Faraday Road, Welling, Kent DA16 2ET

0208 303 3839


Hook Lane Primary School

Encouraging Fearless Learners

Sex and Relationships Education


What is sex and relationships education?

Sex and relationships education (SRE) is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. It should equip children and young people with the information, skills and values to have safe, fulfilling and enjoyable relationships and to take responsibility for their sexual health and well-being.

SRE in context

A well designed SRE programme should make links with other topics such as emotional health, self-esteem and body image, and the association between alcohol, drugs and sexual behaviour. Cross-curricular links with subjects such as English, citizenship and RE, and ‘themed topics’ help provide a context for SRE. Children and young people also want SRE to relate to real life

Understanding Sex & Relationships Education: A Sex Education Forum briefing 2010


All schools must provide a balanced and broadly-based curriculum which:

  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life

Education Act 2002/Academies Act 2010


Defining spiritual, moral, social and cultural development

  1. The spiritual development of pupils is shown by their:

ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values

sense of enjoyment and fascination in learning about themselves, others and the world around them

use of imagination and creativity in their learning

willingness to reflect on their experiences.

  1. The moral development of pupils is shown by their:

ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England

understanding of the consequences of their behaviour and actions

interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

  1. The social development of pupils is shown by their:

use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds

willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

  1. The cultural development of pupils is shown by their:

understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others

understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain

knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities

interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Ofsted: School Inspection Handbook 2016


SRE is set within a wider legislative context. The 2006 Education and Inspections Act laid a duty on Governing Bodies ‘to promote the well-being of pupils at the school’. The duty came into effect in September 2007. Since that date, an equivalent requirement has been placed on new academies through their funding agreements.

Ensuring you meet legislative requirements through your SRE policy - Guidance on producing your school’s SRE policy PSHE Association 2013 as follows:


Maintained Schools


Required to have a broad and balanced curriculum

Required to have a broad and balanced curriculum

Must have regard to SRE Guidance 2000

Must have regard to SRE Guidance 2000

Sex education is compulsory as part of the statutory Science Curriculum

Sex education is not compulsory

Requirement to have up-to-date policy on SRE

There is no requirement


1 The role of the Head teacher is to:

1.1 Ensure the staff, parents and governors are informed about this SRE policy through school websites etc

1.2 Ensure that the policy is implemented effectively

1.3 Ensure that staff are given accredited training (e.g. LSCB), so that they can teach effectively about sex and relationships and handle any difficult issues with sensitivity

1.4 Liaise with external agencies regarding the school sex and relationships programme

1.5 Monitor the policy on a regular basis and report to governors, when requested on the effectiveness of the policy

1.6 Inform parents and carers about the schools sex and relationships education policy and answer any

     questions parents and carers may have about the sex and relationships education their child receives in

     school and be able to refer parents and carers to the appropriate health professional if necessary. 

2 The role of the Governing body is to

2.1 Inform and consult with parents about the Sex and Relationships Education policy.

2.2 Liaise with the Local Authority, Bexley NHS and external agencies so that the school’s policy is in line with the best advice available.

3 Role of the Coordinator

The Leadership Team share responsibility for the management of Sex Relationships Education and take a leading role in the organisation of whole school and year group events. The Coordinator ensures up to date resources are available and that staff have the opportunity to attend relevant training courses.

3 The role of the teacher and/or PSHE co-ordinator is to:

3.1 To follow and implement the PSHE scheme of work and to take note of National Curriculum and SRE guidance

3.2 To identify and address children’s educational needs relating to the SRE policy

3.3 To plan, deliver and assess SRE curriculum coverage

3.4 To liaise with the SRE coordinator, parents and carers, school nurses and external agencies, where appropriate

3.5 Take seriously any issue which parents and carers raise with teachers or governors about this  policy, or about the arrangements for sex and relationships education in the school

3.6 Inform parents and carers about the best practice known with regards to sex and relationships

education, so that the parents and carers can support the key messages being given to pupils at school

3.7 To enable the pupils to mature with confidence and understand the changes which happen to their bodies throughout puberty and beyond

3.8 Liaise with external agencies regarding the school sex and relationships programme

4 The role of the School Nurse:

There is an identified school nurse for every school in Bexley whose role is:

4.1 To support parents and carers, school staff and pupils in meeting the health needs of pupils to enable them to access their education.

4.2 To support and advise school teaching staff with the delivery and content of sex and relationships education as part of the PSHE curriculum.

  • To advise and support educators to ensure parents and carers understand the content of sex and relationships teaching to assure parents of the necessity of its teaching in order that;
  • their children mature with confidence
  • understand the changes which happen to their bodies throughout puberty and beyond

   5 The role of the parent or carer is to:

5.1 To enable their children to mature with confidence and understand the changes which happen to their bodies throughout puberty and beyond

The school is well aware that the role in pupil’s Sex and Relationships Education lies with parents and carers.  We wish to build a positive and supportive relationship with the parents and carers of our pupils through mutual understanding, trust and co-operation. 

