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Tudor Primary School

Relationships Education Policies

Relationships, Sex & Health Education (RSHE) Policy


Vocabulary :

  • RSHE: Relationships, Sex  & Health Education
  • PSHE: Personal, Social, Health & Economic Education  
  • SMSC:  Social, Moral, Cultural and Spiritual Education
  • HIT     : (Ealing) Health Improvement Team
  • ICT: Information and Communications Technology
  • RE: Religious Education



Level of approval: Children, Families, Communities Committee    (CFCC)

Date of approval: May 2023          Date of review: when changes occur


APPENDIX 1: Statutory Provision of RSHE  under Science Curriculum

APPENDIX 2 :  Relationship Lessons   Ealing Overview  in Summer Term

APPENDIX 3 : Relationships Education learning objectives (taken from the wider Ealing PSHE scheme of work).

Appendix  4  : Vocabulary  Overview



  • The following policy refers to Relationships, Sex and Health Education (RSHE) at Tudor Primary School. 
  • This policy has been developed in lengthy consultation with staff, pupils, parents, and Governors.
  • The Department for Education and Ofsted have clearly outlined aspects of Relationships Education that are statutory in all primary schools, this policy addresses how these policies are addressed in our school provision.
  • Relationships, Sex & Health Education (RSHE) provides an excellent forum to provide pupils with life skills that will enable them to make informed decisions and protect themselves against harmful and exploitative situations. Relationships, Sex & Health Education is therefore a tool to safeguard children.
  • Relationships, Sex & Health Education contributes to the foundation of PSHE (Personal, Social, Health & Economic education) and Citizenship and offers a valuable vehicle for promoting equality between individuals and groups. It involves an exploration of human and social diversity, and a fostering of self-worth whilst recognising, accepting and respecting differences.
  • Aspects of RSHE are taught as an integral part of the school’s PSHE provision throughout the primary school from Reception to Year 6. In this way, children are able to develop their ideas, knowledge and skills gradually and appropriately in a nonthreatening environment.
  • 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.


  • Sex Education in this school, is delivered during one lesson at the end of Year 6, this lesson focuses on the biological process of conception. It is taught after a sequenced series of relationships and health education lessons which have covered the changes that occur during puberty and the reproductive organs of males and females. The final sex education lesson brings together this learning to explain the process of conception.
  • This singular sex education is the only lesson within the school RSHE curriculum that parents may withdraw their child from. Statutory elements of sex education may also be taught in the National Science Curriculum (see appendix 1).
  • In judging overall effectiveness of our school, Ofsted will also require evidence of pupil’s personal development. The delivery of an age-appropriate and well taught RSHE  curriculum, within a comprehensive PSHE curriculum, will contribute to this judgement.

2.Moral and Values Framework

The  RSHE Policy will be sensitive towards the established morals and values framework of all the major world religions and philosophies. In its implementation, it will draw from the practical experiences of those who represent the various religious and philosophical groups within the local community. The RSHE Policy will be complimentary with the Religious Education Policy of our school.

3.Equal Opportunities Statement

Schools are required to comply with relevant requirements of the Equality Act 2010. The school is committed to the provision of RSHE to all of its pupils and the differing needs of boys and girls. Our programme aims to respond to the diversity of children’s cultures, faiths and family backgrounds. All protected characteristics, as defined by the equality act are therefore respected within our policy and teaching. All staff are expected to give every pupil the chance to experience, participate and achieve the understanding of RSHE. Equal time and provision will be allocated for all groups but there may be occasions where children with special educational needs (SEN) are given extra support.

Tudor Primary School believes that RSHE should meet the needs of all pupils and staff are required to teach accurately and sensitively, answer appropriate questions and offer support when required.

The planning and organising of teaching strategies will be consistently reviewed through e.g. lesson observations to ensure that no pupil is disadvantaged.


4.Aim and objectives

The aim of this policy is to enable the effective planning, delivery and assessment of RSHE.

Objectives are for primary school pupils to:

  • Understand how to keep their bodies healthy and clean;
  • Understand how to keep themselves and their bodies safe;
  • Help pupils recognise what healthy relationships include e.g. respect, manners, trust, kindness, communication etc.
  • Help pupils recognise healthy friendships e.g. control, bullying, abuse , disrespect, dishonesty etc
  • Understand appropriate privacy and permission /consent using the PANTS rule, online safety etc
  • Develop confidence in talking, listening and thinking about feelings and relationships;
  • Help pupils develop feeling of self-respect, confidence and empathy;
  • Teach pupils the correct vocabulary to describe themselves and their bodies;
  • Be prepared for puberty and understand the basic changes that happen during puberty;
  • Provide a framework in which sensitive discussions can take place;
  • Foster respect for the views of other people


Teaching staff in our school should be confident:

  • In planning, delivering and assessing RSHE
  • In answering parents’ questions and dealing with sensitive issues
  • Accessing support to maintain their confidence in this field

5. Delivery and organisation  of RSHE

  • RSHE is not delivered in isolation but firmly embedded in all curriculum areas (e.g. ICT, RE and Science) as well as primarily in PSHE.
  • RSHE will be explicitly taught in PSHE lessons using the Ealing Scheme of Work.
  • RSHE is normally delivered by the class teacher. ( See below for Visitors Policy if used.)
  • The main aspects of Relationships Education are covered in the Summer Term as part of PSHE (See appendix 2) however many aspects of keeping safe, good and bad touch, healthy friendships, online safety, peer pressure, saying no, the PANTS rule, families and people who care for me are taught throughout the school year to ensure a consistent spiralling approach to keeping safe.


