Sex Education

SRE is embedded in the PSHE curriculum and aims to help children to develop:

  • self-esteem and self-awareness;

  • the skills needed for successful relationships;

  • a positive attitude towards difference and diversity;

  • an understanding of their own and others’ rights;

  • emotional literacy;

  • the ability and confidence to make informed choices;

  • the knowledge, skills, understanding and attitude to optimise their health;

  • the ability and knowledge to keep themselves and other people safe by minimising

    risk from harm;

  • an understanding of their own and others’ values and beliefs, and

  • an individual moral framework that will help them to make well considere


  • a discerning eye for the messages they receive from the media;

  • a positive attitude towards their body and sexuality;

  • the ability to access help and support.

SRE gives pupils accurate information about sex and relationships, and allows them the opportunities to develop life skills and an individual moral framework that aims to enable them to make positive use of that information.

In a world where children receive information about sex and relationships from a variety of sources, many of which are inaccurate or ‘unhealthy’, primary school SRE aims to counterbalance these messages by providing accurate information as part of a supportive programme.

SRE is about helping children to develop and maintain successful relationships. It is about providing them with information that will support them with the process of puberty and help them to understand issues relating to sex and reproduction.

Primary school SRE needs to happen at a time when many children start to experience puberty and show an increased awareness of matters relating to the body and sex.

Primary school SRE is about demonstrating to children that matters relating to the body and sex can be spoken about in a sensitive and positive way. This helps children to feel more comfortable about communicating about these matters. This therefore will undoubtedly increase the likelihood of them behaving responsibly in any sexual relationship they go on to have, as such responsibility usually requires some kind of communication – with a partner and/or sexual health services.

Legal requirements

The law in relation to SRE states:
‘The governing bodies of schools are required to keep an up-to-date SRE policy that describes the content and organisation of SRE provided outside the National Curriculum Science Orders.’


Our SRE programme aims to provide children with:

  • the skills needed for successful relationships;

  • a moral framework that will guide their decisions and behaviours;

  • opportunities to understand and celebrate difference and diversity;

  • an understanding of their own bodies;

  • the confidence and know-how to seek help and advice;

  • self-esteem, self-awareness and emotional health;

  • an awareness of the right they have over their own body;

  • good communication skills – including assertiveness;

  • the skills and knowledge to make positive informed choices;

  • the ability to respect the rights of others to hold opinions that differ from their own as long as these views do not impact on the rights of anyone else;

  • the ability to take responsibility for, and accept the consequences of, their own actions;

  • the knowledge to reduce the risks to their own health and the health of others.



Our primary school teaches SRE within a moral and values framework consistent with our Christian ethos. We promote:

  • self-respect and respect for others;

  • empathy, mutual support and cooperation;

  • honesty;

  • responsibility for personal actions;

  • an awareness of the uniqueness of individuals;

  • respect and acceptance towards others who may have different backgrounds, cultures and sexuality;

  • an awareness of not making assumptions about others;

  • the right of people to hold their own views (as long as these views do not impact negatively on the rights of others);

  • the right not to be abused or taken advantage of by other people; the right to accurate information about sex and relationship issues.


Our primary school is committed to the provision of SRE to all of its pupils. Equal time and provision will be allocated to all pupils with the exception of pupils with special educational needs, who will be given extra support if required.
Our SRE programme is inclusive and acknowledges and accommodates the diversity within any group of people in terms of gender, religion, language, race, social background, culture, appearance, family set-up, special needs, ability or disability.


The legal Requirements of Sex Education Provision are National Curriculum Science at Key Stage 1 and 2. These areas are statutory

Key Stage 1

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

  • To recognise and compare the main external part of the bodies of humans.

  • To recognise similarities and differences between themselves and others and treat others with sensitivity.

Key Stage 2

That the life processes common to humans and other animals include nutrition, growth and reproduction.
About the main stages of the human life cycle.

