Relationships, Sex and Health Education Policy

Policy details

• Date approved -
• Applicable from- 01/09/2026
• Next review date - 01/07/2027
• Policy owner - Co-op Academy Smithies Moor

Co-op Academy Smithies Moor

Leeds Old Road, Heckmondwike, West Yorkshire, WF16 9BB

01924 326708

smit-office@coopacademies.co.uk  

https://www.smithiesmoor.coopacademies.co.uk/ 

Contents

1. Aims        2

2. Statutory requirements        2

3. Policy development        3

4. Definition        3

5. Curriculum        3

6. Delivery of RSE        4

7. Use of external organisations and materials        7

8. Roles and responsibilities        8

9. Parents’ right to withdraw        9

10. Training        9

11. Monitoring arrangements        9

Appendix 1: Curriculum map        10

Appendix 2: By the end of primary school pupils should know        11

Appendix 3: Parent/carer form requesting their child’s withdrawal from sex education within RSE        21

Appendix 4: Supporting parents to speak to their children about sex education        22

1. Aims

The aims of relationships and sex education (RSE) 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, and cultivate positive characteristics such as kindness and integrity, rooted in the Co-op Ways of Being 
• Create a positive culture around issues of sexuality and relationships
• Teach pupils the correct vocabulary to describe themselves and their bodies

2. Statutory requirements

As a primary academy, we must provide relationships education to all pupils under section 34 of the Children and Social Work Act 2017.

We don’t have to follow the National Curriculum, but we are expected to offer all pupils a curriculum that is similar to the National Curriculum including requirements to teach science. This would include the elements of sex education contained in the science curriculum.

In teaching RSE, we’re required by our funding agreements to have regard to guidance issued by the secretary of state, as outlined in section 403 of the Education Act 1996, which is applicable to mainstream and special schools. 

We also have regard to legal duties set out in:

• Sections 404 to 407 of the Education Act 1996
• Part 6, chapter 1 of the Equality Act 2010
• The Public Sector Equality Duty (PSED) (as set out in section 149 of the Equality Act 2010). This duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities

At Co-op Academy Smithies Moor, we teach RSE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, pupils and parents/carers. The consultation and policy development process involved the following steps:

1. Review – a central trust working group reviewed all relevant information including relevant national and local guidance

2. Approval – the template policy was approved by the trustees

3. Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations

4. Parent/stakeholder consultation – parents/carers and any interested parties were invited to attend a meeting about the policy

5. Pupil consultation – we investigated what exactly pupils want from their RSE

4. Definition

For the purpose of this policy:

RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

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

5. Curriculum

Our RSE curriculum is set out as per Appendices 1 and 2, but we may need to adapt it as and when necessary.

We have developed the curriculum in consultation with parents and carers, pupils and staff, and taking into account the age, developmental stage, needs (such as cultural and religious needs) and feelings of our pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so that pupils are fully informed and don’t seek answers online.

We will share all curriculum materials with parents and carers on request.

Aspects of the curriculum underpinned by law:

It is important for secondary pupils to know what the law says about certain topics covered in RSE, particularly in relation to the law and young people. This will help pupils identify what is right and wrong, and can provide a foundation of knowledge for deeper discussion. These topics include, but are not limited to:

• Marriage, including forced marriage and civil partnerships
• Consent, including the age of consent
• Domestic abuse, stalking, rape, sexual offences, female genital mutilation (FGM), ‘virginity testing’ and hymenoplasty
• Sexual abuse, harassment and exploitation, including public sexual harassment and harmful sexual behaviour
• Online behaviours including image and information sharing (including sexual imagery, youth-produced sexual imagery and including AI-generated sexual imagery and deepfakes). Pupils should understand the law about online sexual harassment and online sexual abuse, including grooming and sextortion
• Pornography
• Abortion
• The protected characteristics
• The age of criminal responsibility

For more information about our RSE curriculum, see Appendices 1 and 2.

We may amend our curriculum content to respond to the needs and context of our pupils, to discuss issues affecting them in an age-appropriate manner. We will inform parents and carers of any deviation from our published policy in advance, and share any relevant materials on request.

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

Across our school, we will also be mindful of the law and legal requirements, taking care not to condone or encourage illegal activity, such as violent action against people, criminal damage to property or hate crime.

6. Delivery of RSE

Our RSE curriculum is set out as per Appendix 1, but we may need to adapt it as and when necessary.

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

The focus of our curriculum is on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.

This starts with pupils being taught about what a relationship is, what friendship is, what family means and who the people are who can support them. Starting in the Early Years, children are taught how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy. Establishing personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact – beginning to understand the role of consent, trust and mutual respect.

Respect for others is taught in an age-appropriate way, in terms of understanding the child’s own and others’ boundaries in play, in negotiations about space, toys, books, resources and so on.  

From the beginning, teachers talk explicitly about the features of healthy friendships, including online, family relationships and other relationships which young children are likely to encounter. Drawing attention to these in a range of contexts enables children to form a strong early understanding of the features of relationships that are likely to lead to happiness and security. This will also help them to recognise any less positive relationships when they encounter them. Pupils have opportunities to discuss the difference between being assertive and being controlling, and the difference between being kind and neglecting your own needs.

