Relationships and Sex Education (RSE) Policy

This policy will be available to parents via the school website and hard copies will be available upon request.

This document has been drafted by Alexa Aston in consultation with and approval from Wendy Burton and Steve Boyes and revised by Rosanne Awadalla after discussion with the SLT.

It will be reviewed annually by Rosanne Awadalla (Head of PSHE) in consultation with Wendy Burton (DSL) and Steve Boyes (external regulatory consultant), and updated in line with DfE guidelines and the ISI inspection framework.

Drafted by Alexa Aston, July 2021
Revised by Wendy Burton, November 2021
Updated by Rosanne Awadalla October 2022
Latest updates by Rosanne Awadalla October 2023
Next review date by Rosanne Awadalla October 2024


Health Education and Relationships and Sex Education (RSE) became compulsory for all secondary-age pupils in September 2020. Health Education and Relationships Education is also compulsory for all primary-age pupils, whereas it is simply a recommendation that all primary schools should have a Sex Education programme tailored to the age and the physical and emotional maturity of the pupils. This is in response to the need to support children and young people to be safe and healthy in their relationships and improve academic outcomes and their personal and social lives in positive ways. The need for this has become all the more imperative in response to the increased risks children and young people may face through online activities.

The Trevor-Roberts RSE policy and its implementation have been developed in line with statutory guidance published by the DfE for Relationships Education, Relationships and Sex Education, and Health Education in England (2019). It links to our Safeguarding Policy and ICT and Online Safety Policy as it addresses the welfare, safety and health of all pupils.

This policy has been written with reference to Section 405 of the 1996 Education Act, Section 80A of the Education Act 2002 and the Equality Act 2010.

Aims and objectives

Relationships Education (RE)

Trevor-Roberts aims to foster pupil well-being and develop the resilience and character that are fundamental to being happy, successful and productive members of society. This is complemented by a focus on kindness, integrity, honesty and generosity. The aim is to help the children develop the knowledge and self-confidence needed to help them make informed decisions about their well-being, health and relationships and to build their self-efficacy. We want to help them put this knowledge into practice, developing the capacity to make good decisions in sometimes contradictory, challenging and often complex situations. As well as developing resilience and good judgement, it is important that the children know when to ask for help and understand where, when and how to access support.

The Department of Education has recommended that Relationships and sex and health education are taught within a wider framework of Personal, Social, Health and Economic (PSHE) Education which is taught throughout the school both formally in (their) PSHE lessons and informally in a holistic approach as a part of children’s spiritual, moral, social and cultural development. RSE is part of a broader PSHE education programme, helping pupils to think about the different social contexts, influences and beliefs that affect personal behaviour. There is also strong research evidence to suggest that high-quality learning and teaching in PSHE education also contributes to attainment across the curriculum. It (also) develops positive vocabulary and the strategies and skills that children and young people need to stay healthy and safe and flourish. Whilst there are times when specific focus is given to Relationships Education, we believe it should form an intrinsic part of a much broader programme of study within PSHE and the wider pastoral education the children receive on a day-to-day basis.

Healthy Relationships is the PSHE topic for all pupils during the first half of the summer term. Specific focus is given to Relationships Education in the summer term of Medius/Transitus and the summer term of Primus in order to support the children in their transition to senior schools and the increased social pressures they may experience. The full list of topics that children should know by the end of Primus/LKS3 is outlined in Appendix 1.

From Octavus up to Medius/Transitus, the aim is to develop an understanding of what constitutes healthy, respectful relationships, focusing on family and friendships in all contexts, including online. This is supported by an understanding of how to be healthy, physically and emotionally.

The teaching of RSE aims to complement, support and develop what the children learn at home. Trevor-Roberts aims to provide a safe and supportive environment in which the children can feel comfortable discussing these issues and voicing any questions or worries they may have.

Sex Education (SE) and Relationships and Sex Education (RSE)

Pupils are taught about what constitutes a healthy relationship, made aware of what is inappropriate sexual behaviour, as well as issues surrounding consent, body image, gender-identity and sexuality. Children are taught about the dangers of online sexual behaviour, including sexting and pornography.