6 The role of the pupils is to:

6.1 Behave in such a way as to help provide safe and open environment to facilitate discussion

6.2 Act with respect and sensitivity to discussions and others’ questions

6.3 Contribute to class discussion if comfortable to do so and evaluate lessons with regard to meeting their own needs


At Hook Lane Primary School we believe that Sex and Relationships Education should contribute to the spiritual, moral, social, mental and physical development of pupils and help to prepare them for the responsibilities and experiences of adult life.

Sex and Relationships Education is part of lifelong learning and we hope that with a solid foundation our pupils will develop the skills and confidence to enable positive discussion about sex and relationships as they get older.


We aim to ensure that all pupils:

  • Develop confidence in talking, listening and thinking about their own bodies, feelings and relationships
  • Can take care of themselves and can ask for help and support if necessary


Through the National Curriculum for Science we ensure that pupils are taught:

  • That humans and animals can produce offspring and these grow into adults

Through the PSHE and Citizenship curriculum we also ensure that pupils are taught:

  • Why families and friends are special, including different family structures (same sex parents, single parents, adopted, foster, step families, extended families etc.)
  • To identify, talk about and share feelings with others
  • To be aware that their feelings and actions have an impact on others and that they have some control over these
  • The basic rules for keeping safe and healthy
  • To recognise safe and unsafe situations, in every day life and the online world  
  • To use simple rules for dealing with strangers and for resisting pressure when they feel uncomfortable or at risk
  • To develop a knowledge of where to access support, advice and information within school and external agencies, where appropriate

Organisation and Methodology

At Hook Lane Primary School Sex and Relationships Education is taught through the National Curriculum for Science and is part of the school’s wider curriculum for Personal, Social, Health and Economic Education (PSHE) and Citizenship. The programme is tailored to the age and physical and emotional maturity of the pupils.  (Appendix 1)

Sex and Relationships Education is taught mainly in whole class groups in a variety of ways including through:

  • The National Curriculum for Science
  • Links with other subjects, particularly RE and English (speaking and listening)
  • Circle time, group discussions
  • Active involvement in projects or curriculum based events e.g. ‘Healthy Living Week’
  • Providing opportunities for pupils to interact and listen to visiting speakers and to ask relevant questions
  • E-Safety lessons


Science programmes of study: Key stages 1 - 3 These are the statutory programmes of study and attainment targets for science at key stages 1 to 3. They should be taught in England from September 2014.

Key stage 1  

Year 1 programme of study    Living things and their habitats

Pupils should be taught to:

  • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes.

Year 2 programme of study    Living things and their habitats

Pupils should be taught to:

  • notice that animals, including humans, have offspring which grow into adults
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Notes and guidance (non-statutory)

Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs.

The following examples might be used: egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. Growing into adults can include reference to baby, toddler, child, teenager, adult.

Pupils might work scientifically by: observing, through video or first-hand observation and measurement, how different animals, including humans, grow; asking questions about what things animals need for survival and what humans need to stay healthy; and suggesting ways to find answers to their questions.


Key stage 2

Year 3 programme of study    Living things and their habitats

Pupils should be taught to:

  • identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
  • identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Year 4 programme of study     Living things and their habitats

Pupils should be taught to:

  • describe the simple functions of the basic parts of the digestive system in humans
  • identify the different types of teeth in humans and their simple functions
  • construct and interpret a variety of food chains, identifying producers, predators and prey.

Year 5 programme of study    Living things and their habitats

Pupils should be taught to:

  • describe the changes as humans develop to old age.

Pupils should find out about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals.

They might observe changes in an animal over a period of time (for example, by hatching and rearing chicks), comparing how different animals reproduce and grow.

Notes and guidance (non-statutory)

Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty.

Pupils could work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.


Year 6 programme of study    Living things and their habitats

Pupils should be taught to:

  • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
  • describe the ways in which nutrients and water are transported within animals, including humans.

Notes and guidance (non-statutory)

Pupils should build on their learning from years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer questions that help them to understand how the circulatory system enables the body to function.

Pupils should learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body.

Assessment, record keeping, monitoring and evaluation

Teachers assess pupil’s understanding and progress by making observations during lessons and by evaluating work produced as part of the National Curriculum.

Sex and Relationships Education is monitored and evaluated through observations and staff discussions. Action for improvement is taken as appropriate (Appendix 3).

Equal Opportunities

  • Evaluating the extent to which the education provided by the school meets the needs of the range of pupils at the school including:

pupils who have disabilities

pupils who have special educational needs.

