St Winifred’s Primary School
Relationships and Sex Education Policy

St Winifred’s Catholic Primary School is a Catholic school and all matters pertaining to sexuality will be taught in accordance with the teaching and moral norms of the Catholic Faith.  The governors and staff believe that sexuality, male and female, is a gift of God which permeates the whole of our life and personality; it enables us to express the depth of our relationship with others on a physical, emotional and affective level and it allows us to become co creators with God in bestowing the gift of life to our children.  The school Mission Statement is at the core of this policy.

‘Inspiring a love for learning and life’

At St Winifred’s Primary School;

We nourish a happy, safe and supportive school community in which every individual is welcomed, valued and respected for being unique.

We inspire a search for excellence by offering the best possible learning environment.

We provide a Christ-centred education, helping our children to develop and grow in faith and teaching them to promote the Gospel values of love of neighbour, fairness and forgiveness both in school and in the wider community.

St Winifred’s Primary School has produced a Relationships and Sex Education Policy Statement with regard to the Sex and Relationships Education Guidance  (DfEE 0116/2000).  The current statutory provisions on sex education are contained in sections 403 and 405 of the Education Act 1996, as amended and state that:

‘The governing body and head teacher shall take such steps as are reasonably practicable to secure that where sex education is given to any registered pupils at a maintained school, it is given in such a manner as to encourage those pupils to have due regard to moral considerations and the value of family life.’

What is Relationship and Sex Education (RSE)?

The DFES guidance (0116/2000) states: is lifelong learning about physical, moral and emotional development.  It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care.  It is also about the teaching of sex, sexuality and sexual health.  It is not about the promotion of sexual orientation or sexual activity – this would be inappropriate teaching’.

Aims and objectives

Relationships and Sex Education has three main elements: attitudes and values, personal and social skills and knowledge and understanding.

Relationships and Sex Education provides an understanding that positive, caring environments are essential for the development of a good self image and that individuals are in charge of and responsible for their own bodies.

As a Catholic primary school, we recognise the recommendation from the Catholic Education Service (CES) that  sex education is given in the school within a moral, family orientated and Christian framework.  It is important that, as they grow up, children come to an understanding of their own bodies, instincts and feelings.  In this way they will be prepared for the opportunities, joys and responsibilities of permanent relationships.

Relationships and sex education is always taught with due regard to moral and legal considerations and with the explicit values of family life and supportive relationships.  We are legally required to teach those aspects of RSE which are part of the science curriculum.

The values which are promoted are:

      *Respect for oneself and other people

      * Taking responsibility for one’s actions in all situations

      * Honesty and loyalty in relationships

* The importance and responsibilities of the family unit for all members

* Sensitivity towards the needs and views of others

* To recognise the physical, emotional and moral implications, and risks, of certain types of behaviour

* To recognise and accept the differences of others


‘I have come that you have life and have it to the full’

(John 10.10)

We are involved in relationships and sex education precisely because of our Christian beliefs about God and about the human person.  The belief in the unique dignity of the human person made in the image and likeness of God underpins the approach to all education in a Catholic school.  Our approach to RSE therefore is rooted in the Catholic Church’s teaching of the human person and presented in a positive framework of Christian ideals.

At the heart of the Christian life is the Trinity; Father, Son and Spirit in communion; united in loving relationships and embracing all people and all creation.  As a consequence of the Christian belief that we are made in the image and likeness of God, gender and sexuality are seen as God’s gift, reflect God’s beauty, and share in the divine creativity.  RSE, therefore, will be placed firmly within the context of relationship as it is there that sexuality grows and develops.

Following the guidance of the Bishops of England and Wales and as advocated by the DFE (and the Welsh Assembly Government) RSE will be firmly embedded in the PSHE framework as it is concerned with nurturing human wholeness and integral to the physical, spiritual, emotional, moral, social and intellectual development of pupils.  It is centred on Christ’s vision of being human as good news and will be positive and prudent, showing the potential for development, while enabling the dangers and risks involved in being understood and appreciated.

