Home > Relationships & Sex Education

January 2017

Relationships and Sex Education Policy (formally Education in Personal Relationships Policy)

1 Introduction

1.1 Our Education in Personal Relationships Policy is based upon the Catholic values which are promoted in St John’s RC Primary School through its Mission Statement.  It is an important part of a child’s life.  If provision is not made at school, children may receive inaccurate versions of sex education.  It can also help people to form positive relationships in later life.

1.2 Our school’s policy on Education and Personal relationships is based on the DFE document Sex and Relationship Education Guidance (DfEE 2000) and guidance from the Diocese of Salford and the Catholic Education Service.  The DFE guidance defines RSE as “lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage and family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health”1. It is about the development of the pupil’s knowledge and understanding of her or him as a sexual being, about what it means to be fully human, called to live in right relationships with self and others and being enabled to make moral decisions in conscience. The DFE identifies three main elements: “attitudes and values, personal and social skills, and knowledge and understanding”.


We are legally required to teach those aspects of RSE which are statutory parts of National Curriculum Science.

2 Rationale



2.1 We are involved in relationships and sex education precisely because of our Christian beliefs about God and about the human person. The belief in the unique dignity of the human person made in the image and likeness of God underpins the approach to all education in a Catholic school. Our approach to RSE therefore is rooted in the Catholic Church’s teaching of the human person and presented in a positive framework of Christian ideals.

At the heart of the Christian life is the Trinity, Father, Son and Spirit in communion, united in loving relationship and embracing all people and all creation. As a consequence of the Christian belief that we are made in the image and likeness of God, gender and sexuality are seen as God’s gift, reflect God’s beauty, and share in the divine creativity. RSE, therefore, will be placed firmly within the context of relationship as it is there that sexuality grows and develops.

Following the guidance of the Bishops of England and Wales and as advocated by the DFE (and the Welsh Assembly Government) RSE will be firmly embedded in the PSHE framework as it is concerned with nurturing human wholeness and integral to the physical, spiritual, emotional, moral, social and intellectual development of pupils. It is centred on Christ’s vision of being human as good news and will be positive and prudent, showing the potential for development, while enabling the dangers and risks involved to be understood and appreciated.

2.2 All RSE will be in accordance with the Church’s moral teaching. It will emphasise the central importance of marriage and the family whilst acknowledging that all pupils have a fundamental right to have their life respected whatever household they come from and support will be provided to help pupils deal with different sets of values.

3 Values and Virtues

Our programme enshrines Catholic values relating to the importance of stable relationships, marriage and family life. It also promotes those virtues which are essential in responding to the God’s call to love others with a proper respect for their dignity and the dignity of the human body. The following virtues will be explicitly explored and promoted: faithfulness, fruitfulness, chastity, integrity, prudence, mercy and compassion.

4 Aim of RSE and the Mission Statement

Our Mission Statement commits us to the education of the whole child (spiritual, physical, intellectual, moral, social, cultural, emotional) and we believe that RSE is an integral part of this education. Furthermore, our school aims state that we will endeavour to raise pupils’ self-esteem, help them to grow in knowledge and understanding, recognise the value of all persons and develop caring and sensitive attitudes. It is in this context that we commit ourselves: In partnership with parents, to provide children and young people with a “positive and prudent sexual education” ( ‘Gravissimum Educationis 1’)   which is compatible with their physical, cognitive, psychological, and spiritual maturity, and rooted in a Catholic vision of education and the human person.

5 Objectives

5.1 To develop the following attitudes and virtues:

  • reverence for the gift of human sexuality and fertility;
  • respect for the dignity of every human being – in their own person and in the person of others;
  • joy in the goodness of the created world and their own bodily natures;
  • responsibility for their own actions and a recognition of the impact of these on others;
  • recognising and valuing their own sexual identity and that of others;
  • celebrating the gift of life-long, self-giving love;
  • recognising the importance of marriage and family life;
  • fidelity in relationships.

5.2 To develop the following personal and social skills:

  • making sound judgements and good choices which have integrity and which are respectful of the individual’s commitments;
  • loving and being loved, and the ability to form friendships and loving, stable relationships free from exploitation, abuse and bullying;
  • managing emotions within relationships, and when relationships break down, with confidence, sensitivity and dignity;
  • managing conflict positively, recognising the value of difference;
  • cultivating humility, mercy and compassion, learning to forgive and be forgiven;
  • developing self-esteem and confidence, demonstrating self-respect and empathy for others;
  • building resilience and the ability to resist unwanted pressures, recognising the influence and impact of the media, internet and peer groups and so developing the ability to assess pressures and respond appropriately;
  • being patient, delaying gratification and learning to recognise the appropriate stages in the development of relationships, and how to love chastely;
  • assessing risks and managing behaviours in order to minimise the risk to health and personal integrity.

