Sex and Relationships Education Policy (SRE)


What is sex and 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 and, below, are listed aspects of each:

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.
  • Information about healthier, safer lifestyles.


SRE education forms an integral part of a number of our policies including RE, Safeguarding, Behaviour and our Personal Social and Health Education programme (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.


Parents have a legal right to withdraw their children from dedicated “sex education” lessons. They do not have a right to withdraw their children from those aspects of SRE that are taught in National Curriculum Science or where SRE issues arise incidentally in other subject areas.

Our academy 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 and revisit.

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 adults in the Academy 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, espresso ICT activities and visitors.

Learning Outcomes

The combined PSHE and Citizenship framework at Key Stage 1 is developed through 4 broad themes and makes clear what is appropriate in the early primary years. The present requirements set out within National Curriculum Science will be delivered through these themes and within the context of the National Healthy Academy Standard.

The four themes are:

  • developing confidence and responsibility and making the most of pupils abilities.
  • preparing to play an active role as citizens.
  • developing a healthier, safer lifestyle.
  • developing good relationships and respecting differences between people.

At primary academy level SRE should contribute to the foundation of PSHE and Citizenship by ensuring that all children:

  • develop confidence in talking, listening and thinking about feelings and relationships
  • are able to name parts of the body and describe how their bodies work.

Foundation Stage

The children will:

  • gain some basic 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 and discuss the 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.
  • begin to understand about setting themselves a goal, (success criteria)

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)

Monitoring and Evaluation

Children will be assessed at the end of term, and time will be set aside to reflect. Teachers will adjust the programme where necessary to improve the provision and the children's learning needs.  Aspects of the work will be also be evaluated under the KS1 Science scheme.

Children in the Foundation Stage have their attainment on entry assessed by observations and their progress 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 graded according to work produced, observations and 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 SRE curriculum regardless of gender, ability, race or religion.
  • Provision will be made for individual needs in IEP’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.
  • A feeling of self worth will be engendered throughout the activities.
  • Equal opportunities are provided and sessions are adapted for all children, including children with Special Educational Needs (SEND), those who are talented or gifted, children with English as an additional language (EAL) and children from different cultural backgrounds. They 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. 

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. 

Co-ordinator:    Miss K Robertson

Effective from: November 2018   Review: November 2019