Sex & Relationships Education Policy

Sex & Relationships Education Policy 

Sex and Relationships Education Policy


Policy Statement


Sex and Relationship Education (SRE) is a lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexual relationships and feelings (Sex Education Forum 1999).  The Chancery Education Trust believes that a Sex Education Programme is an educational entitlement of all pupils and that, by carefully considering our cross curricular programme and its delivery, we can play an important part in helping pupils prepare for the opportunities, responsibilities and experiences of adult life so that they may manage their lives in a responsible and healthy way.



The Trust has a statutory obligation to present a structured programme of Health and Sex Education to pupils, which will:

  1. encourage them to develop self-worth and self confidence
  2. enable them to play a full and responsible part in society


Policy in Practice

  • Sex and Relationship Education will be taught in basic form at KS1 and 2 with the support of specialist professionals at key points at their development.
  • Advice and support will be provided to staff and pupils through a school nurse who supports the Trust on a regular basis in conjunction with other specialists.
  • The Health programme presents facts in a balanced and objective way to enable pupils to make informed decisions.
  • Within a moral framework, pupils are taught to understand how to develop and maintain their physical, emotional well-being and the consequences of risk taking behaviour.
  • A safe environment is provided in which a range of attitudes can be considered and discussed to encourage pupils to be aware of the moral implications of their behaviour.
  • Discussions are to be encouraged regarding the benefits of stable and loving family relationships and the varying roles within families.
  • Young people are encouraged to consider their own feelings, attitudes and rights of those in all personal relationships.


Organisation and Delivery


Teachers and relevant professionals do not deliver SRE in isolation within the curriculum but it forms part of a complete programme of guidance and development for pupils. This is done in conjunction with our science, PSHE and P4C (please refer to the curriculum) where elements are taught progressively through the years.


External professionals and outside speakers contribute to the delivery of SRE in school and form part of the planned programme.  They are chosen carefully to fit into the stated aims and objectives of the school’s SRE policy and to enhance the overall educational experience. 


All visitors are familiar with and understand the school’s SRE policy and work within it and are supported by a member of staff at all times.  The input of visitors is monitored and evaluated by the staff and other relevant professionals and this evaluation informs future planning. Throughout the course of teaching, a variety of sensitive issues will inevitably be explored. 




It is recognised the SRE has to be regularly revised in line with new legislation.  A full review and evaluation takes place every 3 years involving staff and external contributors and views are used to inform future planning.   Progression and assessment are an integral part of SRE planning and delivery.


Consultation with Parents

  • A letter will be given to parents when pupils are due to start the Sex and Relationships programme. It explains parents’ right to withdraw pupils and suggests that they should get in touch with the member of staff organizing the programme if they have concerns.
  • Parents may withdraw their child from any parts of the Sex and Relationship programme that does not form part of the statutory National


  • Those parents/carers wishing to exercise this right are invited in to see the class teacher, who will explore any concerns and discuss the impact that withdrawal may have on the child. If a pupil is withdrawn, all relevant colleagues must be informed of this.




Staff cannot promise confidentiality to a pupil and this should be made clear to the pupils from the outset. Ground rules on this should be made clear in sex education lessons. Pupils should be made aware that systems and procedures, which may be involved on referral of a specific problem or issue are there as part of the caring and supportive nature of the school.  


Teachers can provide all pupils with information about where, and from whom, they can receive confidential advice at an age appropriate level, but they should not provide that detailed confidential advice themselves.  Disclosure or suspicion of possible abuse should be discussed with the school’s Principal or Safeguarding lead, where the school’s child protection procedures will be followed.



Monitoring and Implementation Policy


The Principal will be responsible for the implementation of the policy.




Policy written by

Laura Marsh/ Penelope Tait


Agreed by Committee

Academic Board


Adopted by Governing Body

Full Governing Board


To be reviewed every 3 years

Review by


Review by Committee

Local Governing Board


Adopted by Governing Body




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