6 Inclusion and Differentiated Learning

6.1 We will ensure RSE is sensitive to the different needs of individual pupils in respect to pupils’ different abilities, levels of maturity and personal circumstances; for example their own sexual orientation, faith or culture and is taught in a way that does not subject pupils to discrimination. Lessons will also help children to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber-bullying), use of prejudice-based language and how to respond and ask for help.

6.2 EQUALITIES OBLIGATIONS – The governing body have wider responsibilities under the Equalities Act 2010 and will ensure that our school strives to do the best for all of the pupils, irrespective of disability, educational needs, race, nationality, ethnic or national origin, pregnancy, maternity, sex, gender identity, religion or sexual orientation or whether they are looked after children.

7. Context

Sex education is taught through the scheme ‘Journey in Love’ in our school.  When we inform our pupils through sex education about sexual issues, we do this with regard to morality and individual responsibility, and in a way that allows children to ask and explore moral questions. We do not use sex education as a means of promoting any form of sexual orientation

8 Organisation

8.1 We teach about sex through different aspects of the curriculum. While we carry out the main sex education through ‘Journey in Love’, we also do some sex education through other subject areas (for example, science and PE) which we believe contribute significantly to children’s knowledge and understanding of their own bodies, and how they are changing and developing.

8.2 In PSHE we teach children about relationships, and we encourage children to discuss issues.  We encourage the children to ask for help if they need it.

8.3 In science lessons, we follow the guidance material in the national scheme of work for science. In Key Stage 1 we teach children about how animals, including humans, move, feed, grow and reproduce, and we also teach them about the main parts of the body. Children learn to appreciate the fact that people are not all the same, and that we need to respect each other. In Key Stage 2 we teach about life processes, and the main stages of the human life cycle, in greater depth.

8.4 In Year 6 we place a particular emphasis on health education, as many children experience puberty at this age. We liaise with the Local Health Authority about suitable teaching materials to use with our children in these lessons. Teachers do their best to answer all questions with sensitivity and care. By the end of Key Stage 2, we ensure that both boys and girls know how babies are born, how children’s bodies change during puberty, what menstruation is, and how it affects women. We always teach this with due regard for the emotional development of the children.

9 The role of parents

9.1 The school is well aware that the primary role in children’s sex education lies with parents and carers. We therefore wish to build a positive and supporting relationship with the parents of children at our school, through mutual understanding, trust and cooperation. To promote this objective we:

inform parents about the school’s sex education policy and practice;

answer any questions that parents may have about the sex education of their child;

take seriously any issue that parents raise with teachers or governors about this policy, or about the arrangements for sex education in the school;

encourage parents to be involved in reviewing the school policy, and making modifications to it as necessary;

Inform parents about the best practice known with regard to sex education, so that the teaching in school supports the key messages that parents and carers give to children at home.

We believe that, through this mutual exchange of knowledge and information, children will benefit from being given consistent messages about their changing bodies and their increasing responsibilities.

9.2 Parents have the right to withdraw their child from all or part of the sex education programme that we teach in our school. If a parent wishes their child to be withdrawn from sex education lessons, they should discuss this with the headteacher, and make it clear which aspects of the programme they do not wish their child to participate in. The school always complies with the wishes of parents in this regard.

10 The role of other members of the community

We encourage other valued members of the community to work with us to provide advice and support to the children with regard to health education. In particular, members of the Local Health Authority, such as the school nurse and other health professionals, give us valuable support with our sex education programme. Other people that we call on include local clergy, social workers and youth workers.

11 Confidentiality

Teachers conduct sex education lessons in a sensitive manner, and in confidence. However, if a child makes a reference to being involved (or being likely to be involved) in sexual activity, then the teacher will take the reference seriously, and deal with it as a matter of child protection. Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse. They will listen to the child and will immediately inform the named person for child protection about their concerns. The named people are the Headteacher, who is DSL and the Assistant Headteacher, who is Back-up DSL.  They will then deal with the matter in consultation with health care professionals (see also our policy on Child Protection).

12 The role of the headteacher

12.1 The headteacher liaises with external agencies regarding the school sex education programme, and ensures that all adults who work with our children on these issues are aware of the school policy, and work within its framework.

12.2 The headteacher monitors this policy on a regular basis, and reports to governors, when requested, on the effectiveness of the policy.

