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Relationships Education Policies

Relationships Education Policy   (REP)



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

Date of approval: November 21               Date of review:  As and when there are changes.



1. Rationale

Definition: We define Relationships Education as learning about caring friendships, families and people who care for me, respectful relationships, online relationships, being safe, growing up and puberty.

The following policy refers to Relationships Education at Tudor Primary School – Ealing.

Tudor Primary School aims to fulfil the educational needs of as wide a group of children as are represented in the local community. The children come from a varied cross section of the local community and represent different social ethnic and religious values, beliefs and customs.

We define Relationships Education as learning about the emotional, social and physical aspects of:  growing up, relationships, sex, keeping safe, recognising and responding to appropriate and inappropriate touch.

Relationships Education 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 Education is therefore a tool to safeguard children.

Aspects of our Relationships Education Policy (REP) 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 non-threatening environment.

Sensitive topics are never covered in isolation, but form part of a wider safeguarding curriculum where children learn and build on the knowledge and skills they need to keep themselves safe. This spiral approach ensures that children have the skills, knowledge and language needed to keep themselves safe in a variety of scenarios.

Aspects of Relationships Education 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 non-threatening environment.

Sex Education is also covered in Relationships Education during the summer term. Aspects of sex education are also covered in the National Science Curriculum (see appendix 1). Sex education is defined in this policy preparing boys and girls for the changes that adolescence brings and the scientific information about conception at an age appropriate level.



Moral and Values Framework:

The Relationships Education Policy (REP) will be complimentary with the Religious Education Policy of our school. The REP 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.



Relationships Education and Ofsted:

The 2019 Ofsted framework states:

‘From September 2019, schools are able to follow a new relationships and sex education and health education curriculum. From September 2020, they will be required by law to follow it. Primary-age children must be taught about positive relationships and respect for others, and how these are linked to promoting good mental health and well-being. In addition, sex education will become mandatory at secondary level. If a school is failing to meet its obligations, inspectors will consider this when reaching the personal development judgement.

The 2019 Ofsted framework also states that schools should ensure they are developing pupils’ age-appropriate understanding of healthy relationships through appropriate relationship and sex education.

It also states that   pupils should be able to recognise online and offline risks to their well-being e.g.  Risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism as well as and making them aware of the support available to them. 



Schools are required to comply with relevant requirements of the Equality Act 2010. Under the provisions of the Equality Act, schools must not unlawfully discriminate against pupils because of their age, sex, race, disability, religion or belief, gender reassignment, pregnancy or maternity, marriage or civil partnership, or sexual orientation (collectively known as the protected characteristics). Schools must also make reasonable adjustments to alleviate disadvantage and be mindful of the SEND Code of Practice when planning for these subjects.


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. We are not required to provide sex education, but we do need to teach the elements of sex education contained in the science curriculum. Our school also delivers sex education as part of Relationships Education. Parents can withdraw from sex education lessons (see section 8).






Relationships Education Policy at Tudor Primary School:


3. Policy development

This policy was developed in consultation with parents, staff, pupils and governors and was approved by the Governing Body. It gives regard to Safeguarding and good practice guidance from Ofsted, the DfES and the local authority.

Pupils were consulted via an online pupil survey and a pupil focus group. The results were then used to inform development and delivery within school.


Staff were consulted via an online staff survey. This informed policy development, training, support needs and practice delivery. Arrangements were made for staff to contribute to and develop this Relationship Policy.

Parents were consulted via an online Relationships Education parents’ survey. This informed policy development and also identified additional work that was needed with parents to raise their knowledge and awareness. Parents were given the opportunity to look through the policy and offer comments/suggestions and were also consulted via a parent workshop.

Governors were consulted on this policy via the Children, Families & Communities Committee (CFCC). The policy was then ratified by the governing body on 09/07/2020. Post pandemic, this is an updated version and clarification of the REP policy.



4.  Aim and objectives


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


Objectives are for primary school pupils to:

  • Develop confidence in talking, listening and thinking about feelings and relationships;
  • Understand how to keep their bodies healthy and clean;
  • Understand how to keep themselves and their bodies safe;
  • Help pupils develop feeling of self-respect, confidence and empathy;
  • Help pupils recognise healthy friendships;
  • Provide a framework in which sensitive discussions can take place;
  • Foster respect for the views of other people
  • Understand the physical development of their bodies as they grow into adults ( linked to Dfe  statutory Science curriculum)
  • Understand the way humans reproduce ( linked to Dfe  statutory Science curriculum)
  • Teach pupils the correct vocabulary to describe themselves and their bodies( linked to Dfe  statutory Science curriculum)
  • Be prepared for puberty and understand the basic changes that happen during puberty( linked to Dfe  statutory Science curriculum)
  • Understand the matters of personal hygiene and related health issues.