The principles of positive relationships also apply online as we know many of our children will be using the internet independently. When teaching relationships content, teachers address online safety and appropriate behaviour in a way that is relevant to pupils’ lives. Teachers include content on how information and data is shared and used in all contexts, including online; for example, sharing pictures, understanding that many websites are businesses and how sites may use information provided by users in ways they might not expect. Teaching about online safety within RSHE also includes: online relationships, peer pressure and influence, harmful content exposure and knowing when/how to seek help.

Teaching about families requires sensitive and well-judged teaching based on knowledge of our children and their circumstances. Families of many forms provide a nurturing environment for children. (Families can include for example, blended families, single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures.) We do not stigmatise children based on their home circumstances and needs, and we reflect sensitively that some children may have a different structure of support around them; e.g. looked after children or young carers.  

We want to support children to develop the necessary characteristics and attributes that will give them the ability to form strong and positive relationships with others. We want children to be resilient and have self-belief, which will support them to persevere through difficult challenges and work towards their long-term goals. Alongside understanding the importance of self-respect and self-worth, we want children to develop personal attributes such as honesty, integrity, courage, humility, kindness, generosity, trustworthiness and a sense of justice. This can be achieved in a variety of ways including providing children opportunities to undertake social action, active citizenship and voluntary or charitable service to others locally or more widely.  

RSE also creates an opportunity to enable pupils to be taught about positive emotional and mental wellbeing, including how friendships can support mental wellbeing. We teach children what a stereotype is, how stereotypes can be unfair, negative, destructive or lead to bullying, and how to challenge a stereotype.

Through RSE, we teach children the knowledge they need to recognise and to report abuse, including emotional, physical and sexual abuse. This is delivered by focusing on boundaries, consent and privacy, ensuring that children understand that they have rights over their own bodies. This also includes understanding boundaries in friendships with peers and also in families and with others, in all contexts, including online.

Children are also taught how to seek help when needed, including when they are concerned about violence, harm or when they are unsure who to trust. We want to balance teaching children about making sensible decisions to stay safe (including online) whilst being clear it is never the fault of a child who is abused and why victim blaming is always wrong. These subjects complement Health Education and as part of a comprehensive programme and whole school approach, this knowledge can support safeguarding of children.

We are aware that effective RSE, which brings an understanding of what is and what is not appropriate in a relationship, can lead to a disclosure of a child protection issue. Teachers must always refer to the designated safeguarding lead (DSL) if a disclosure is made.

We base our curriculum on the ‘Jigsaw PSHE’ published curriculum. The chosen content prepares pupils well for their next stage and for adulthood. We have planned carefully to ensure pupils build their knowledge in a logical, progressive sequence. We have analysed local need and supplemented the ‘Jigsaw PSHE’ curriculum where relevant.

For more information about our curriculum, see our curriculum map in Appendix 1.

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

The school will make sure that:

• Core knowledge is sectioned into units of manageable size
• The required content is communicated to pupils clearly, in a carefully sequenced way and within a planned scheme of work; key content is repeated to deepen understanding and support pupils to remember important knowledge
• Teaching includes sufficient and well-chosen opportunities and contexts for pupils to embed new knowledge, so that it can be used confidently in real-life situations

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, kind relationships
• Online safety and awareness
• Being safe

At Co-op Academy Smithies Moor, we follow guidance that recommends that primary schools teach sex education in Years 5 and 6, in line with content about conception and birth in the science curriculum, but this is not compulsory. We will share all curriculum materials with parents and carers upon request.

Primary sex education will focus on:

• Preparing boys and girls for the changes that adolescence brings
• How a baby is conceived and born

Throughout each year group we will use appropriate material to assist learning, such as:

• Diagrams
• Videos
• Books
• Games
• Discussions and practical activities

Teachers will make sure that all pupils’ views are listened to, and will encourage them to ask questions and engage in discussion. Teachers will answer questions sensitively, honestly and appropriately for the age of the pupils.

The school will make sure that all teaching and materials are appropriate for the ages and needs of the pupils including any additional needs, such as special educational needs and disabilities (SEND).

We will make sure that any agency and any materials used are age-appropriate and that they cover all of the content we have a statutory responsibility for, as well as other key topics that we deem appropriate.

Delivery of RSHE is monitored as part of our ongoing cycle through:

• Action planning shared by Senior Leaders;
• Monitoring evidence shared by Senior Leaders and Curriculum Leaders;
• Shared school targets from SLT through the Academy Annual Development Plan.
• Planning scrutinies;
• Learning walks and observations;
• Pupil interviews;
• Book scrutinies;
• Reviews of displays and learning environments.

Pupils’ development in RSHE is monitored by class teachers as part of our internal assessment systems.

For more information about our RSE curriculum, see Appendices 1 and 2.

