Princeville Relationships, Sex and Health Education Policy 2026-27
Relationships, Sex and Health Education Policy
Policy details
- Date approved - July 2026
- Applicable from- 01/09/2026
- Next review date -
- Policy owner - Co-op Academy Princeville
Academy: Co-op Academy Princeville
Address: Willowfield Street, Bradford, BD7 2AH
Telephone Number: 01274 442164
Email Address: princeville@coopacademies.co.uk
Website Link : https://www.princeville.coopacademies.co.uk/
Contents
7. Use of external organisations and materials 7
8. Roles and responsibilities 8
9. Parents’ right to withdraw 9
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 Princeville, 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:
- Review – a central trust working group reviewed all relevant information including relevant national and local guidance
- Approval – the template policy was approved by the trustees
- Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations
- Parent/stakeholder consultation – parents/carers and any interested parties were invited to attend a meeting about the policy
- 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 primary 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:
Consent, including the age of consent; the protected characteristics; the age of criminal responsibility; female genital mutilation (FGM); marriage; sexual abuse and online behaviours including image and information sharing.
This will help to prepare them for secondary where they will explore these topics in more depth. 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
Relationships and Sex Education is an additional integral aspect of our curriculum and at Co-op Academy Broadhurst we seek to provide a safe, secure learning environment that enables children to develop the knowledge, understanding and skills to have positive and safe relationships with family, friends and online.
As part of our PSHE/RSE programme of study, children will be taught what a relationship is; the different types of relationships they might have e.g. with family members, friends, and other adults; the importance of healthy and secure relationships to wellbeing; what constitutes a healthy relationship, in person and online; how to set and observe appropriate boundaries in relationships; how to recognise when a situation is unsafe; strategies for
dealing with situations that they find uncomfortable or that are unsafe; and sources of help and advice. A summary of the key objectives for each year group is set out below.
Early Years Foundation Stage
In Early Years, PSED (Personal, Social and Emotional Development) is a prime area of learning therefore an integral aspect of daily planning, teaching and learning:
- Making relationships
- Self-confidence and self-awareness
- Managing feelings and behaviour
Relationship education is incorporated into these 3 main areas. Planning is child led to reflect the interests of the children and the needs of the school. Children take part in circle time and discuss topics and themes that are at their level. Teachers look at the core themes and take aspects of these to inform their planning. PSED is a fundamental building block in a child’s development and underpins the whole curriculum.
Key Stage One and Two
Key Stage One and Two RSE is incorporated into PSHE along with being referred to in a range of curriculum areas. It is however taught discretely in a one-hour lesson every fortnight, following the iMatters PSHE Curriculum. This follows the five core themes:
- Relationship and Sex Education
- Mental and Emotional Health
- Keeping Safe
- Healthy Lifestyles
- Living in the Wider World.
This curriculum has been specifically for the children of Manchester Schools. Children have the opportunity to form and share opinions, value differences, recognise feelings and emotions as well as identify what makes relationships healthy.
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
The guidance recommends that primary schools teach sex education in years 5 and/or 6, in line with content about conception and birth in the science curriculum, but it is not compulsory.
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 ake appropriate checks and engage with external agencies to make sure that their approach to teaching about RSHE is balanced and the resources they intend to use:
- Are age-appropriate
- Are in line with children’ developmental stage
- Comply with:
- This policy
- The Teachers’ Standards
- The Equality Act 2010
- The Human Rights Act 1998
- The Education Act 1996
We will consult parents on any changes to the RSHE policy and curriculum including inviting parents to view the resources used. Changes to the RSHE curriculum were consulted upon in July 2026.
The PSHE leader, curriculum leader and members of the senior leadership team will ensure that the curriculum delivery meets the expectations of parents and the academy through lesson visits, pupil voice and work sampling. This will also evaluate the impact of the learning.
For more information about our RSE curriculum, see Appendices 1 and 2.