REP also strongly links to our School Drivers of Personal Growth and Communication as well as being integral to Safeguarding.



Objectives are for teaching staff to be confident in:

  • planning, delivering and assessing Relationships Education
  • answering parents’ questions and dealing with sensitive issues
  • supporting children to understand how to keep themselves safe
  • answering challenging questions from pupils




5. Equal Opportunities.

  • Tudor Primary School believes that Relationships Education should supportively meet the needs of all pupils and be able to deal honestly and sensitively in answering appropriate questions.
  • The school is committed to the provision of Relationships Education to all of its pupils and meet the differing needs of boys and girls.
  • Regard will be given to children’s level of understanding and need and provide differentiated support if appropriate. 
  • Our programme aims to be responsive to the diversity of children’s cultures, faiths and family backgrounds.
  • The planning and organising of teaching strategies will be reviewed through e.g. lesson observations to ensure that no pupil is disadvantaged.
  • All staff are expected to give every pupil the chance to experience, participate and achieve their understanding of Relationships Education.


6. Delivery of RSE: Content, delivery and training


Relationships Education is taught within the Personal, Social, Health and Economic (PSHE) education curriculum.

Our school uses the Ealing PSHE scheme of work to deliver PSHE and Relationships Education. Biological aspects of Relationships Education 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.


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 spiraling approach to keeping safe.


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


The above points are covered in an age appropriate way from EYFS to Year 6 (see Appendix 2 for more detail). 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, multi-generational households, step families,  families headed by grandparents, adoptive parents, LGBT parents , foster parents/carers etc ) 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 within the REP is covered in year 6 only. In these lessons 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.  Aspects of human biology are also covered within the statutory Science Curriculum.

For more information about our Relationships Education curriculum, see appendix 2 and 3. Appendix 2 outlines the learning objectives for Relationships Education and appendix 3 outlines the vocabulary our school uses during these lessons.



  • Relationship Education lessons follow the Ealing PSHE Scheme of work.
  • All year groups from Nursery to Year 6 follow this scheme of work.
  • Material is reflective to be age appropriate.
  • Materials used in the scheme reflects consultation with parents/carers and the School Health Service.
  • Age and cultural backgrounds of the pupils were regarded in relation to images used by Ealing.
  • The range of material used is available to parents/carers
  • Lessons cover a balance of knowledge, understanding, exploring values and attitudes.
  • Assessment is done as part of the wider PSHE curriculum.
  • Relationships Education will usually be delivered by a member of school staff, usually the child’s class teacher.
  • It is delivered in mixed gender groups other than when it is deemed more appropriate for topics to be covered in single sex groups. If an external visitor is delivering all or aspects of Relationships Education, parents will be informed.
  • The biological changes are taught within the National Compulsory Science Curriculum and the emotional changes, relationships and keeping safe are taught within the PSHE curriculum.
  • Within the PSHE scheme, the theme of Relationships (including friendships, families etc) is taught in the Summer Term.
  • For the purposes of an increased understanding, science and PSHE lessons for Relationships Education are in Y5 & 6  are  usually  taught as one combined session in the Summer Term.
  • Staff are aware that views around  Relationship & Sex education (RSE) related issues are varied. However, while personal views are respected, RSE issues are taught without bias. Pupils are encouraged to respect others that may have a different opinion.
  • Both formal and informal RSE questions arising from pupils are answered according to the age and maturity of the pupil(s) concerned.
  • Questions do not have to be answered directly and can be addressed individually later.
  • The school believes that individual teachers must use their skill and discretion in this area and refer to the Child Protection Lead if they are concerned.

The following are protocols teachers follow for discussion (‘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 your parent
    • The question can be discussed one to one after class
    • The topic will be covered at a later stage in their Relationships Education


The PSHE Leadership Team (senior leaders including Headteacher Ms Kalra and Assistant Head teacher Mrs Magan) monitor the implementation of Relationships Education. This monitoring is done through book scrutiny, lesson observations, and pupil conferencing sessions and staff focus groups.