All RSE will be in accordance with the Church’s moral teaching.  It will emphasise the central importance of marriage and the family whilst acknowledging that all pupils have a fundamental right to have their life respected whatever household they come from. Support will be provided to help pupils deal with different sets of values.

Values and Virtues

Our programme enshrines Catholic values relating to the importance of stable relationships, marriage and family life.  It also promotes those virtues which are essential in responding to the God’s call to love others with a proper respect for their dignity and the dignity of the human body.  The following virtues will be explicitly explored and promoted: faithfulness, fruitfulness, chastity, integrity, prudence, mercy and compassion.

Curriculum Objectives

Our  RSE curriculum covers EYFS, KS1 and KS2 and is based on three core themes within which there will be broad overlap. It is adaptable to the age and ability of the pupils. The three themes are:

Created and loved by God;

Created to love others;

Created to live in community-local, national and global.

Each theme covers the core strands of ‘Education in Virtue’ and ‘Religious Understanding’ as well as strands which cover the PSHE content of the theme.

Theme 1: Created and Loved By God

Theme 2: Created to love others


Pupils are growing to be:

·         respectful of their own bodies and character;

·         appreciative for blessings;

·         grateful to others and to God;

·         patient when they do not always get what they wants.

·         respectful of their own bodies, character and giftedness;

·         appreciative of blessings;

·         grateful to others and to God;

·         self-disciplined and able to delay or forego gratification for the sake of greater goods

·         discerning in their decision making;

·         determined and resilient in the face of difficulty;

·         courageous in the face of new situations and in facing their fears.


Pupils should be taught:


·         We are made by God and are special;

·         We are all God’s children;

·         Ways of expressing gratitude to God;

·         About the sacrament of Baptism.

·         We are special people made in the image and likeness of God;

·         We are children of God with an innate dignity;

·         God has created us for a purpose (vocation).

·         Life is precious and their body is God’s gift to them;

·         Prayer and worship are ways of nourishing their relationship with God;

·         Sacraments often coincide with different natural stages in life, (eg Baptism near birth).



Pupils should be taught


·         We are all unique individuals;

·         We all have individual gifts, talents and abilities;

·         The names of the external parts of the  body;

·         The similarities and differences between girls and boys;

·         How to maintain personal hygiene;

·         What constitutes a healthy life-style.

·         Everyone expresses their uniqueness in different ways and that being different is not always easy;

·         Strategies to develop self-confidence and self-esteem;

·         Each person has a purpose in the world;

·         That similarities and differences between people arise from several different factors;

·         their body will change and develop as they grow;

·         about the growth and development of humans and the changes experienced during puberty;

·         the names of the main parts of the body including identifying and correctly naming genitalia;

·         how to make informed choices that have an impact on their health.


Pupils should be taught

·         That we all have different likes and dis-likes;

·         a language to describe feelings

·          a basic understanding that feelings and actions are two different things;

·         simple strategies for managing feelings and behaviour;

·         that choices have consequences;

·         Their emotions may change as they approach as they grow and move through puberty;

·         to extend their vocabulary to deepen their understanding of the range and intensity of their feelings;

·         what positively and negatively affects their physical, mental and emotional health;

·         to recognise how images in the media do not always reflect reality and can affect how people feel about themselves;

·         that some behaviour is unacceptable, unhealthy or risky;

·         strategies to build resilience in order to identify and resist unacceptable pressure from a variety of sources.


Pupils should be taught:

·         That there are life stages from birth to death. ·         How baby grows and develops in  its mother’s womb;

·         to recognise the differences that occur at each stage of a human being’s development;

·         the nature and role of menstruation in the fertility cycle;

·         how human life is conceived in the womb, including the language of sperm and ova.


