SRE Policy





The member of staff responsible for overseeing and reviewing this policy is

Miss Sarah Ford.


Date of Policy: September 2017


Date for Review: September 2018


The policy has been drawn up in consultation with all teaching staff, other school staff, parents, young people, governors, members of the wider school community and other agencies.


This policy is available on request to the entire school community. The policy is referred to in the school prospectus and in relevant areas of the curriculum. A copy of the policy will be found on the staff shared area and online.


What is sex and relationships education?

“It is a lifelong learning about physical, moral and emotional development. Effective SRE is essential if young people are to make responsible and well informed choices.”


Effective SRE can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables young people to make responsible and informed decisions about their health and wellbeing.

This policy is a working document which provides guidance and information on all aspects of SRE in the school for staff, parents/carers and governors.


Equal Opportunities Statement

The school is committed to the provision of SRE to all of its pupils. The programme aims to respond to the diversity of children’s cultures, faiths and family backgrounds.


This will be achieved by:

  • Generating a trusting, safe atmosphere where questions can be asked and answered openly and without embarrassment when appropriate.
  • Making SRE an important part of our PSHE programme and Science programme of study.
  • Using circle time and the setting of ground rules to enable trust, security and openness.
  • Providing information which is easily understood, relevant and appropriate to the age and maturity of the pupils.
  • Delivering the SRE programme by adults in conjunction with trained health professionals.


As part of the Foundation Stage, children will learn about the concept of male and female and about young animals. In ongoing PSHE work they develop skills to form friendships and think about relationships with others.


Key stage 1


Within Science, children will be able to:

  • Understand that animals, including humans, feed, move, grow and use their senses and reproduce
  • Recognise and compare the external parts of the bodies of humans.
  • Understand that humans and animals can produce offspring and these grow into adults.

Within PSHE:

  • Recognise similarities and differences between themselves and others and treat others with sensitivity
  • Identify and share their feelings with one another
  • Recognise safe and unsafe situations and identify someone they are able to talk to and trust.


Key Stage 2


Within Science, children will be able to:

  • Understand Life processes including nutrition, growth and reproduction
  • The main stages of the human life cycle, including the physical changes that take place at puberty, why they happen and how to manage them


Within PSHE:

  • Learn to express their opinions about relationships and bullying and to listen to and support others, including respecting other people’s viewpoints and beliefs.
  • 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 wellbeing of others.




SRE should not be delivered in isolation but firmly embedded in all curriculum areas, including Personal, Social Health Education (PSHE) and citizenship. SRE is normally delivered by class teachers in mixed gender groups other than when it is deemed more appropriate for topics to be covered in single sex groups. During year 5 and 6 appropriate and suitably experienced and/or knowledgeable visitors from outside school are invited to contribute to the delivery of SRE in school.






Dealing with questions

Both formal and informal SRE arising from pupils’ questions are answered according to the age and maturity of the pupil concerned.

  • Use specific ground rules for this work which will clarify boundaries for children/young people
  • Clarify that personal questions should not be asked
  • If a teacher doesn’t know the answer this should be acknowledged.
  • Clarify that pupils should not give out personal information in class but speak to someone they trust after the lesson, e.g. school nurse, teacher


Difficult questions:

  1. ‘Silly questions’: children are testing boundaries and have no interest in the answer. In this case, teachers will not answer questions, and explain that they are inappropriate.
  2. ‘Concerning questions’: these could possibly be indicative of safeguarding issues. In this case, teachers will follow the school safeguarding procedures.
  3. ‘Genuine questions’: the child has a genuine but age inappropriate question. In this case, the child’s question will be acknowledged, with a promise to return to it later. The class teacher will then consult with the child’s parents, and discuss if they would like to answer, or they want school to answer, in the case of the latter, it will be discussed with parents how much information they are happy for their child to have.


Specific Issues within SRE – Withdrawal

Parents/Carers have the right to withdraw their children from all or part of the sex and relationships education provided at school except for those parts included in statutory National Curriculum. Those parents/carers wishing to exercise this right are invited in to see the Head teacher who will explore any concerns and discuss any impact that withdrawal may have on the child.


Child protection and confidentiality

Teachers need to be aware that effective sex and relationship education, which brings an understanding of what is and is not acceptable in a relationship, may lead to disclosure of a child protection issue.


The staff member will inform the head teacher/designated child protection person in line with the child protection policy. A member of staff cannot promise confidentiality if concerns exist.


How will SRE be monitored and evaluated?

  • The input of visitors is monitored and evaluated by staff and pupils. This evaluation will inform future planning.
  • The policy will be monitored by the PSHE Coordinator, the head teacher and the governors.
  • The policy will be reviewed annually unless there is new legislation or guidance from the government.