1.  Inclusivity

We will teach about these topics in a manner that:

• Considers how a diverse range of pupils will relate to them
• Is sensitive to all pupils’ experiences
• During lessons, makes pupils feel:

• Safe and supported
• Able to engage with the key messages

We will also:

• Make sure that pupils learn about these topics in an environment that’s appropriate for them, for example in:

• A whole-class setting
• Small groups or targeted sessions
• 1-to-1 discussions
• Digital formats

• Give careful consideration to the level of adaptation needed

2.  Use of resources

We will consider whether any resources we plan to use:

• Are aligned with the teaching requirements set out in the statutory RSE guidance
• Would support pupils in applying their knowledge in different contexts and settings
• Are age-appropriate, given the age and maturity of the pupils
• Are evidence-based and contain robust facts and statistics
• Fit into our curriculum plan
• Are from credible sources
• Are compatible with effective teaching approaches
• Are sensitive to pupils’ experiences and won’t provoke distress  

We will make sure that when we consult parents/carers we provide examples of the resources that the school plans to use.

7. Use of external organisations and materials

We will make sure that an agency and any materials used are accurate, age and stage appropriate and unbiased and in line with our legal duties around political impartiality.

We will:

• Make appropriate checks and engage with external agencies to make sure that their approach to teaching about RSE is balanced, and it and the resources they intend to use:

• Are age-appropriate
• Are in line with pupils’ developmental stage
• Comply with:

• This policy
• The Teachers’ Standards 
• The Equality Act 2010 
• The Human Rights Act 1998 
• The Education Act 1996 

• Only work with external agencies where we have full confidence in the agency, its approach and the resources it uses
• Make sure that any speakers and resources meet the intended outcome of the relevant part of the curriculum
• Review any case-study materials and look for feedback from other people the agency has worked with
• Be clear on:

• What they’re going to say
• Their position on the issues to be discussed

• Ask to see in advance any materials that the agency may use  
• Know the named individuals who will be there, and follow our usual safeguarding procedures for these people
• Conduct a basic online search and address anything that may be of concern to us, or to parents and carers
• Check the agency’s protocol for taking pictures or using any personal data they might get from a session
• Remind teachers that they can say “no” or, in extreme cases, stop a session  
• Make sure that the teacher is in the room during any sessions with external speakers  
• Inform all external organisations that the school is legally obliged to share all content with parents and carers
• Make available all external materials with parents and carers

We won’t, under any circumstances:

• Work with external agencies that take or promote extreme political positions
• Use materials produced by such agencies, even if the material itself is not extreme
• Work with agencies who don’t allow their material to be shared with parents and carers

8. Roles and responsibilities

8.1 The Trust Board

The Trust Board will approve the RSE policy, and will delegate the responsibility for holding the headteacher to account for its implementation to the relevant Regional Director and CEO.

8.2 The headteacher

The headteacher is responsible for making sure that RSE is taught consistently across the school, for making all resources and materials available to parents and carers, and for managing requests to withdraw pupils from non-statutory components of RSE (see section 9).

8.3 Staff

Staff are responsible for:

• Delivering RSE in a way that is sensitive, high-quality and appropriate for each year group
• Modelling positive attitudes to RSE
• Monitoring progress by checking on and assessing pupils’ understanding of the intended curriculum
• Responding to the needs of individual pupils
• Responding appropriately to pupils whose parents/carers wish them to be withdrawn from the non-statutory components of RSE
• Modelling positive behaviour and avoiding language that might perpetuate harmful stereotypes, and being conscious of everyday sexism, misogyny, homophobia and stereotypes
• Reporting any safeguarding concerns or disclosures that pupils may make as a result of the subject content to the school’s designated safeguarding lead (DSL) Rob Dawson

Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher.

The Senior Leadership Team is responsible for leading RSE at Co-op Academy Smithies Moor.

8.4 Pupils

Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.

9. Parents’ right to withdraw

Parents/carers have the right to withdraw their child from the non-statutory components of sex education within RSE.

Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.

Alternative schoolwork will be given to pupils who are withdrawn from sex education.

10. Training

Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.

The headteacher will also invite visitors from outside the school to provide support and training to staff teaching RSE.

11. Monitoring arrangements

The delivery of RSE is monitored by the Senior Leadership Team through:

• Action planning shared by Senior Leaders;
• Monitoring evidence shared by Senior Leaders and Curriculum Leaders;
• Shared school targets from SLT through the Academy Annual Development Plan.
• Planning scrutinies;
• Learning walks and observations;
• Pupil interviews;
• Book scrutinies;
• Reviews of displays and learning environments.

Pupils’ development and knowledge in RSE is monitored by class teachers as part of our internal assessment systems.

This policy will be reviewed by the Trust central team on an annual basis, or when relevant guidance changes . At every review, the policy will be approved by the Trust Board.

Appendix 1: Curriculum map

Relationships, sex and health education curriculum map

Please follow the link below to find Jigsaw’s Relationships and Health Education Overview which we follow at Co-op Academy Smithies Moor.

https://www.smithiesmoor.coopacademies.co.uk/page/?title=Curriculum+Overview&pid=159

Appendix 2: By the end of primary school pupils should know

Relationships education: content to be covered by the end of primary 

Primary health and wellbeing: content to be covered by the end of primary

Appendix 3: Parent/carer form requesting their child’s withdrawal from sex education within RSE

Appendix 4: Supporting parents to speak to their children about sex education