       And: how well leaders and governors promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics[1]), through their words, actions and influence within the school and more widely in the community

                                                                                                                       Ofsted: The inspection  Handbook Sept 2016


We use SRE to actively promote equal opportunities for all. Please refer to our Equal Opportunities Policy for further details.



Safeguarding is not just about protecting children from deliberate harm.

Safeguarding also relates to broader aspects of care and education, including:

  • children’s and learners’ health and safety and well-being, including their mental health
  • meeting the needs of children who have special educational needs or disabilities
  • the use of reasonable force
  • meeting the needs of children and learners with medical conditions
  • providing first aid
  • educational visits
  • intimate care and emotional well-being
  • online safety and associated issues
  • appropriate arrangements to ensure children’s and learners’ security, taking into account the local context


Ofsted: Inspecting safeguarding in Early Years, Education and Skills Settings August 2016

Sexual Exploitation and Abuse including:

  • Female Genital Mutilation (FGM)
  • Child sex abuse

For advice and support contact the designated teacher


Our Internet Agreement Policy and supervised use of the Internet, ensures that pupils are protected from exposure to inappropriate material.

As part of SRE, it is important that pupils recognise ways they could put themselves at risk through the use of technology. These can include risks to their emotional and physical wellbeing and safety and their personal reputation. It is important to explore the risks, the law as it pertains to the sharing and downloading of images and information and safe ways of sharing personal information, social networking, online dating and sharing images

Guidance on producing your school’s SRE policy PSHE Association 2013

Special Educational Needs

We provide SRE for all pupils regardless of their ability. Teachers provide learning opportunities matched to the individual needs of pupils (Appendix 4)


Resources for SRE are contained within the resources for PSHE and Citizenship. We ensure that all materials used are appropriate to the age and cultural background of the pupils.


Parental Involvement

We recognise that parents and carers are the key people in teaching their children about sex, relationships and growing up. The school is willing to provide advice and support for parents and carers as necessary.

Our school prospectus and information given at new parents’ meetings outlines our policy on Sex and Relationship Education and parents and carers are reassured that all questions of a sexual nature would be answered tactfully and in a manner appropriate to young pupils.

It is the responsibility of the school’s governing body to ensure that the policy is developed and is made available to parents and carers. Parents and carers have a right to withdraw their children (until the age of 19) from any school SRE taught outside the Science Curriculum. (See Appendix 2)

External agencies

We work closely with all external agencies and the school nurse team on all matters relating to Personal, Social and Health education; including SRE. Support is available from external agencies on:

  • Working with teachers to support the curriculum
  • Liaising with parents
  • Providing information on services available to parents and carers and or pupils
  • Providing confidential advice and support for the whole school community

Visiting speakers and theatre groups are often used to complement the school’s PSHE and Citizenship education programme.

A code of practice for working with external agencies has been developed and all visitors are provided with the necessary information to ensure the success of the input. All external agencies are asked for Disclosure and Barring Service(DBS) reference number.


We work closely and openly with parents and carers and it would only be in very exceptional circumstances that the school would have to handle information without parental and carers knowledge. However, should a pupil make a disclosure, i.e. the school’s safeguarding and child protection procedures, would be followed.

Note: This policy should be read in conjunction with the school’s Equal Opportunities, Safeguarding and Child Protection, PSHE, E-Safety, Anti Bullying, Behaviour and Spiritual, Moral, Social and Cultural Policies.


Date:     23.05.17     Review date:   May 2020




Consultation group:

Schools: Head teachers, Assistant Head teacher, PSHE teachers, Governor, Parent Support and KS3-4 pupils

External agencies: Bexley Youth Service, NHS Bexley Clinical Commissioning Group, Oxleas NHS Trust, Sexual Health & HIV Caldecot Centre, METRO Lewisham, Adolescent Health Kingston, Bexley Health Improvement


Appendix 1 – teaching strategies for Sex & Relationships Education                                

The following information on practical strategies for the teaching of Sex and Relationship Education has been taken from the DFE Sex and Relationship Education Guidance (Ref 0116/2000)

This guidance has been produced to enable staff to help pupils to develop confidence in talking, listening and thinking about sex and relationships.

Establishing ground rules

A set of ground rules will help to create a safe environment for discussions:

  • Nobody will have to answer a personal question
  • Nobody will be forced to take part in a discussion
  • Only correct names for body parts will be used
  • Meanings of words will be explained in a sensible and factual way

Distancing techniques

Teachers can avoid embarrassment and protect pupil’s privacy by always ‘depersonalizing’ discussions. Role play could be used to ‘act out’ situations.

