Mission Statement:

We have collaborated as a school community at Chalkwell Hall Infant and Junior Schools to produce this policy which is firmly based on the DfE guidance document Sex and Relationship Education Guidance (ref DfEE 0116/2000).   In this document, it states that the objective of sex and relationship education is to ‘help and support young people through their physical, emotional and moral development.  A successful programme, firmly embedded in PSHE, will help young people learn to respect themselves and others and move with confidence from childhood through adolescence into adulthood.’


Ofsted also puts a greater emphasis on schools in their current framework to give pupils ‘preparation for life and work in Britain today, including in relation to personal development behaviour and welfare.’




Parents, learners, staff and governors have given their views as part of the creation of this policy and it will be reviewed annually to ensure that it remains up-to-date and relevant.  The formation of this policy also takes account of the current demographic of Chalkwell Hall Junior and Infant Schools.


We recognise that it is essential to take into account the differing views of our families towards Relationship and Sex Education with regards to background, culture and religion. This policy will compliment work in ICT, RE, PSHE and Citizenship and reference should be made to these relevant policy documents when necessary.


Aims and Objectives


Sex education is part of the Personal, Social and Health Education curriculum in our school.  While we use sex education to inform children about sexual issues, we do this with regard to matters of morality and individual responsibility, and in a way that allows children to ask and explore moral questions.


The PSHE Association in their document Sex And Relationships Education for the 21st Century has gathered national data reinforcing the importance of high quality Sex and Relationships Education stating:


  • Children and Young People want to learn about issues such as body confidence, love and sexual attraction, how to respond to peer pressure, and how to behave in a relationship. They also feel that they have a right to feel safe and healthy and that they need to understand the way their bodies and feelings change as they grow and develop.
  • 83% of parents and carers when surveyed in a 2013 NAHT survey said that they felt RSE should be taught in all schools.


We understand that it is our responsibility at Chalkwell Hall Junior School in partnership with parents to prepare our pupils for life beyond Primary school and to develop a curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences of later life.


With this in mind our main curriculum aims are to ensure that:


  • Children and young people’s views are actively sought to influence lesson planning and teaching.
  • It is relevant to pupils at each stage of their development.
  • It is taught by people who are trained and confident in talking about issues such as healthy and unhealthy relationships, equality, pleasure, respect, abuse, sexuality, gender identity, sex and consent.
  • It includes the acquisition of knowledge, the development of life skills and respectful attitudes towards others;
  • There is sufficient time to cover a wide range of topics, with a strong emphasis on relationships, consent, rights, responsibilities to others, negotiation and communication skills and accessing services;
  • It helps pupils to understand on and off-line safety, consent, violence and exploitation.
  • Is both medically and factually correct and treats sex as a normal fact of life.
  • Is inclusive of difference: gender identity, sexual orientation, disability, ethnicity, culture, age, faith or belief and other life experience.
  • It uses active learning methods and is rigorously planned, assessed and evaluated.
  • It promotes equality in relationships, recognises and challenges gender inequality and reflects girls’ and boys’ different experiences and needs.
  • It reflects the on-going views of parents and remains a partnership between home and school.


It contributes to:


  • A positive ethos and environment for learning.
  • Safeguarding Pupils (Children Act 2004), promoting their emotional wellbeing and improving their ability to achieve in school.
  • A better understanding of diversity and inclusion, a reduction in gender-based and homophobic prejudice.
  • Helping pupils keep themselves safe from harm, both on and off-line, enjoy their relationships and build confidence in accessing services if they need help and advice.
  • Reducing early sexual activity, teenage conceptions, sexually transmitted infections, sexual exploitation and abuse, domestic violence and bullying.




At Chalkwell Hall Infant School we mainly teach relationships and sex education through our personal, social and health education (PSHE) curriculum. However there are some cross curricular links; we also teach it through, e.g. P.E. where we discuss our own body and how exercise affects it and in ICT where e-safety is a fundamental part of this curriculum area.


In the Junior School we teach sex education through different aspects of the curriculum.  While we carry out the main relationships and sex education teaching in our personal, social and health education (PSHE) curriculum, we also teach some relationships and sex education through other subject areas (for example, science and PE), where we feel that they contribute significantly to a child’s knowledge and understanding of his or her own body, and how it is changing and developing.

In science lessons, teachers inform children about puberty and how a baby is born.  For this aspect of the school’s teaching, we follow the guidance material in the national scheme of work for science.  In Key Stage 2 we teach about processes and the main stages of the human life cycle in greater depth.

In line with the other Primary schools in the Borough we will also be using the Yasmine and Tom Curriculum Resources to teach the majority of lessons covering Relationship and Sex Education ensuring a consistent feed of information and skills into our local senior schools.  A summary of the areas covered at each stage using the Yasmine and Tom Resource at the Infant and Junior School level are outlined below:


Chalkwell Hall Infant School


Module 1 – ages 5 to 7


Introducing Yasmine and Tom

My Body – External body parts, internal body parts and keeping clean.