Theme 2: Created to love others

Pupils are growing to be:

·         Friendly, able to  make and keep friends;

·         caring attentive to the needs of others and generous in their responses;

·         respectful of others, their uniqueness, their wants and their needs;

·         forgiving, able to say sorry and not hold grudges against those who have hurt them;

·         courteous, learning to say ‘please’ and ‘thank you’;

·         honest, able to tell the difference between truth and lies

·         Loyal, able to develop and sustain friendships;

·         compassionate, able to empathise with the suffering of others and the generosity to help others in trouble;

·         respectful, able to identify other people’s personal space and respect the ways in which  they are different;

·         forgiving, developing the skills to allow reconciliation in relationships

·         courteous in their dealings with friends and strangers

·         honest, committed to living truthfully and with integrity


Pupils should be taught:


·         We are part of God’s family;

·         that saying sorry is important and can help mend broken friendship;

·         Jesus cared for others;

·         that we should love other people in the same way Jesus loves us;

·         Christians belong to the Church family which includes the school, parish and diocese;

·         the importance of forgiveness and reconciliation in relationships and some of Jesus’ teaching on forgiveness;

·         The sacrament of marriage involves commitment and self –giving;


Pupils should be taught


·         The characteristics of positive and negative relationships;

·         to identify special people;

·         There are different family structures and these should be respected;

·         how their behaviour affects other people and that there are appropriate and inappropriate behaviours;;

·         to recognise when people are being unkind to them and others and how to respond;

·         different types of teasing and bullying which are wrong and unacceptable.

·         how to maintain positive relationships and strategies to use when relationships go wrong;

·         there are different types of relationships including those between acquaintances, friends, relatives and family;

·         how to make informed choices in relationships and that choices have positive, neutral and negative consequences;

·         an awareness of bullying and how to respond;

·         about harassment and exploitation in relationships, including physical, emotional and sexual abuse and how to respond;

·         to recognise and manage risk, to develop resilience and learn how to cope with ‘dares’ and other ways in which people can be pressurized;

·         about changes that can happen in life e.g. loss, separation, divorce, bereavement and the emotions that accompany these changes.


Pupils should be taught:

·         To recognise safe and unsafe situations and ways of keeping safe, including simple rules for keeping safe online;

·         to use simple rules for resisting pressure when they feel unsafe or uncomfortable;

·         the difference between good and bad secrets;

·         identifying and correctly name their ‘private parts’ for the purposes of safeguarding them from sexual exploitation;

·         who to go  if they are worried or need help;

·         that there are a number of different people and organisations they can go to for help in different situations.

·         O recognise their increasing independence brings increased responsibility to keep themselves and others safe;

·         how to use technology safely;

·         that not all images, language and behaviour are appropriate;

·         to judge what kind of physical contact is acceptable or unacceptable and how to respond;

·         that there are a number of different people and organisations they can go for help in different situations and how to contact them;

·         how to report and get help if they encounter inappropriate materials or messages.


Theme 3: Created to live in community (local, national and global)

Pupils are growing to be:

·         Just and fair in their treatment of other people, locally, nationally and globally;

·         people who serve others, locally, nationally and globally’

·         active in their commitment to bring about change.

·         Just, understanding the impact of their actions locally, nationally and globally;

·         self-giving, able to put aside their own wants in order to serve others locally, nationally and globally;

·         prophetic in their ability to identify injustice and speak out against it locally, nationally and globally;


Pupils should be taught:


·         That God is Father, Son and Holy Spirit;

·         some scripture illustrating the importance of living in the community;

·         Jesus’ teaching on who is my neighbour.

·         God is Trinity-a communion of persons;

·         the key principles of Catholic Social Teaching:

·         the church is the body of Christ.


Pupils should be taught


·         That they belong to various communities such as home, school, parish, the wider local community and the global community;

·         that their behaviour has an impact on the communities to which they belong;

·         that people and other living things have needs and that they have responsibilities to meet them;

·         about what harms and improves the world in which they live;

·         how diseases are spread and can be controlled and the responsibly they have for their own health and that of others .