Sex education is usually described as ‘how babies are made and born’ and is clearly distinct from the changing adolescent body and is taught both in science lessons and as part of PSHE. The science department aims to ensure that pupils have a biological understanding of puberty and adolescence, conception, pregnancy and birth as part of the human life-cycle. In PSHE, the emphasis is more on understanding the emotional and social effects of adolescence and puberty, sexual relationships and behaviours. If parents wish to withdraw their child from aspects of sex education, they should approach the Head of the Junior Department (ATR) or the Head of the Senior Department (STR) or the Head of PSHE (RA) to discuss this in more detail.

A separate, statutory component of health education includes teaching about ‘the changing adolescent body’ where children learn key facts about puberty and the changing adolescent body, particularly, from age 9 through to 11, including physical and emotional changes. They also learn about menstrual well-being including the key facts about the menstrual cycle.

Lessons are tailored to the maturity of children and delivered in an age-appropriate manner. Trevor-Roberts aims for these lessons to be inclusive and supportive, providing a safe space for children to ask questions and voice any worries they may have (e.g. using an anonymous questions box), within the limits of confidentiality and with supporting ground rules. RSE is taught by the Form Teachers in the Junior Department (Years 1 to 4) and by the English Teachers in the Senior Department up to Medius and Transitus (Year 6). In Secundus and Primus (Years 7 and 8), it is taught by the Head of PSHE.

Method of delivery, themes covered and responsibilities

Trevor-Roberts uses an integrative approach, with the Jigsaw PSHE curriculum as its foundation, which is both developmental and spiral in its nature. ‘Celebrating difference’ is covered in the second half of the Autumn Term, which explores key issues such as diversity and child-on-child relationships and raises specific awareness around themes of preventing bullying behaviour. Relationships and Sex Education is covered within the ‘Relationships’ and ‘Changing Me’ topics in the Summer Term respectively. Teachers provide their lessons from a core of key resources to enrich teaching and learning, while ensuring the statutory requirements set out by the DfE for Relationships Education are met (See Appendix 1). Guidance is also taken from the DfE on Health Education and referred to here specifically for Sex Education planning. Trevor-Roberts is a member of the PSHE Association which provides additional support and resources for teachers.

The Head of PSHE has overall responsibility for the design and delivery of the PSHE curriculum in consultation with The Director of Studies and both Headteachers. The Head of PSHE is responsible for liaising with form teachers, English teachers, science teachers and all those involved in the delivery of RSE regarding curriculum changes and lesson support.

From Key Stage 1, pupils are taught the correct anatomical name for all parts of the body. Using this vocabulary is important for all pupils as it helps build a positive body image and opens the door for an honest, open dialogue on any questions they may have about their bodies.

From Year 3 we begin to teach more about the parts of the body and how they work and in Year 4 we begin to introduce puberty. By the end of Year 6, we ensure that all children understand the changing adolescent body i.e. puberty (including menstruation and how it affects women) and have learned about sex education i.e. how a baby is conceived, develops and is born. Any parent wishing to withdraw their child from specific lessons about sex education should approach the Head of the Junior Department (ATR) or the Head of the Senior Department (STR) or the Head of PSHE (RA) to discuss further.

Whole School RSE Curriculum Content Overview

JIGSAW: Year 1 & Year 2: Octavus & Septimus

(Delivered by CWW/EZ)

‘Celebrating Difference’

Year 1

Similarities and difference

Understanding bullying and knowing how to deal with it

Making new friends

Celebrating difference in everyone


Year 1

Belonging to a family

Making friends/being a good friend

Physical contact preferences

People who help us

Qualities as a friend and person


Being a good friend to myself

Celebrating special relationship

‘Changing Me’

Year 1

Life cycles – animal and human

Life cycles in nature

Growing from young to old

Increasing independence

Differences between female and male bodies (correct terminology)

