Relationship and Sex Education Policy

Date Approved: Spring 2020

Next Review: Spring 2021

At Kildwick CE VC primary School we value the individuality of all our children. We are committed to giving all our children every opportunity to achieve the highest of standards in all that they do, underpinned by our deeply Christian ethos. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. Their achievements, attitudes and well-being matter and we offer them the opportunity to discover their gifts and talents given to them by God and experience ‘life in all its fullness’ (John 10:10). This policy helps to ensure that this school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.

What Is Relationship and Sex Education?

Relationship and Sex Education is lifelong learning about physical, sexual, moral and emotional development. It is about the understanding of the importance of stable and loving relationships, respect, love and care, for family life. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes.

Principles and Values

In addition Kildwick CE VC Primary School believes that RSE should:

  • Be an integral part of the lifelong learning process, beginning in early childhood and continue into adult life.
  • Be an entitlement for all pupils in our care.
  • Encourage every pupil to contribute to make our community and aims to support each individual as they grow and learn.
  • Be set within this wider school context and supports family commitment and love, respect and affection, knowledge and openness. Family is a broad concept; not just one model, e.g. nuclear family. It includes a variety of types of family structure, and acceptance of different approaches, including sexual orientation, without promotion of any particular family structure. This was a key principle for the parents/ carers and staff, who were involved in the consultation. We consider the important values are love, respect and care for each other.
  • In our school and community we aim to encourage pupils and teachers to share and respect each other’s views. We aim to generate an atmosphere where questions and discussion on personal matters can take place without any stigma or embarrassment.
  • Recognise that parents/carers are the key people in teaching their children about relationships, growing up and sex. We aim to work in partnership with parents/carers and pupils, consulting them about the content of programmes.
  • Recognise that the wider community has much to offer and we aim to work in partnership with health professionals, social workers, other mentors or advisers

Personal development and relationship education in our school has three main elements:

Personal and Social Skills

  • learning to manage emotions and relationships confidently and sensitively
  • developing self-respect and empathy for others
  • learning to make choices with an absence of prejudice
  • developing an appreciation of the consequences of choices made
  • managing conflict
  • empower pupils with the skills to be able to recognise inappropriate/ uncomfortable situations and/or behaviours with their peers and adults

Attitudes and Values

  • learning the importance of values, individual conscience and moral choices
  • learning the value of family life, stable and loving relationships, and marriage · learning about the nurture of children
  • demonstrating the values of respect, love and care
  • exploring, considering and understanding moral dilemmas
  • developing skills including negotiation and decision-making
  • challenging misconceptions

Knowledge and Understanding

  • learning and understanding physical and emotional development at appropriate stages
  • understanding physical and emotional changes and the development of relationships
  • learning about reproduction, human sexuality and personal health
  • learn about where to go for help or advice in school and how to access a range of local and national support agencies


The aim of Personal Social Health Education is to provide balanced factual information about physical and emotional changes, together with consideration of the broader emotional, ethical, religious, and moral dimensions of sexual health. Our PSHE programme aims to prepare pupils through an age and maturity appropriate curriculum, which will prepare them for an adult life in which they can:

  • develop positive values and a moral framework that will guide their decisions, judgements and behaviour; have the confidence and self-esteem to value themselves and others and respect for individual conscience and the skills to judge what kind of relationship they want.
  • understand the consequences of their actions and behave responsibly within developing relationships.
  • avoid being pressured into uncomfortable or dangerous situations.
  • communicate effectively by developing appropriate terminology for sex and relationship issues.
  • develop awareness of their sexuality, understand differences and promote equality and diversity
  • have sufficient information and skills to protect themselves from infection
  • be aware of sources of help and acquire the skills and confidence to access health advice and support

Organisation and content of personal development education

At Kildwick CE VC Primary School  personal development education is taught through the Personal, Social and Health Education Programmes and the Science Curriculum.  

PSHE lessons are set within the wider context of the PSHE curriculum and focus more on the emotional aspects of development and relationships, although the physical aspects of puberty and reproduction are also included. The Science National Curriculum is delivered and although it is more concerned with the physical aspects of development and reproduction, the importance of relationships is inextricably linked within the delivery of programmes and our school ethos.

Any PSHE lesson may consider questions or issues that some will find sensitive. Before embarking on these lessons ground rules are established which prohibit inappropriate personal information being requested or disclosed by those taking part in the lesson. When pupils ask questions, we aim to answer them honestly, within the ground rules established at the start of the sessions. When it is felt that answering a specific question would involve information at a level inappropriate to the development of the rest of the pupils, the question may be dealt with individually at another time.

Inclusion Ethnic and Cultural Groups

We intend our policy to be sensitive to the needs of different ethnic, cultural and religious groups. We encourage parents/ carers to discuss any concerns with the Headteacher.

Pupils with Special Needs

We will ensure that all pupils receive age appropriate sex and relationship education, and we will offer provision appropriate to the particular needs of all our pupils, taking specialist advice where necessary.

Sexual Identity and Sexual Orientation

We aim to deal sensitively and honesty with issues of sexual orientation, answer appropriate question and offer support.

Right of Withdrawal of Pupils from Relationship and Sex Education

From September 2020, there is new legislation which means that:

  • Parents will not be able to withdraw their child from Relationships Education in primary school.
  • Parents will be able to withdraw their child from primary school classes which address sex education - i.e. those that do not sit within the Relationships Education curriculum.
  • Maintained primary schools are required to teach National Curriculum science, which includes some elements of sex education. Parents do not have a right to withdraw from this.
  • Schools will continue to be required to publish policies on these subjects for parents, and statutory guidance will continue to set out that schools should consult parents on those policies to ensure they are feeding in their views.


It should be made clear to pupils that all adults in school cannot guarantee absolute confidentiality. This should be made clear when forming the class Ground Rules.


A child under 13 is not legally capable of consenting to sexual activity. Any offence under The Sexual Offences Act 2003 involving a child under 13 is very serious and should be taken to indicate a risk of significant harm to the child. Cases involving under 13s should always be discussed with the nominated child protection lead.

Under the Sexual Offences Act, penetrative sex with a child under the age of 13 is classed as rape. Therefore, in all cases where the sexually active young person is under 13, a referral should be made to Social Care Direct identifying the young person, and the sexual partner if known. Following this, a Strategy Meeting or discussion will be held. The meeting will involve a Team Manager, Social Worker, Police, Health Worker, Education and Welfare and other relevant agencies, to discuss appropriate next steps.

Where the allegation concerns penetrative sex, or other intimate sexual activity occurs, there would always be reasonable cause to suspect that a child, whether girl or boy, is suffering or likely to suffer significant harm. All cases involving under 13s should be fully documented including detailed reasons why decisions were made not to share information.

Health professionals in school are bound by their codes of conduct but have a duty to share information with relevant others, if they believe that a child is suffering abuse.

These procedures should be read in conjunction with Child Protection Policy & Procedure

Monitoring and Evaluation of personal development education

It is the responsibility of the Head teacher and Leadership Team to oversee and organise the monitoring and evaluation of PSHE, in the context of the overall school plans for monitoring the quality of teaching and learning.

The Governing Body is responsible for overseeing, reviewing and organising the revision of the Relationships and Sex Education Policy.

Ofsted is required to evaluate and report on spiritual, moral, social and cultural development of pupils. This includes evaluating and commenting on the school's personal development policy (RSE), and on support and staff development, training and delivery