- 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
- 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 and non-science 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 and non-science 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) Samantha Furniss
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. All teachers and HLTAs teach our RSE curriculum in their respective classes.
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 do not have the right to withdraw their child from relationships education.
Parents/carers have the right to withdraw their child from the non-statutory and non-science] 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 Claire Spivey (head of school) Samanatha FUrniss and Ashleigh Barrett Assistant headteachers) through planning scrutinies, learning walks and pupil voice.
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
Green units indicate a supplement to the SCARF curriculum to ensure a depth of coverage in key issues from KCSIE:
- Grooming
- Exploitation (CSE and CCE)
- Domestic abuse (inc Coercive and Controlling)
- FGM
- Stop and Search
Yellow units indicate SCARF resources that have been supplemented to address specific issues for the schools context including increased focus on key issues from KCSIE:
- Domestic Abuse (including coercive or controlling behaviour)
- Protected Characteristics (specifically focussed on LGBTQ+)
Nursery | Reception | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
Autumn 1 | Me and My Relationships Marvellous me I’m Special Families | Me and My Relationships What makes me special People close to me Getting help | Me and My Relationships Feelings Getting help Classroom rules Special people Being a good friend | Me and My Relationships Bullying and teasing Our school rules about bullying Being a good friend Feelings/self-regulation | Me and My Relationships Rules and their purpose Cooperation Friendship (including respectful relationships) Coping with loss | Me and My Relationships Healthy relationships Listening to feelings Bullying Assertive skills CSE/ Grooming: Alright Charlie (What could happen next?) after first section) | Me and My Relationships Feelings Friendship skills, including compromise Assertive skills Cooperation Recognising emotional needs CSE/ Grooming: Alright Charlie (Full Video) | Me and My Relationships Assertiveness Cooperation Safe/unsafe touches Positive relationships Forced Marriage Honour-Based Violence |
Autumn 2 | Valuing Difference Me and my friends Friends and families Including everybody | Valuing Difference Recognising and respecting diversity Being respectful and tolerant My community Same and different families and home boys | Valuing Differences Recognising, valuing and celebrating difference Developing respect and accepting others Bullying and getting help | Valuing Differences Being kind and helping others Celebrating difference People who help us Listening Skills | Valuing Differences Recognising and respecting diversity Being respectful and tolerant My community | Valuing Differences Recognising and celebrating difference (including religions and cultural difference) Understanding and challenging stereotypes | Valuing Differences Recognising and celebrating difference, including religions and cultural Influence and pressure of social media | Valuing Differences Recognising and celebrating difference Recognising and reflecting on prejudice-based bullying Understanding Bystander behaviour Gender stereotyping |
Spring 1 | Keeping Safe Safety indoors and outdoors What's safe to go in my body People who help to keep me safe. | Keeping Safe Keeping my body safe Safe secrets and touches People who help to keep us safe What's safe to go into my body (including medicines) Safe indoors and outdoors Listening to my feelings Keeping safe online | Keeping Safe Managing risk Decision-making skills Drugs and their risks Staying safe online | Keeping Safe Safe and unsafe secrets Appropriate touch Medicine safety | Keeping Safe Managing risk Decision-making skills Drugs and their risks Staying safe online | Keeping Safe Managing risk Understanding the norms of drug use (cigarette and alcohol use) Influences Online safety | Keeping Safe Managing risk, including online safety Norms around use of legal drugs (tobacco, alcohol) Decision-making skills | Keeping Safe Understanding emotional needs Staying safe online Drugs: norms and risks (including the law) |