Coping with changes

Year 2

Assumptions and stereotypes about gender

Understanding bullying

Standing up for self and others

Making new friends

Celebrating difference and remaining friends

Year 2

Different types of families

Physical contact boundaries

Friendship and conflict


Trust and appreciation

Expressing appreciation for special relationships

Year 2

Changes in me

Changes since being a baby

Changes in female and male bodies (correct terminology)

JIGSAW: Year 3 & Year 4: Sextus & Quintus

(Delivered by JDSQ/RA)

‘Celebrating Difference’

Year 3

Families and their differences

Family conflict and how to manage it

Witnessing bullying and how to solve it

Recognising how words can be hurtful

Giving and receiving compliments


Year 3

Family roles and responsibilities

Friendship and negotiation

Keeping safe online and who to go to for help

Being a global citizen

Being aware of how my choices affect others

Awareness of how other children have different lives

Expressing appreciation for family and friends

‘Changing Me’

Year 3

How babies grow

Understanding a baby’s needs

Outside body changes

Inside body changes

Family stereotypes

Challenging my ideas

Year 4

Challenging assumptions

Judging by appearance

Accepting self and others

Understanding influences

Understanding bullying


Identifying how special/unique everyone is

First impressions

Year 4


Love and loss

Memories of loved ones

Getting on and falling out

Girlfriends and boyfriends

Showing appreciation to people and animals

Year 4

Being unique

Having a baby

Girls and puberty

Confidence in change

Accepting change

JIGSAW: Year 5:
Quartus & Tertius

(Delivered by TW/SL)

‘Celebrating Difference’

Year 5

Cultural differences and how they can cause conflict


Rumours and name-calling

Types of bullying


Year 5

Self-recognition and self-worth

Building self-esteem

Safer online communities

Rights and responsibilities online

Online gaming and gambling

Reducing screen time

Dangers of online grooming

SMART internet safety rules

‘Changing Me’

Year 5

Self and body image

Influence of online and media on body image

Puberty for girls

Puberty for boys

Conception (including IVF)

Growing responsibility

Coping with change

JIGSAW: Year 6:
Medius & Transitus

(Delivered by RL/RV/BD)

‘Celebrating Difference’

Year 6

Perceptions of normality

Understanding disability

Power struggles

Understanding bullying


Difference as conflict

Difference as celebration



Year 6

Mental health

Identifying mental health worries and sources of support

Love and loss

Managing feelings

Power and control


Technology safety

Take responsibility with technology use

‘Changing Me’

Year 6


Body image

Puberty and feelings

Conception to birth

Reflections about change

Physical attraction

Respect and consent



Transition to Senior School

JIGSAW: Year 7:

(Delivered by RA)

‘Celebrating Difference’

Year 7


Prejudice and discrimation

Equality Act



Challenging negative behaviour and attitudes


Year 7

Characteristics of healthy relationships

Healthy romantic relationships


Relationships and change

Emotions within friendships

Being discerning



‘Changing Me’

Year 7

Puberty changes

FGM & breast flattening

Responsibilities of parenthood

Types of committed relationships

Media and self-esteem


Brain changes in puberty

Sources of help and support

JIGSAW: Year 8:

(Delivered by RA)

‘Celebrating Difference’

Year 8

Positive change made by others

How positive behaviour affects feelings of wellbeing,

Social injustice,


Community cohesion and support


Race and religion





Year 8

Positive relationship with self

Social media and relationship with self

Negative self-talk

Managing a range of relationships

Personal space

Online etiquette

Online privacy and personal safety


Unhealthy balance of power in relationships

Sources of support

‘Changing Me’

Year 8

Types of close intimate relationships

Physical attraction

Legal status of relationships

Behaviours in healthy and unhealthy romantic relationships



Alcohol and risky behaviour

Additionally, online safety and safe online behaviour is taught in ICT lessons (and some PSHE lessons). Outside the curriculum, children are reminded regularly about online safety especially when using social media. This is addressed in assemblies and when online issues arise, it is dealt with in class and/or tutor groups.

Talks and workshops led by experts are organised for pupils and parents. These have covered online safety, healthy relationships, consent and sexualised behaviour in teenagers.