Relationships Education is assessed and evaluated by using the Ealing PSHE scheme of work.



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

Teachers can request additional training or support if needed.

To support and signpost teachers them to appropriate resources, they may be signposted to Ealing Health Improvement Team which offers training and INSET on Relationship Education.

Teachers are monitored to review baseline confidence levels in delivering REP. This informs training and support needs e.g.  Whole school staff INSET, signposting to external Relationships Education training etc.

Year 6 teachers will access courses and/or INSET opportunities to assist staff involved in the delivery of REP.

Teachers need to be sure that they are aware of issues that may arise out of teaching   and learning about REP.


The Headteacher may also invite visitors from outside the school, such as school nurses or the health improvement team, to provide support and training to staff teaching RSE.


7.  Child protection

There may be rare occasions when a teacher is directly approached by a primary aged child who is sexually active, contemplating sexual activity and/or is being sexually abused. With respect to child abuse and protection procedures, staff will follow the school’s child protection policy.   Our Head teacher, Assistant Headteacher (Mrs Magan), Senco (Ms Hafeez) and Y5/6 Phase Lead (Mr Coakley) are all trained Safeguarding Officers.  Further contacts are found in our Safeguarding Policy on our website or on request.

Staff will also be referred to the: DfE’s 2019 document on ‘Keeping children safe in education’- statutory guidance for schools and colleges

Working together to safeguard children 2018


8. Partnership with Parents

The school views parents as partners in the delivery of Relationships Education.  Parents will be informed about the Relationships Education programme as part of the PSHE Scheme as part of information about what their children will be learning.   More specifically for Y5/6, parents are also informed   before the Summer Term lessons are delivered.

The school will liaise with parents through varying mechanisms including :

  • Information sessions
  • Newsletters
  • School website
  • App / remote contact
  • Letter (Appendix 4)


The school encourages parents to discuss Relationships Education with their headteacher, PSHE lead or the child’s class teacher and are invited to view materials.   This policy will be available on the school website for parents.


Right to withdraw

  • Parents do not have the right to withdraw their children from statutory Relationships and Health Education lessons (see outline of Relationships and Health education in Appendix 1).
  • Parents also cannot withdraw their children from the statutory National Science Curriculum (see Appendix 1)


  • Parents have the right to withdraw their children from the non-statutory components of sex education (taught in year 6 only) within Relationships Education (see Appendix 1).


 Requests for withdrawal from these lessons should be put in writing and addressed to the headteacher. 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.

If you 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. By withdrawing children from sex education lessons, they may seek the information from elsewhere e.g. friends, siblings, and the internet. These sources of information are open incorrect and unreliable and can expose children to information which is not appropriate for their age.


9. Roles and responsibilities

The governing board will hold the Headteacher to account for the implementation of this policy.

The governing board has delegated the approval of this policy to the Children, Families and Communities Committee.


The Headteacher

The Headteacher is responsible for ensuring that Relationships Education is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of Relationships Education (see appendix 1).



Staff are responsible for:

  • Delivering Relationships Education in a sensitive way
  • Modelling positive attitudes to Relationships Education
  • Monitoring progress
  • Responding to the needs of individual pupils


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




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





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PSHE coordinator



























APPENDIX 1: Curriculum coverage – Science, Relationships Education and Health education

Relationships Education

Sex Education


Health education

Families and people who care for 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.
  • Questions pertaining to sex or sexuality which go beyond what is set out for Relationships Education.
  • Sexual reproduction in humans
  • Reproductive cycle in humans

Key Stage 1:

  • Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
  • notice that animals, including humans, have offspring which grow into adults

Key Stage 2:

  • describe the changes as humans develop to old age
  • recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

Mental wellbeing

  • That mental wellbeing is a normal part of daily life, in the same way as physical health.
  • that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations
  • How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.
  • How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
  • The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.
  • Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
  • Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
  • That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.
  • Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).
  • It is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.

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.



Internet safety and harms

  • That for most people the internet is an integral part of life and has many benefits.
  • About the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
  • How to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
  • Why social media, some computer games and online gaming, for example, are age restricted.
  • That the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
  • How to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.
  • Where and how to report concerns and get support with issues online.

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.



Physical health and fitness

  • The characteristics and mental and physical benefits of an active lifestyle.
  • the importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise.
  • The risks associated with an inactive lifestyle (including obesity).
  • How and when to seek support including which adults to speak to in school if they are worried about their health.