  • Relationships Education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

o          Families and people who care for me

o          Caring friendships

o          Respectful relationships

o          Online relationships

o          Being safe


  • The above points are covered in an age appropriate way from EYFS to Year 6 (see appendix 2 for more detail).
  • All staff have access to training and/or INSET opportunities to ensure and maintain their confidence in delivering RSHE . The Ealing Health Improvement Team offer regular training on RSHE to support staff. This help teachers stay aware of aware of issues that may arise out of teaching and learning about RSHE .

RSHE is delivered:

  • Mainly by the teacher.
  • In mixed gender groups other than when it is deemed more appropriate for topics to be covered in single sex groups.
  • During circle time activities with an emphasis on being safe, raising self-esteem etc.
  • By external agencies helping us to deliver RSHE in our school including, the School Health Nurse, Ealing Health Improvement Team  etc.




  • Our school uses the Ealing PSHE scheme of work to deliver PSHE and Relationships Education.
  • Biological aspects of RSHE are taught within the science curriculum, and other aspects are also included in health education.
  • A break down of what is covered in Science, Health Education and Relationships Education can be found in appendix 1.



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 can include single parent families, , multigenerational families, LGBT parents, families headed by grandparents, adoptive parents, 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).


The changing adolescent body (puberty) is covered in years 4, 5 and 6. It is covered at this age to ensure children are prepared for the emotional and physical changes that will happen during puberty. Puberty is part of the statutory Health Education curriculum (see appendix 1).


Sex education is covered in year 6 only. In this lesson, it will focus on preparing boys and girls for the changes that adolescence brings and the scientific process of how a baby is conceived and born.


Managing Discussions:


The following are protocols for discussion based on lessons with pupils (‘Ground Rules’)

•       No one (teacher or pupil) will have to answer a personal question.

•       No one will be forced to take part in a discussion.

•       Only correct/agreed names for body parts will be used.

•       Meanings of words will be explained in a sensible and factual way.

•       The use of a question box may help to lessen embarrassment of asking questions.

•       Teachers may use their discretion in responding to questions and may say for example:

    • The appropriate person to answer that question is the parent.
    • The question can be discussed one to one after class.
    • The topic will be covered at a later stage in their RSHE .


Materials used reflect the consultation with parents/carers and the Health Improvement Team

Age and cultural backgrounds of the pupils are regarded in relation to images used.

Assessment & Evaluation of Learning and Teaching

Assessment of RSHE is conducted through the monitoring and observation of pupils’ learning with reference to the following:

  • Knowledge and understanding gained.
  •  Skills learnt and developed.
  •  Attitudes and values explored.
  •  Responses offered by pupils.


Assessment is also conducted in the following ways:

  • Peer assessment
  • Self-assessment
  • Teachers delivering RSHE should constantly evaluate their lessons to inform future planning.


7. Visitors Policy:

  • Visitors are invited to the school because of a particular expertise or contribution they are able to make eg the School Nurse may be invited to support the lesson on puberty.
  • All visitors are familiar with and understand the school’s RSHE policy and work within it
  • All visitors are familiar with and understand the school’s confidentiality policy and work within it
  • All input to RSHE lessons is part of a planned programme and negotiated and agreed with staff in advance.
  • All visitors are supervised/supported by a member of staff at all times.
  • The input of visitors is monitored and evaluated by staff and pupils. This evaluation informs future planning.
  • The school will continue to liaise with the local secondary schools to ensure that the programme for RSHE  is continuous at KS3.


Specific Issues within RSHE

Confidentiality and Child Protection

This policy should be read in conjunction with the Child Protection Policy.

8. Partnership with Parents:

This policy was developed in thorough consultation with parents and carers.

The school views parents as partners in the delivery of RSHE. Parents will be informed about the RSHE programme in Summer Term 1 as part of information provided on what their children will be learning.

The school will liaise with parents through different means including:

  • RSHE  information meeting ( Y5 & 6)
  • The School website
  • Info Leaflet/Letter
  • Parent App

The school encourages parents to voice their concerns about RSHE  with their child’s teacher and will be invited to view materials. Parents wishing for further support with talking to their child about RSHE  issues can contact the school.

This policy will be available on the school website for parents.

Parents will be signposted to:

9. Child Withdrawal Procedure

Since September 2020, all schools in England have been required to teach Relationships and Health Education in line with DfE and LA guidance. This is a statutory curriculum requirement for all primary schools. Relationship and Sex Education is also informed by the statutory Science Curriculum.

 Relationships, Sex  & Health Education  is to be taught across the curriculum and it will not be possible to separate out all the Sex Education lessons.