Monitoring and evaluation

The school is committed to monitoring and evaluating the effectiveness of its RSE Programme and uses a range of approaches, including assessment of the pupils’ knowledge and understanding, pupil feedback, staff training and review, and an open dialogue with the parents.

Children’s learning in PSHE is assessed as part of the Jigsaw programme, and as any other curriculum area would be, although the outcomes from PSHE are often identified through discussion, role-play and reflection, as well as facts and knowledge.

Teachers work together in year group ‘working hubs’ to share ideas and support each other in good practice, including observing each other’s lessons and taking part in training and developing and improving ways of assessing. Consideration is also given to the unique nature of assessment in RSE (and PSHE overall), and we use the assessment model promoted by Jigsaw and the PSHE Association.

When parents and carers are informed of upcoming teaching of sensitive topics, they have the opportunity to provide feedback and ask questions on the content of the course. Although all feedback and views are listened to, ultimately the curriculum is decided by the school.

The curriculum must be adapted to meet the needs and interests of children and we respond to local, national and international incidents as appropriate. Pupils are asked to give feedback informally and to suggest additional topics they would like to learn about in RSE, in the form of discussions and Pupil Voice surveys.

The policy and syllabus are available to all staff, including support staff. Opportunities are created to include all staff in curriculum content, such as early morning staff meetings, which ensures that the wider staff body are aware of what is being taught so that they are prepared to support the emotional needs of pupils in their care.

Before teaching the RSE curriculum, the Head of PSHE provides a briefing to those teaching it. Staff are informed that, should any pupils make a safeguarding disclosure, they must follow the school’s safeguarding policy and report this to the DSL (Wendy Burton).

Teaching about LGBT+

In the teaching of RSE, staff are aware of the requirement to ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. Staff are aware of the Equality Act (2010) and the ‘protected characteristics’, which includes faith, gender, gender reassigment and sexual orientation and this will be reflected in the teaching of RSE which will be at age appropriate stages.

Teachers present the RSE curriculum with an objective, respectful and inclusive approach so that inclusion and diversity are fully integrated into the programme of study, rather than delivered as a standalone lesson. Also, while being respectful and inclusive, the school does not actively encourage the children to (over) question their sexual identity at this stage of their development. They are also aware of the school’s duty to promote fundamental British values, notably in this context, respect and tolerance.

Special Educational Needs and Disabilities (SEND)

Relationships Education, RSE and Health Education must be accessible for all pupils. This is particularly important when planning to teach pupils with special educational needs and disabilities. High-quality teaching is differentiated and personalised to ensure accessibility and we are mindful of the ‘preparing for adulthood’ outcomes, as set out in the SEND code of practice.

The school recognises that pupils with SEND may need more help than others in coping with the physical and emotional aspects of growing up; they may also need more help in learning what sorts of behaviour are and are not acceptable. Staff understand that certain aspects of SEND may make a pupil more vulnerable to abuse and, in this context, will take care to ensure that, in a manner commensurate with their understanding, pupils are supported to build greater resilience.

Parental rights and consultation

Parents and carers will be kept informed of any significant changes or updates to the RSE curriculum. They will be informed in advance by email of the introduction of sensitive topics so they have a chance to discuss these with their children if they wish.

At the beginning of the academic year, parents and carers of children are emailed a copy of the ‘Curriculum Overview’ of their child’s PSHE learning for the year ahead. At the start of each term parents and carers of children are emailed a copy of the ‘Knowledge and Skills Progression’ along with questions for family discussion based on the contents of the curriculum.

At the beginning of the Summer Term, parents and carers of children are emailed with details of the planned RSE lessons and an overview of what will be covered. Parents and carers have the opportunity to respond and ask questions.

Parents and carers have been consulted with regard to the RSE policy. After each significant policy change or update, parents are sent a copy and invited to comment on the school’s proposed amendments and RSE strategy.

On joining the school and annually thereafter, parents and carers are required to sign an Acceptable Use Agreement which outlines the school’s Online Safety Policy and the school’s expectations regarding internet use.

