including role-play, structured discussion, guest speakers from external agencies, quizzes, pair and group work, and case studies. Scenario-based learning de-personaliss discussions, giving pupils the confidence to speak and listen openly.
Learning in RSE complements other subjects, enabling pupils to develop better interpersonal skills and apply their knowledge of relationships to literature, science, and social studies.
Safe practice and classroom agreements
We establish a safe learning environment by agreeing on clear classroom rules and expectations at the start of sessions. Teachers and pupils establish a shared group agreement through open discussion.
Distancing techniques, such as case studies and role-play, are used to de-personalise sensitive topics. Teachers deliver the RSE curriculum in an unbiased, impartial manner that respects varying viewpoints.
Potentially sensitive questions raised by pupils during lessons are addressed carefully, considering whether a question can be answered appropriately within the group or requires individual follow-up outside the classroom. Pupils can also submit written questions anonymously using a designated question box.
Safeguarding and confidentiality
While RSE lessons do not invite personal disclosures, pupils may occasionally disclose personal information. Staff ensure pupils understand that absolute confidentiality cannot be promised if a child is at risk. Where confidentiality must be broken, the pupil will be informed first wherever possible and supported appropriately throughout.
If a teacher is concerned that a pupil is at risk of sexual abuse, exploitation, or any other form of harm, they will immediately inform the Designated Safeguarding Lead (DSL) and follow the school’s safeguarding procedures.
External health professionals or visiting agencies assisting with RSE delivery operate within their professional codes of conduct while remaining bound by the school’s RSE Policy and visitor safeguarding protocols.
Working with parents and carers
We place the utmost importance on sharing responsibility with parents and carers for their children’s education. We inform and involve parents and carers by:
- Making the RSE Policy publicly accessible on the school website.
- Discussing individual pupil needs or concerns directly with parents and carers.
Parents and carers have the right to request that their child be withdrawn from the non-statutory components of sex education within RSE. Requests should be submitted to the Head of School. Pupils cannot be withdrawn from the statutory relationships, health, or science national curriculum elements. If a withdrawn child asks explicit questions at other times, staff will answer factually and honestly in an age-appropriate manner.
Resources and equality
High-quality, unbiased resources support our RSE provision and are reviewed annually during scheme-of-work updates. The curriculum incorporates the delivery of the BTEC Level 2 in Personal Growth and Wellbeing, covering national RSE learning outcomes.
Selected media, books, and digital resources reflect diversity, promote equality, and underpin positive values across the RSE framework.
Assessment and reporting
Pupil progress is assessed through the completion of units within the BTEC Level 2 Personal Growth and Wellbeing qualification, with records maintained on SchoolPod for tracking and reporting.
Teachers critically evaluate RSE delivery through self-evaluation, standardisation, and quality assurance processes. Pupils reflect on their learning through self-evaluation tasks and structured review activities. Pupil feedback via questionnaires is used to adapt future learning activities, and progress is communicated to parents through annual reports, parents’ evenings, and regular keyworker contact.
