Bourne Avenue, Ranton, Stafford,
Staffordshire. ST18 9JU

Telephone: 01785 282228

Sex and Relationship Education (SRE)



The intent of sex and relationship education (SRE) at our school are to:

  • Provide a framework in which sensitive discussions can take place
  • Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
  • Help pupils develop feelings of self-respect, confidence and empathy
  • Create a positive culture around issues of sexuality and relationships
  • Teach pupils the correct vocabulary to describe themselves and their bodies

At All Saints, we are committed to providing a safe, welcoming, stimulating and challenging environment, where all children develop a love of learning and strive to reach their full potential within a Christian caring community, where individuals are respected and valued. The teaching and learning principles of RSE in our school aim to ensure that everyone feels represented, listened to, cared for and have their individual needs met, regardless of any characteristic they may have.

Statutory requirements

As a maintained primary school we must provide relationships education to all pupils as per section 34 of the Children and Social work act 2017.

However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum.

In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.


RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual development (in line with the science curriculum), healthy lifestyles, diversity and personal identity.

RSE involves a combination of sharing information and exploring issues and values.

RSE is not about the promotion of sexual activity.


We have developed the curriculum in consultation with parents, pupils and staff, taking into account the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don’t seek answers online.

Primary sex education will focus on:

  Preparing boys and girls for the changes that adolescence brings

  How a baby is conceived and born

For more information about our curriculum, see our curriculum map.

SRE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of SRE are taught within the science curriculum, and other aspects are included in religious education (RE).

Pupils will be taught in paired year groups on a rolling programme. These will be organised as follows: Nursery / Reception, Year 1 / Year 2, Year 3 / Year 4, Year 5 / Year 6. This approach will ensure that all content is age-appropriate.

Pupils in Year 5 and Year 6 also receive stand-alone puberty education sessions delivered by experienced members of staff. Where appropriate some elements of these sessions will be delivered in single sex groups.

Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

  Families and people who care for me

  Caring friendships

  Respectful relationships

  Online relationships

  Being safe

These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).

Parents’ right to withdraw

Parents do not have the right to withdraw their children from relationships education.

Parents have the right to withdraw their children from the non-science components of sex education within SRE.

Requests for withdrawal should be in person to the headteacher, who will explore and discuss the reasons behind such requests before deciding on the most appropriate course of action.

All Saints SRE Curriculum map

Foundation Stage


Me and My School Happy and Healthy Me Me in the World Me and My Safety Me and My relationships Me and Other People

Getting to know my school

  • Who is in my class
  • Adults in school
  • My classroom
  • The school building
  • Hand washing
  • Healthy eating
  • Teeth
  • Medicines
  • Being happy


  • School Council
  • New experiences in year 1
  • Summer holidays including safety in the wider world
  • Safety in the classroom
  • Safety in school
  • Safety in the playground
  • People who help us keep safe
  • Being a good friend
  • Who is in my family
  • Different types of family
  • Celebrating special events
  • Same and different
Suggested time to teach Autumn 1 Spring 2 Summer 2 Spring 1 Autumn 2 Summer 1


Key Stage 1

Me and My School Happy and Healthy Me Me in the World Me and My Safety Me and My relationships Me and Other People
Year 1

Class rules

School Council

  • Making choices
  • Compromise
  • Skills of a representative
  • Own skills in relation to School Council
  • Class meetings
My body
  • Parts of the body
  • Changing needs
  • Influences on health and wellbeing
  • Likes and dislikes
  • Consequences of choices
  • Emotional health

Pets and animals

  • Likes and dislikes
  • Right and wrong
  • Needs of animals
  • Fair and unfair
  • Human needs
  • Medicines
  • Identifying risks and ways to stop accidents happening
  • People who help us
  • Road safety – keeping safe near the road and in the car
  • Valuing themselves
  • Family – different types
  • Friendship skills
  • Good and bad friendships
  • Making choices
  • My identity
  • Groups belong to
  • Bullying
Year 2

Class rules

  • why have rules

School Council

  • How it works
  • Role of a representative
  • Class council meeting


  • Name feelings
  • Dealing with feelings including negative ones
  • Body parts
  • Personal hygiene
  • Spread of germs and diseases
  • Balanced diet
  • Healthy lunchbox

Local area

  • Positive and negatives of the local area
  • Discussion
  • Role in improving area


  • Sources of money
  • Uses of money
  • Keeping money safe
  • Making choices
Safe and unsafe:-
  • Things e.g. medicines and household substances
  • Places e.g. roads
  • People i.e. safe and unsafe touches, feeling comfortable/uncomfortable, secrets and surprises
  • Working together
  • Behaviour and impact on others
  • Resolving conflict
  • Teasing and bullying
  • Changing relationships
  • Similarities and differences between boys and girls
  • Different types of families
  • Race and religion


Key Stage 2

Me and My School Happy and Healthy Me Me in the World Me and My Safety Me and My relationships Me and Other People
Year 3
  • Class rules
  • New challenges
  • Valuing themselves
  • School Council
  • Balanced diet
  • Impact of healthy diet
  • Making choices
  • Managing money
  • Good value
  • Resource allocation
  • What is risk
  • Road Safety
  • Pressure
  • Safe and unsafe touches
  • What makes a good friend
  • Falling out
  • My identity
  • My community – school and local
  • Similarities and differences in community
Year 4
  • Class rules
  • Role of School Council rep
  • Jobs on the School Council
  • Class council
  • My strengths and weaknesses
  • What keeps me healthy?
  • What can make me ill – bacteria and viruses
  • Drugs – medicines and Tobacco
  • Good and bad habits
  • Rights and responsibilities
  • Rights of the Child
  • Jobs and duties
  • Safety in school
  • Responsibilities for my safety and the safety of others
  • E safety
  • Feelings of other people
  • Developing relationships
  • Different types of relationships
  • Puberty
  • Similarities and differences
  • Communities including Britain
  • Respect and tolerance
Year 5
  • My achievements
  • My goals
  • School Council rep
  • Class rules
  • Physical health
  • Emotional health
  • What can affect our health including the media
  • How will my body change as I grow up
  • How are laws made in the UK
  • Parliament
  • Public money
  • Personal money – loans, debt and interest
  • When do I feel unsafe
  • How can I deal with this
  • Pressure including peer pressure
  • Getting help
  • Puberty emotions
  • Anti social behaviour
  • Nature and consequence of bullying
  • Identities in the UK
  • Celebration of diversity
  • Racism
Year 6
  • Class rules
  • Opportunities and challenges of Y6
  • School Council
  • My contribution to my school
  • Body changes
  • Periods
  • Feeling during puberty
  • Media
  • Environment and Sustainability
  • Pressure groups and charities
  • Drugs – solvents and alcohol
  • Pressure related to drug use
  • Strategies for making decisions and saying no
  • Changing friendships and relationships
  • Diverse nature of UK
  • Life in other countries
  • Stereotypes
  • Challenging stereotypes

By the end of primary school pupils should know

Topic Pupils should know
Families and people who care about me
  • 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
  • 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 interests 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
  • 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
  • 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 is shared and used online
Being safe
  • What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
  • About the concept
  • 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) whom they do not know
  • How to recognise and report feelings of being unsafe or feeling bad about any 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

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"We are committed to creating a safe, welcoming, stimulating and challenging environment in which all the children develop a love of learning and strive to reach their full potential within a Christian caring community where individuals are respected and valued."

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