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.



Healthy Eating

  • What constitutes a healthy diet (including understanding calories and other nutritional content)?
  • The principles of planning and preparing a range of healthy meals.
  • The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health).

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.



Drugs, alcohol and tobacco

  • The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking.




  • Health and prevention
  • How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.
  • About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer.
  • The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.
  • About dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist.
  • About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.
  • The facts and science relating to allergies, immunisation and vaccination.




Basic first aid

  • How to make a clear and efficient call to emergency services if necessary.
  • Concepts of basic first-aid, for example dealing with common injuries, including head injuries.




Changing adolescent body

  • Key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes.
  • About menstrual wellbeing including the key facts about the menstrual cycle.










APPENDIX 2: 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 3: The table below outlines the vocabulary used in Relationships Education lessons

At the heart of effective, age appropriate REP is the teaching about Healthy Relationships, boundaries, inappropriate behaviour and touch, consent and risk minimisation.

Our pupils should leave school safe from and resilient to factors that lead to unhealthy relationships and situations. Information about sensitive issues e.g. online safety, and radicalisation/ extremism may also be covered. If the school elects to cover female genital mutilation (FGM), parents will be consulted first.

Year group



  • Routine
  • Clean
  • Healthy
  • Washing
  • Family
  • Help
  • Support


  • Routine
  • Clean
  • Healthy
  • Washing
  • Family
  • Help
  • Support

Year 1

  • Clean
  • Hygiene
  • Healthy
  • Family
  • Grown
  • Changed

Year 2

  • Different
  • Similar
  • Penis
  • Vagina
  • Stereotype
  • Private
  • Boundaries
  • Girl
  • Boy
  • Male
  • Female
  • Baby
  • Adult
  • Toddler
  • Child
  • Elder

Year 3

  • Differences
  • Personal space
  • Personal boundaries
  • Good friendships
  • Peer pressure
  • Unhealthy friendships

Year 4

  • Y3 will be revisited in Y4
  • Body change
  • Puberty
  • Testicles
  • Nipple
  • Pubic hair
  • Breast
  • Menstruation
  • Period
  • Fallopian tube
  • Womb
  • Egg
  • Sanitary products

Year 5

  • Physical changes
  • Emotional changes
  • Body changes
  • Voice deepens
  • Body hair

Year 6

  • Relationship
  • Positive and negative relationship
  • Personal information
  • Communication
  • Wet dream
  • Erection

Sexual intercourse lesson (parents can withdraw) however, we do not use videos. Information is presented  factually which is more accurate than they may encounter from other unreliable sources eg internet, playground etc .

  • Sexual intercourse
  • Sperm
  • Egg
  • Fertilized
  • Embryo
  • embedded
  • Pregnancy
  • Birth








Sample letter for PARENTS

This letter may be sent to parents prior to the lesson , website information, app messages, newsletters etc.  Letters may not be sent to every year group.


Dear Parent/Carer

Re:      Sessions on …………………….

Relationships and Sex Education (RSE)

As part of our school’s Personal, Social, Health and Economic (PSHE) Education programme, and in line with London Borough of Ealing’s recommended scheme of work for PSHE Education, children from Reception to Year 6 will take part in RSE lessons in summer term 2.

For the past two years, we have been using the Ealing PSHE scheme of work to deliver RSE lessons. This is a comprehensive scheme of work, which already meets much of the new guidance. We will continue to use these lesson plans.

Nowadays, there is a vast amount of, and sometimes confusing, information about relationships and growing up on the internet, on TV, in magazines, etc… which children and young people are exposed to. This can sometimes make an already confusing time seem even more complicated.

If students are provided with timely and age appropriate information about their bodies and relationships, they can make their transition into adulthood with the confidence and knowledge to understand what is happening to them, and hopefully grow into confident and healthy adults able to make positive choices.


The session in school may reinforce what you are already doing at home. The school is committed to working in partnership with parents and is keen to hear your views about what students should be taught and share with you the Relationships Education policy and resources. We would therefore like to invite you to ………………… on Relationships Education on………………..  


We would be grateful if you could please let us know if you will be attending.


If you have any questions, please feel free to contact  Mrs Magan  or Ms Hafeez ( part of PSHE Leadership Team ) on 0208 571 4818.


Yours faithfully