Sex Education is taught for one lesson in year 6 only and refers to the biological process of fertilisation and conception. It has built upon knowledge that has been introduced through an age appropriate spiral curriculum. We do not use photographs or any content which could would be inappropriate for children.

We teach boys and girls separately using the same gender teacher. 

Human Reproduction is not a statutory part of Relationships Education. However, we teach sex education in year 6, because we feel it is better for children to be educated by Teachers and Parents, rather than through playground talk and via social media/internet.

Parents only have the right to withdraw their child from this one lesson.

However we would highly recommend that all children take part in this lesson, if you wish to withdraw your child from sex education lessons, the school cannot guarantee that your child will not hear about the content of lessons from other pupils e.g. on the playground, walking home from school etc . By withdrawing children from sex education lessons, they may seek the information from elsewhere e.g. friends, siblings, the internet. These sources of information may be incorrect and unreliable and can expose children to information which is not appropriate for their age.

In the event of a child being withdrawn from a lesson, that child must stay in school and will be assigned to another class until that specific lesson is over. Lessons about keeping safe, good and bad touch, people who help us, good friendships and peer pressure are taught throughout the year.

 If a parent/ guardian feels it necessary to withdraw their child, they should arrange to come to school and discuss their concerns with the head teacher or PSHE coordinator and confirmed in writing.

In the unlikely event that the concern cannot be dealt with, the Governors and then the Local Authority will be contacted.


APPENDIX 1: Statutory Provision of RSHE  under Science Curriculum

  • Relationship Education  is also informed by the Science  Curriculum.
  • The content of the National Curriculum for Science, for each Key Stage, related to RSHE is outlined below. This is a statutory part of the school curriculum and children cannot be withdrawn from these aspects :                 

datFoundation Stage, (Reception Year)

  • Investigate objects and materials by using all of their senses as appropriate.
  • Find out about, and identify, some features of living things, objects and events they observe. Look closely at similarities, differences, patterns and change.

K    Key Stage 1, (Year 1 and Year 2)

1b. That animals, including humans, move, feed, grow, use their senses and reproduce.

2a. To recognise and compare the main external parts of the bodies of humans.

2f. That humans and animals can produce offspring and these grow into adults.

4a. To recognise similarities and differences between themselves, and others and treat others with sensitivity.

K    Key Stage 2, (Year 3 to Year 6)

1a. That the life processes common to humans and other animals include nutrition, growth

and reproduction.

2f. About the main stages of the human life cycle.  



APPENDIX 2 :  Relationship Lessons   Ealing Overview  in Summer Term

APPENDIX 3 : Relationships Education learning objectives (taken from the wider Ealing PSHE scheme of work)

Year group

Learning objectives for Relationships Education lessons


  • To consider the routines and patterns of a typical day
  • To explain how to keep myself clean and healthy and explain why it is important
  • To identify the people in my family and explain where I can get help


  • To consider the routines and patterns of a typical day
  • To explain how to keep myself clean and healthy and explain why it is important
  • To identify the people in my family and explain where I can get help

Year 1

  • To understand how to keep myself clean and healthy and explain why it is important
  • To understand how I have grown and changed since birth
  • To identify the people in my family, while recognising that not all families look like mine
  • To explain where I can get help and support.

Year 2

  • To explore stereotypes
  • To explain personal boundaries
  • To understand how boys and girls are different and to name boy and girl body parts
  • To understand the stages in the human lifecycle
  • To identify the people in my family, while recognizing that not all families look like mine
  • To explain where I can get help and support.

Year 3

  • To understand how boys and girls are different and to name boy and girl body parts
  • To explain personal boundaries
  • To identify the people in my family, while recognizing that not all families look like mine
  • To explain where I can get help and support
  • To understand good friendships

Year 4

  • To identify the people in my family, while recognizing that not all families look like mine
  • To explain where I can get help and support
  • To understand basic facts about puberty
  • To begin to understand menstruation
  • To understand good friendships

Year 5

  • To explore the emotional and physical changes that occur during puberty
  • To understand male and female puberty changes
  • To explore the impact of puberty on the body and the importance of physical hygiene
  • To explore ways to get support during puberty
  • To understand what makes a family and who to turn to for help and support

Year 6

  • To recap the male and female changes that happen during puberty
  • To understand what makes a family and who to turn to for help and support
  • To explore positive and negative ways of communicating in relationships
  • To understand healthy relationships
  • The understand the human reproductive system (parents can withdraw children from this lesson. See section 8)


Appendix  4   - Accurate Vocabulary  :Below is a list of vocabulary from Relationships Education lessons. Vocabulary from each year group is carried forward to the next year group (e.g. year 3 vocabulary will be revisited in year 4).











Year 3


Personal space

Personal boundaries

Good friendships

Peer pressure

Unhealthy friendships












Year 4

Body change




Pubic hair




Fallopian tube



Sanitary products

Year 1









Year 5

Physical changes

Emotional changes

Body changes

Voice deepens

Body hair


Year 2


















Year 6


Positive and negative relationship

Personal information


Wet dream


Sexual intercourse lesson (parents can withdraw from this lesson:

Sexual intercourse






Pregnancy                                 Birth