Relationships Education Policy (SRE)


Coordinator - K.Robertson


 Effective from: September 2018                Review: September 2019

Updated March 2019 following new statutory guidance updates February 2019


What is relationship education?

 “SRE is lifelong learning about physical, moral, and emotional development, embedded in a context that enhances the self-worth and confidence of each individual and encourages mutually respectful relationships and empathy for others.”

It has 3 main elements;

Attitudes and values

  • Learning the importance of values and individual conscience and moral considerations.
  • Learning the value of family life and stable and loving relationships.
  • Learning the value of respect, love and care.
  • Developing critical thinking as part of decision making.

    Personal and social skills
  • Developing self-respect and empathy for others.
  • Learning to manage emotions and relationships confidently and sensitively.
  • Learning to make choices based on the understanding of differences and with the absence of prejudice.
  • Developing an appreciation of the consequences of the choices made and beginning to manage conflict.

    Knowledge and understanding
    • Learning and understanding physical development at appropriate stages.
      • All aspects of this policy and practice are carried out with regard to our health and safety procedures.
      • All relevant risk assessments should be read in conjunction with this policy.
      •  Information about healthier, safer lifestyles


        SRE education forms an integral part of a number of our policies including our safeguarding and behaviour policy, RE, Science, Computing, PE, Personal Social and Health Education (PSHE) which also incorporates our Citizenship policy.

        We believe that SRE is an ongoing process, which should start in the home and continue at school. This process should happen in partnership with parents. A positive effort will be made to inform and involve parents and to provide advice where appropriate.


        Our school provides a safe environment where children are taught using simple but accurate terms.

        Questions that occur will be answered sensitively and with respect, according to the individual child’s needs, within the agreed parameters.

        Staff may choose not to answer questions asked at an inappropriate time.

        This policy is written with the inclusion of all pupils in mind. Its content will be differentiated to accommodate all levels of ability.



        Through a cross-curricular approach and a supportive school ethos we aim:

        • To foster self-esteem and self-awareness and a sense of responsibility both towards themselves and others.
        • To help them prepare for, and adapt to, the physical and emotional changes and challenges of growing up.
        • To develop understanding about changes, growth and development of the human body.
        • To develop sensitivity towards the needs and views of others by promoting the fundamental British values.
        • To promote the necessary skills for effective communication, long and happy relationships and positive behaviour and development
        • We also believe that pupils have an entitlement to
        • age and circumstance appropriate SRE
        • help from trusted adults and helping services

          Teaching Methods

          Our learning environments are managed to develop and maintain self-esteem through valuing the feelings, views and experiences of each child.

          All staff work as role models towards shared goals, ensuring that children learn appropriate values and attitudes, using a positive and consistent approach. We also work to promote the spiritual, moral, social and cultural development of pupils and within this, fundamental British values.

          Our teaching will be based on an understanding that a variety of approaches should be used in order to meet the needs of our pupils and will be sensitive to their age and experience.

          Teaching methods adopted in the classroom:

          • Offer a rich variety of opportunities for active learning.
          • Incorporate a range of teaching and learning styles including circle-time, group discussions and role play
          • Ensure continuity and progression by visiting and revisiting issues as pupils develop and their needs change.
          • Draw on a wide range of resources including SEAL materials, computing activities and visitors.

            Learning Outcomes


            SRE will also follow and support our:

            • Equal Opportunities Policy
            • Personal, Social and Health Education and Citizenship Policy
            • Behaviour Policies
            • Health and Safety Policy
            • Safeguarding Policy


            The combined PSHE and Citizenship framework in Key Stage One has been developed aiming to:

            • develop confidence and responsibility and making the most of pupils abilities
            • prepare children to play an active role as citizens
            • develop a healthier, safer lifestyle
            • develop good relationships and respecting differences between people
            • PSHE, Citizenships, SRE, Science, Computing and PE all link together to support children to:
            • define relationships
            • develop confidence in talking, listening and thinking about feelings and relationships
            • name parts of the body and describe how their bodies work
            • how to keep safe (including online safety)
            • how to care for the environment
            • Health and wellbeing

            Foundation Stage

            The children will:

            • gain some information about their bodies and how to take care of them
            • discuss their family and their own place in it
            • learn about their own development (needs of babies and their growth)
            • begin to understand the value of ones self and other people
            • begin to develop an understanding of relationships and how people interact (including simple rules, positive relationships and behaviours)

              Year 1
              The children will:
            • extend their knowledge of the body and how it works with increased focus on what it needs to stay healthy, recognise and name external body parts
            • identify how we are different and how we are the same
            • learn that animals (including humans) produce young and these grow into children and new adults
            • discuss how babies and children need to be looked after while they are growing
            • discuss school rules and compile behaviour agreement

          Year 2

          The children will:

          • discuss developing healthy lifestyles
          • discuss school rules and acceptable/unacceptable behaviour (e.g. bullying).
          • talk about knowing the difference between right and wrong
          • develop an understanding of their own environment
          • learn about caring for one another
          • develop a positive self-image and understand how to deal with their feelings in a positive way
          • learn about the process of growing and changing
          • talk about the differences and similarities between people
          • learn about caring for animals
          • develop an understanding of what they are good at and setting themselves simple goals
          • talk about belonging to different groups, communities and clubs
          • learn how to ask for help (e.g. from family, friends, older pupils etc)

            Parents retain the legal right to withdraw their children from all or part of the SRE provided except for those parts included in the Statutory National Curriculum. We advise that parents making this request would make an appointment to come into school to discuss their concerns, views and the view teaching materials.


        Children in the Foundation Stage have their attainment assessed by observations and their progress is tracked and monitored through the use of Early Years Outcomes throughout Nursery and Reception. The Foundation Stage profile will indicate if children are reaching expected levels by the end of Reception and will be used in transition into Key Stage 1.

        In Key Stage 1 children will be assessed according to work produced, observations and group discussions. Assessments will be highlighted onto Seaton Academy Assessment Performance Descriptors. Results from all assessments will be posted onto Scholar Pack.

        Equal Opportunities and Inclusion

        •  All children are given access to a broad and balanced English curriculum regardless of gender, ability, race or religion.
        • Provision will be made for individual needs in I.E.P’s.
        • Equal opportunities are provided for boys and girls, also for children with special needs, those who are talented or gifted and children from different cultural backgrounds.
        • Children with English as an additional language (E.A.L.) will be given access to additional resources and teaching to support their learning and to ensure they make maximum progress from their individual starting points. 
        • A feeling of self worth will be engendered throughout the activities. 

Health and Safety

    • All aspects of this policy and practice are carried out with regard to our health and safety procedures.
    • All relevant risk assessments should be read in conjunction with this policy.