·         That there are some cultural practices which are against British law and universal rights;

·         that actions such as FGM constitute abuse, are crimes and how to get support if they have fears for themselves or their peers;

·         that bacteria and viruses can effect health and that following simple routines and medical interventions can reduce their spread;

·         about the range of national, regional religious and ethnic identities in the UK and beyond and the importance of living in right relationship with one another.

After consultant with Parents, SLT, governors and staff, St Winifred’s have implemented following programmes – Journey in love, ‘All that I am’, BIT Bullying intervention and Veritas schemes.   

In addition to both RE co-ordinators have attended the Education in human love CPD November 2016.

Furthermore, our school aims state that we will endeavour to raise pupils self esteem, help them to grow in knowledge and understanding, recognise the value of all persons and develop caring and sensitive attitudes.

Teaching Strategies

The teaching is carried out in class groups and there will be opportunities for single sex groups to discuss aspects of the topics covered, for example physical changes, in both Years 5 and 6.  

Relationships and Sex Education is presented in schemes of work during the year and will include the use of DVDs, class discussions and role play as appropriate, reflection, experiential, power points and project learning.

Ground rules are established within the teaching group for how sessions will be carried out; what can be answered publicly, privately or is inappropriate; and matters of confidentiality within the group.

Example BIT rules

Inclusion and Differentiated Learning

We will ensure RSE is sensitive to the different needs of individual pupils in respect of pupils’ different abilities, levels of maturity and person circumstances; for example their own sexual orientation, faith or culture and is taught in a way that does not subject pupils to discrimination.  Lessons will also help children to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber-bullying), use of prejudice-based language and how to respond and ask for help  (in looking at these questions, it is important to draw links to the school’s inclusion policy).

The governing body has wider responsibilities under the Equalities Act 2010 and will ensure that our school strives to do the best for all of the pupils, irrespective of disability, educational needs, race, nationality, ethnic or national origin, sex, gender identity, religion, sexual orientation or whether they are looked after children.

External Visitors

Our school will often call upon help and guidance from outside agencies and health specialists to deliver aspects of RSE.  Such visits will always complement the current programme and never substitute or replace teacher led sessions.  It is important that any external visitor is clear about their role and responsibility whilst they are in the school delivering a session.  Any visitor must adhere to our code of practice developed in line with CES guidance ‘Protocol for Visitors to Catholic Schools’.

Health professionals should follow the school’s policies, minimising the potential for disclosures or inappropriate comments using negotiated ground rules and distancing techniques as other teachers would.  They will ensure that all teaching is rooted in Catholic principles and practice.


St Winifred’s Primary School believes it is essential to work in partnership with parents/carers, who are informed about Relationships and Sex Education issues through newsletters, discussions with class teachers and the Head teacher.  Material used with the children will be firstly viewed by parents in order that the parents can support the teaching and be fully aware of the issues due to be discussed.  Parents will be informed by letter when this is to take place.

Parents have the right to withdraw their children from any or all parts of a school’s programme on sex education, other than those elements which are required in the science.

If a parent wishes their child to be withdrawn from Relationships and Sex Education lessons, they should discuss this with the Head Teacher, and make it clear which aspects of the programme they do not wish their child to participate in.

All policy documents are stored on the school website for parent’s to view.  Parents are regularly given questionnaires regarding their children’s welfare e.g. bullying.

Role of the Leadership Team

It is the responsibility of the head teacher other and the Leadership Team to ensure that both staff and parents are informed about the Relationships and Sex Education Policy, and that the policy is implemented effectively.  It is also the head teacher’s responsibility to ensure that members of staff are given sufficient training, so that they can with sensitivity.

Monitoring and Review

The SLT, RE Co-ordinators and monitors the Relationships and Sex Education policy on a 2 year basis with the Governing Body consulted.  The policy will be modified by the RE co-ordinators. The SLT gives serious consideration to any comments from parents about the Relationships and Sex Education programme, and makes a record of all such comments, giving details of the content and delivery of the programme that we teach in our school.

Agreed by governing body March 2017

Next Review Date  March 2019