13 Other roles and responsibilities regarding RSE

13.1 Governors

Assist with drawing up the RSE policy;

Ensure that the policy is available to parents;

Ensure that the policy is in accordance with other whole school policies, e.g., SEN, the ethos of the school and our Christian beliefs;

Ensure that parents know of their right to withdraw their children;

Establish a link governor to share in the monitoring and evaluation of the programme, including resources used;

Ensure that the policy provides proper and adequate coverage of relevant National Curriculum science topics and the setting of RSE within PSHE.

13.2 PSHE/RSE Leader

The Headteacher is the RSE Leader and has a general responsibility for supporting other members of staff in the implementation of this policy and will provide a lead in the dissemination of the information relating to RSE and the provision of in-service training.  The Learning Mentor is the PSHE Leader.

13.3 All Staff

RSE is a whole school issue. All teachers have a responsibility of care; as well as fostering academic progress they should actively contribute to the guardianship and guidance of the physical, moral and spiritual well-being of their pupils. Teachers will be expected to teach RSE in accordance with the Catholic Ethos of the school. Appropriate training will be made available for all staff teaching RSE. All staff have been included in the development of this policy and all staff should be aware of the policy and how it relates to them.

14 Relationship to other policies and curriculum subjects

This RSE policy is to be delivered as part of the PSHE framework. It includes guidelines about pupil safety and is compatible with the school’s other policy documents (for example, Bullying policy, Safeguarding Policy etc)

Pupils with particular difficulties whether of a physical or intellectual nature will receive appropriately differentiated support in order to enable them to achieve mature knowledge, understanding and skills. Teaching methods will be adapted to meet the varying needs of this group of pupils.

Learning about RSE in PSHE classes will link to/complement learning in those areas identified in the RSE audit.

15 Children’s questions

The governors want to promote a healthy, positive atmosphere in which RSE can take place. They want to ensure that pupils can ask questions freely, be confident that their questions will be answered, and be sure that they will be free from bullying or harassment from other children and young people.

16 Controversial or Sensitive issues

16.1 There will always be sensitive or controversial issues in the field of RSE. These may be matter of maturity, of personal involvement or experience of children, of disagreement with the official teaching of the Church, of illegal activity or other doubtful, dubious or harmful activity. The governors believe that children are best educated, protected from harm and exploitation by discussing such issues openly within the context of the RSE programme. The use of ground rules, negotiated between teachers and pupils, will help to create a supportive climate for discussion. (See also Sex and Relationship Guidance, 4.5 ‘Dealing with questions’ 0116/2000, Department for Education and Employment, July 2000 for more detail)

16.2 Some questions may raise issues which it would not be appropriate for teachers to answer during ordinary class time, e.g., where a child or young person’s questions hints at abuse, is deliberately tendentious or is of a personal nature.

17 Supporting children and young people who are at risk

Children will also need to feel safe and secure in the environment in which RSE takes place. Effective RSE will provide opportunities for discussion of what is and is not appropriate in relationships. Such discussion may well lead to disclosure of a safeguarding issue. Teachers will need to be aware of the needs of their pupils and not let any fears and worries go unnoticed. Where a teacher suspects that a child or young person is a victim of or is at risk of abuse they are required to follow the school’s safeguarding policy and immediately inform the designated senior member of staff responsible.

18 Confidentiality and advice

18.1 All governors, all teachers, all support staff, all parents and all pupils must be made aware of this policy, particularly as it relates to issues of advice and confidentiality.

All lessons, especially those in the RSE programme, will have the best interests of pupils at heart, enabling them to grow in knowledge and understanding of relationships and sex, developing appropriate personal and social skills and becoming appreciative of the values and attitudes which underpin the Christian understanding of what it means to be fully human.

18.2. Pupils will be encouraged to talk to their parents/carers about the issues which are discussed in the programme. Teachers will always help pupils facing personal difficulties, in line with the school’s pastoral care policy. Teachers should explain to pupils that they cannot offer unconditional confidentiality, in matters which are illegal or abusive for instance. Teachers will explain that in such circumstance they would have to inform others, e.g., parents, head teacher, but that the pupils would always be informed first that such action was going to be taken.

19 Monitoring and evaluation

The RSE Leader will monitor the provision of the various dimensions of the programme by examining plans, schemes of work and samples of pupils work at regular intervals. The programme will be evaluated biannually by means of questionnaires / response sheets/needs assessment given to pupils, and / or by discussion with pupils, staff and parents. The results of the evaluation should be reported to these groups of interested parties and their suggestions sought for improvements. Governors will consider all such evaluations and suggestions before amending the policy. Governors remain ultimately responsible for the policy.