Spring 2 Protected Characteristics | Rights and Respect Looking after myself Looking after others Looking after the environment | Rights and Respect Looking after my special people Looking after my friends Being helpful at home and caring for our classroom Caring for our world Looking after money | Rights and Respect Taking care of things Myself My money My environment | Rights and Respect Cooperation Self-regulation Online safety Looking after money – saving and spending | Rights and Respect Skills we need to develop as we grow up Helping and being helped Looking after the environment Managing money | Rights and Respect Making a difference (different ways of helping others or the environment) Media influence Decisions about spending money | Rights and Respect Rights and responsibilities Rights and responsibilities relating to my health Making a difference Decisions about lending, borrowing and spending Exploitation - County Lines (PCSO) | Rights and Respect Understanding media bias, including social media Caring: communities and the environment Earning and saving money Understanding democracy Stop and Search (Pol-Ed) |
Summer 1 | Being My Best I can keep trying I can do it! What does my body need?to grow? | Being My Best Bouncing back when things go wrong Yes, I can! Healthy eating Move your body A good night's sleep | Being My Best Growth MindsetHealthy eating Hygiene and health Cooperation | Being My Best Growth MindsetLooking after my body Hygiene and health Exercise and sleep | Being My Best Keeping myself healthy and well Celebrating and developing my skills Developing empathy | Being My Best Having choices and making decisions about my health Taking care of my environment My skills and interests Hate-crime (PCSO) | Being My Best Growing independence and taking responsibility Keeping myself healthy Media awareness and safety My community Exploitation (Pol-Ed) | Being My Best Growing independence and taking responsibility Keeping myself healthy Media awareness and safety My community |
Summer 2 | Growing and changing Growing and Changing in Nature When I was a Baby… Girls, Boys and Families Lifebase Workshop week My Body | Growing and Changing Seasons Life stages - plants, animals, humans Life Stages: Human life stage - who will I be? Where do babies come from? Getting bigger Me and my body - girls and boys Lifebase Workshop week My Body | Growing and Changing Getting help Becoming independent My body parts Taking care of self and others Lifebase Workshop week My Body | Growing and Changing Life cycles Dealing with loss Being supportive Growing and changing Privacy Lifebase Workshop week My Body | Growing and Changing Relationships Changing bodies and puberty Keeping safe Safe and unsafe secre t Lifebase Workshop week My Body | Growing and Changing Body changes during puberty Managing difficult feelings Relationships including marriage Lifebase Workshop week Puberty | Growing and Changing Managing difficult feelings Managing change How my feelings help keeping safe Getting help Lifebase Workshop week Puberty | Growing and Changing Coping with changes Keeping safe Body Image Sex education Self-esteem Relationships including marriage FGM Knife Crime (PCSO) Lifebase Workshop week Puberty/RSE |
Appendix 2: By the end of primary school pupils should know
Relationships education: content to be covered by the end of primary
TOPIC | PUPILS SHOULD KNOW |
Families and people who care for me |
|
Caring friendships |
|
Respectful, kind relationships |
|
Online safety and awareness |
|
Being safe |
|
Primary health and wellbeing: content to be covered by the end of primary
TOPIC | PUPILS SHOULD KNOW |
General wellbeing |
|
TOPIC | PUPILS SHOULD KNOW |
Wellbeing online |
|
TOPIC | PUPILS SHOULD KNOW |
Physical health and fitness |
|
TOPIC | PUPILS SHOULD KNOW |
Healthy eating |
|
TOPIC | PUPILS SHOULD KNOW |
Drugs, alcohol, tobacco and vaping |
|
TOPIC | PUPILS SHOULD KNOW |
Health protection and prevention |
|
TOPIC | PUPILS SHOULD KNOW |
Personal safety |
|
TOPIC | PUPILS SHOULD KNOW |
Basic first aid |
|
TOPIC | PUPILS SHOULD KNOW |
Developing bodies |
|
Appendix 3: Parent/carer form requesting their child’s withdrawal from sex education within RSE
TO BE COMPLETED BY PARENTS/CARERS | |||
Name of child | Class | ||
Name of parent/carer | Date | ||
Reason for withdrawing from sex education within relationships and sex education | |||
Any other information you would like the school to consider | |||
Parent/carer signature | |||
TO BE COMPLETED BY THE SCHOOL | |
Agreed actions from discussion with parents/carers | Include notes from discussions with parents/carers and agreed actions taken. |