Parental right to excuse their child from aspects of RSE

Parents and carers have the right to withdraw their child from certain aspects of the lessons delivered as part of RSE. Parents may not withdraw their child from any aspect of Relationships Education. However, following discussion with the school, parents may withdraw their child from any or all aspects of Sex Education, or Sex Education delivered as part of statutory Relationships and Sex Education that go beyond the National Curriculum for Science. Where pupils are withdrawn, the school will document the process and will ensure that the pupil receives appropriate, purposeful education during the period of withdrawal.

At the end of each academic year, parents are invited to take part in a Parents’ Survey as a way of giving feedback on their child’s PSHE learning over the year.

This policy will be reviewed by October 2023.
It will be reviewed by the Head of PSHE (Rosanne Awadalla)
Next review date October 2024

This will ensure that it continues to meet the needs of pupils, staff and parents and carers, and that it is in line with current DfE advice and guidance.

APPENDIX 1: DfE Statutory RS(H)E Whole School Guidance

By the end of Medius/Transitus (KS2) pupils should know:

Relationships education

Families and people who care for me

Pupils should know:

  • 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.

Caring friendships

Pupils should know:

  • 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 interest 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.

Respectful relationships

Pupils should know:

  • 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.

Online relationships

Pupils should know:

  • 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 are shared and used online.

Being safe

Pupils should know:

  • 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) who they do not know.
  • How to recognise and report feelings of being unsafe or feeling bad about an 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.

Health education

Changing adolescent body

Pupils should know:

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

By the end of Primus (KS3) pupils should know:

Relationships education


Pupils should know:

  • That there are different types of committed, stable relationships.
  • How these relationships might contribute to human happiness and their importance for bringing up children.
  • What marriage is, including their legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony.
  • Why marriage is an important relationship choice for many couples and why it must be freely entered into.
  • The characteristics and legal status of other types of long-term relationships.
  • The roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting.
  • How to: determine whether other children, adults and sources of information are trustworthy: judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others’ relationships); and, how to seek help or advice, including concerns about others, if needed.

Respectful relationships, including friendships

Pupils should know:

  • The characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship.
  • Practical steps they can take in a range of different contexts to improve or support respectful relationships.
  • How stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice).
  • 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 people in positions of authority and due tolerance of other people’s beliefs.
  • About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help.
  • That some types of behaviour within relationships are criminal, including violent behaviour and coercive control.
  • What constitutes sexual harassment and sexual violence and why these are always unacceptable
  • The legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal.

Online and media

Pupils should know:

  • Their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online.
  • About online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.
  • Not to provide materials to others that they would not want shared further and not to share personal material which is sent to them.
  • What to do to get support to report material or manage issues online.
  • The impact of viewing harmful content.
  • That specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners.
  • That sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail.
  • How information and data is generated, collected, shared and used online.

Being safe

Pupils should know:

  • The concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships
  • How people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts, including online).

Intimate and sexual relationships, including sexual health

Pupils should know:

  • How to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship.
  • That all aspects of health can be affected by choices they make in sex and relationships, positively or negatively, e.g. physical, emotional, mental, sexual and reproductive health and well-being.
  • That there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure and not pressuring others.
  • That they have a choice to delay sex or to enjoy intimacy without sex.
  • The facts about the full range of contraceptive choices, efficacy and options available.
  • The facts around pregnancy including miscarriage.
  • That there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help).*
  • How the different sexually transmitted infections (STIs), including HIV/AIDs, are transmitted, how risk can be reduced through safer sex (including through condom use) and the importance of and facts about testing.*
  • About the prevalence of some STIs, the impact they can have on those who contract them and key facts about treatment.*
  • How the use of alcohol and drugs can lead to risky sexual behaviour.
  • How to get further advice, including how and where to access confidential sexual and reproductive health advice and treatment.

*Upper KS3: Covered in more detail in Year 9 (i.e. beyond Primus)

Health education

Changing adolescent body

Pupils should know:

  • Key facts about puberty, the changing adolescent body and menstrual well-being.
  • The main changes which take place in males and females, and the implications for emotional and physical health.