Life cycles – Different ages and looking after babies

Keeping safe – In the house, out and about and people who can help me

Feelings – Different emotions and what to do when we feel sad

Relationships – Different families and friends

Online Technology – Taking care online, who can help us?

Gender stereotypes – Similar and different and toys


Chalkwell Hall Junior School


Module 2 – ages 7 to 9


My Body –Sexual body parts male and female and keeping clean

Life cycles – growing up

Keeping safe – personal space and identifying risk; people who can help me

Feelings – Expressing and managing feelings

Relationships – What makes a good friend and getting on with your family

Online technology – photos of myself online; taking care online

Gender stereotypes/celebrating differences


Module 3 – ages 9 to 11


My body – puberty, periods and wet dreams

Life Cycles – How babies are made – sexual intercourse, assisted fertility, multiple births, how babies are born

Keeping Safe – saying no, good touch and bad touch, people who can help me

Feelings – Talking to others

Relationships – trust and peer pressure

On-line technology safety – Social networking and sending pictures, cyber-bullying

Gender Stereotypes – Sexual orientation, discrimination and equal opportunities


Where appropriate complimentary resources will be used to support pupils with their knowledge and understanding of Relationships and Sex Education. An opportunity to view these resources will be given to parents of Year 5 and 6 pupils before they are used.


The Role of Teachers:


Teaching staff at Chalkwell Hall Infant and Junior Schools understand that it is their role to prepare children to be able to engage in safe and positive relationships showing respect and understanding for different cultures and lifestyles and to reinforce a positive self-image.  It is also clear that teaching staff understand that they need to create a culture within their classrooms and the wider school setting where pupils feel safe to talk openly about their worries and feelings and those pupils remain properly informed of the changes and challenges they will face in their lives.


 The Role of the Headteacher:


It is the responsibility of the Headteachers of both schools to ensure that both staff and parents are informed about our Relationships and Sex Education Policy and that the policy is implemented effectively.  It is also the Headteachers’ responsibility to ensure that members of staff are given sufficient training so that they can teach effectively and handle any difficult issues with sensitivity. In the Junior school members of staff can withdraw from the teaching of sex education after consultation with the Headteacher. However they cannot withdraw from teaching the Science aspect of sex education and support must be put into place to help staff with any aspects of the scheme.


The Headteachers monitors this policy on a regular basis and reports to governors, when requested, on the effectiveness of the policy.


The Role of Governors:


The governing body monitors our relationship and sex education policy on a cycle of evaluation and review and makes amendments as appropriate.  The Governing Body gives serious consideration to any comments from parents about the Relationships and Sex Education programme, and makes a record of all such comments.  Governors require the Headteachers to keep a written record, giving details of the content and delivery of the relationships and sex education programme that we teach in our school.  We will ensure equality by ensuring that the school strives to do its best for all learners irrespective of their disability, educational needs, race, nationality, maternity, sex, gender, identity, sexual orientation or whether they are looked after children, and it will be the role of the governing body to review this policy regularly to check that we adhere to these objectives.


The Role of Parents:


The school is well aware that the primary role in children’s relationship and sex education lies with parents and carers.  We wish to build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust and co-operation.  In promoting this objective we:


  • inform parents about the school’s relationship and sex education policy and practice;
  • answer any questions that parents may have about the relationships and sex education of their child;
  • take seriously any issue that parents raise with teachers or governors about this policy or the arrangements for relationships and sex education in the school;
  • encourage selected parents to be involved in reviewing the school policy and making modifications to it as necessary.
  • inform parents about the best practice known with regard to relationships and sex education so that the teaching in school supports the key messages that parents and carers give to children at home. We believe that, through this mutual exchange of knowledge and information, children will benefit from being given consistent messages about their changing body and their increasing responsibilities.


Parents have the right to withdraw their child from all or part of the relationships and sex education programme that we teach in our schools.  If a parent wishes their child to be withdrawn from relationships and sex education lessons, they should discuss this with the Headteacher, and make it clear which aspects of the programme they do not wish their child to participate in.  The school always complies with the wishes of parents in this regard and will seek solutions so that pupils do not miss out on key aspects of their learning.


 The Role of Learners:


We will periodically seek the views of pupils regarding relationships and sex education and these views will be taken seriously in terms of the topics covered through our Sex and Relationships Scheme of work.  Annual assessments of pupil’s achievements and understanding in this area will be used to inform the next steps in their learning.




Teachers conduct sex education lessons in a sensitive manner and in confidence.  However, if a child makes a reference to being involved, or is likely to be involved in sexual activity, then the teacher will take the matter seriously and deal with it as a matter of child protection.  Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse.  If the teacher has concerns, they will draw their concerns to the attention of the Headteacher and child welfare officer.  (See also Safeguarding Children Policy).


Monitoring and Review


This policy will be reviewed annually to ensure that the programme of study continues to be fit for purpose and meets the needs of pupils growing up in 21st Century Britain.


Approved July 2019