Dealing with questions

Teachers should establish clear parameters of what is appropriate and inappropriate in a whole class setting:

  • If a question is too personal, the pupil should be reminded of the ground rules. If the pupil needs further support, the teacher should seek advice from the Head Teacher as to referrals to an appropriate person
  • If a teacher doesn’t know the answer to a question, it is important to acknowledge this, and to suggest that this will be researched and returned to later
  • If a question is too explicit, or is inappropriate for the whole class, or raises concerns about abuse the teacher should attend to it later on an individual basis
  • Any teacher who is concerned about the risk of sexual abuse should follow the school’s child protection procedures

Discussion and project learning

Research into what makes Sex and Relationships Education effective shows that discussion and topic work is beneficial to learning and that active learning is most effective when pupils are working in groups. The use of circle time/group discussions is suggested.


Reflection is crucial for learning as it encourages pupils to consolidate what they have learned and to form new understanding, skills and attitudes. Teachers can help pupils reflect on their learning by effective questioning such as:

  • What was it like taking part in the discussion today?
  • What did you learn from others, especially those who had a different experience or belief from your own?
  • What do you think you will be able to do as a result of this discussion?
  • What else do you need to think or learn about?



Appendix 2 – working with parents and carers


Working in partnership has proven to be very effective in parent or teacher groups, parent or governor groups, parent evenings or community-based meetings.  Clear aims and a planned structure for sessions with parents will make the meeting feel safe.  Although most parents want to talk to their children about sex and relationships, they often find it difficult and embarrassing and want schools to help them by providing good SRE. 


Can parents withdraw their children from SRE?

Parents do not have the right to withdraw their child from the SRE element of the National Science Curriculum.  Reproduction is often taught within science.  Further information on sex and relationships, skills development and values clarification are provided within PSHE and Citizenship.  Parents do have the right to withdraw their child from SRE provided within PSHE and Citizenship.

Your school needs to inform parents and carers about the procedures for requesting that their child is withdrawn, and these should be described in your policy.  Involving the whole school community in the development of the SRE policy and programme ensures that withdrawal is rare.


What do we say to parents who want to withdraw their child?

The PSHE and Citizenship Coordinator and/or a senior manager should invite the parent to talk through any concerns and look at the materials used in and aims of SRE.  This usually reassures, but if a parent does want to withdraw their child from SRE alternative arrangements will need to be made for the pupil.  It may also be appropriate to offer further support to parents.  Developing sex and relationships education in schools: Guidance and training activities for school governors, and information and training pack from the Sex Education Form and National Association of Governors and Managers provides a leaflet for parents.  Staff may look for support from the governing body in these potentially difficult situations.


If we consult with pupils what are they likely to tell us?

Children and young people tell us that their sex education is too little, too late and too biological and that the adults in their lives are too embarrassed or lack skills and knowledge.  Children and young people want SRE where they can talk about feelings and relationships have their questions answered in a straightforward way and explore ‘real life’ dilemmas. 



Appendix 3 - Assessment

Assessing, recording and reporting pupils’ achievement

Ofsted identified assessing and monitoring pupils’ learning as an area that needs further development.  Although there are no statutory assessment requirements, Ofsted’s suggested learning outcomes for SRE across each of the primary and secondary phases  provides a positive framework on which effective assessment of knowledge, skills and attitudes can be built.  Both pupils and teachers should be involved in monitoring and assessing learning.  Assessment is undertaken in relation to clear targets that are set for pupils in PSHE and Citizenship.

Schools required to keep records on all aspects of pupils’ development and annual school reports should include a section on PSHE and Citizenship.  If pupils keep a record of their progress, reporting on this aspect of the curriculum will be more effective.

For teachers, assessment provides an opportunity to ensure that

  • The learning objectives have been achieved.
  • Future learning needs arising from the session are addressed.
  • Planning for future years takes account of feedback.
  • Monitoring and assessment are important because for pupils they form an important part of the learning process.  Asking questions will help pupils to assimilate and understand what they have learnt and to identify future learning needs.


Pupils can undertake a range of activities that forms the basis of assessment.  Where possible, material can form the basis of a portfolio to record progress.  Pupils can undertake a range of individual, small and whole group activities.


Appendix 4 – Special educational needs


Mainstream schools and special schools have a duty to ensure that pupils with special educational needs and learning difficulties are properly included in sex and relationships education.  Sex and relationships education should help all pupils understand their physical and emotional development and enable them to make positive decisions in their lives.


Schools should ensure that pupils with special needs in mainstream schools receive sex and relationships education.  Teachers may find that they have to be more explicit and plan work in different ways in order to meet the individual needs of pupils with special educational needs or learning difficulties. Special schools will need to address the specific needs of their pupils.


All staff including ancillary staff, physiotherapists, nurses and carers as well as teachers should follow the school’s Sex and Relationships Education policy when working with pupils with special educational needs and learning difficulties.