Non-statutory Provision of SRE (PSHE and Citizen Frameworks)

Key Stage 1

  • Pupils learn to recognise similarities and differences between themselves and others

  • Identify and share their feelings with each other

  • Recognise safe and unsafe situations and can identify and be able to talk to someone they trust.

Key Stage 2

  • Pupils learn to express their opinions about relationships and bullying and to listen to and support others, including respecting other people’s viewpoints and beliefs. They learn to recognise their own worth and identify positive things about themselves and try to balance the stresses in life in order to promote their own mental health and well-being of others.

  • Life processes are discussed including the physical changes that take place at puberty, why they happen and how to manage them.

  • Sexuality and reproduction are discussed in Year 6 (sessions delivered by our school nurse and followed up by the class teachers).

    SRE resources are chosen and checked for:

  • inclusivity

  • positive, healthy and unbiased messages

  • age appropriateness

  • promoting positive values

  • accuracy

  • being up-to-date.

Monitoring and Evaluation

The SRE programme is monitored and evaluated by

  • Questionnaires

  • Discussions

  • Teacher assessments

  • Pupils’ self-assessment and evaluations

  • Teacher evaluations at the end of a block of lessons, which are then forwarded to the PSHE coordinator to inform future developments.

Informing parents/carers of the SRE programme

Parents have the right to withdraw their child from receiving sex education from a PSHCE perspective at school, but not to withdraw them from the teaching of the science national curriculum: Sc2 Life Processes and Living Things - Sc2f: The Main Stages of the Human Life Cycle. Before Year 6 embarks upon its SRE programme, parents/carers are informed by letter of their right to withdraw their child from SRE lessons. They are given an overview of the topics the child will be covering. Parents/carers are also reminded that they can have a copy of the school’s SRE policy on request.

Safeguarding children and SRE

SRE may bring about disclosures of safeguarding children issues and all staff are familiar with the procedures for reporting their concerns. In these cases, the school’s safeguarding children policy needs to be referred to.

Confidentiality and SRE

As a general rule, a child’s confidentiality is maintained by the teacher or member of staff concerned. However, if this person believes that the child is at risk or in danger, they talk to the named child protection coordinator who may or may not confer with
the head teacher before any decision is made. (This is generally considered good practice.) Our school will offer absolutely no confidentiality – and make it clear to both pupils and parents that this is the case. For example, we would pass on information about a parent/carer breaking the law if it were disclosed to us – even if the child was at no risk from harm.

How our school deals with sexually explicit questions

Our school will:

  • Respond appropriately to all questions asked;

  • encourage pupils to ask their parents/carers any question outside the planned programme;

  • make it clear, through ground rules, that nobody should ask personal questions and no-one, teacher or pupil, will have to answer a personal question;

  • use a question box (a box in the classroom to which pupils can ‘post’ written questions). It will be decided whether or not this question box is anonymous. This box may also be used as a ‘buffer’ for teachers, if they feel they would like time to consider their answer to a specific question;

  • allow individual staff to use their professional judgement to answer questions in front of the whole class or individually;

  • with the pupil’s permission, inform parents/carers about questions their child has asked.

Acceptable and appropriate language for use in SRE lessons

All staff will:

  • use the correct terms for all body parts as this is deemed good practice;

  • openly teach pupils what ‘slang’ words mean and that some are offensive; avoid the use of any slang.

Ground rules specific to SRE

  • Respect will be shown at all times.

  • No personal questions are acceptable in SRE lessons.

  • If it is perceived that anyone is at risk from harm, another adult will need to be told.

  • Strategies will be developed to ease embarrassment if it occurs.

Single- and mixed-sex groups

All pupils will learn about both sexes. However, where possible, opportunities will be made for older pupils to discuss matters in single-sex groups or individually. 


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Meet the team

Mrs Stowe - Reception Teacher - Garry Class
Mr Stowe - Year 6 Teacher - Ob Class