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Relationships and Sex Education Policy

Approved by: Ian Walker Date: 24/01/2023
Last reviewed on: 24/01/2023  
Next review due by: Policy under review  

1a.Rationale and values


2. Statutory requirements

3. Policy development 

4. Definition

5. Curriculum

6. Delivery of RSE 

7. Roles and responsibilities

8. Parents’ right to withdraw 

9. Training 

10. Monitoring arrangements 

Appendix 1: Curriculum map

Appendix 2: Staff responsible for delivering RSE at school

Appendix 3: Parent form: withdrawal from sex education within RSE

1a. Rationale and values

At Park High School we aim to embed our school ethos, “Nobody Gets Left Behind” into our RSE program. Where each student feels valued enough to discuss and express their own sexuality and relationships without getting left behind. We believe that RSE should:

  • Be an integral part of the lifelong learning process, beginning in early childhood and continuing into adult life Relationships and Sex Education Policy Reviewed August 2020
  • Be an entitlement for all young people
  • Encourage students and teachers to share and respect each other’s views
  • Raise awareness of difference i.e. sexual orientation, family structures etc without promoting any particular difference. The important values are love, respect and care for each other
  • Generate an atmosphere where questions and discussion on sexual matters can take place with appropriate professionals without any stigma or embarrassment
  • Recognise that the role of parents / carers is vital for the most effective programme of Relationship and Sex Education. Every effort will be made to keep parents informed and they will be encouraged to enhance that part of RSE provided by the school by continuing the discussions at home
  • Recognise that the wider community has much to offer and we will work in partnership with health professionals, social workers, peer educators and other mentors or advisers
  • Build upon programmes developed and delivered in partner feeder schools. Relationships and Sex Education - three main elements:

Attitudes and Values

  • Learning the importance of values, individual conscience and moral choices
  • Learning the value of family life, stable and loving relationships, and marriage
  • Learning about the nurture of children
  • Learning the value of respect, love and care
  • Exploring, considering and understanding moral dilemmas
  • Developing critical thinking as part of decision-making
  • Challenging myths, misconceptions and false assumptions about sexual behaviours

Personal and Social Skills

  • Learning to manage emotions and relationships confidently and sensitively
  • Developing self-respect and empathy for others
  • Learning to make choices with an absence of prejudice
  • Developing an appreciation of the consequences of choices made
  • Managing conflict
  • Empower pupils with the skills to be able to avoid inappropriate pressures or advances (both as exploited or exploiter).

Knowledge and Understanding

  • Learning and understanding physical development at appropriate stages
  • Understanding human sexuality, reproduction, sexual health, emotions and relationships
  • Learning about contraception and the range of local and national sexual health advice, contraception and support services
  • Learning the reasons for delaying sexual activity, and the benefits to be gained from such delay
  • The avoidance of unplanned pregnancy
  • Learning how the law applies to sexual relationships and behaviour.

1b. 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
  • Create a positive culture around issues of sexuality and relationships
  • Teach pupils the correct vocabulary to describe themselves and their bodies

2. Statutory requirements

Colne Park High School:

  • As a secondary academy school we must provide RSE to all pupils as per section 34 of the Children and Social work act 2017.
  • In teaching RSE, we are 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.
  • At Colne Park High School we teach RSE as set out in this policy.

3. Policy development

This policy has been developed in consultation with staff, students and parents. The consultation and policy development process involved the following steps:

    1. Review – a member of staff or working group pulled together all relevant information including relevant national and local guidance
    1. Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations
    1. Parent/stakeholder consultation – parents and any interested parties were invited to provide feedback via an electronic consultation in 2023
    1. Student consultation – we investigated what exactly pupils want from RSE
    1. Ratification – once amendments were made, the policy was shared with governors and ratified

4. Definition

  • RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, puberty, healthy lifestyles, diversity and personal identity.
  • RSE involves a combination of sharing information and exploring issues and values.
  • RSE is not about the promotion of sexual activity.

5. Curriculum

We have developed the curriculum in consultation with parents, pupils and staff, taking into account the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don’t seek answers online.

See Appendix 1 for curriculum overview.

6. Delivery of RSE

RSE is taught within the Personal Development (PD) curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).

Pupils also receive stand-alone sex education sessions delivered by a trained health professional.

RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:

  • Families
  • Respectful relationships, including friendships
  • Puberty and changes of the body
  • Online and media
  • Being safe
  • Intimate and sexual relationships, including sexual health

These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).


7. Roles and responsibilities

7.1 The governing body

The governing body will approve the RSE policy, and hold the headteacher to account for its implementation.

7.2 The Headteacher

The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of RSE.

7.3 Staff

Staff are responsible for:

  • Delivering RSE in a sensitive way
  • Modelling positive attitudes to RSE
  • Monitoring progress
  • Responding to the needs of individual pupils
  • Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory components of RSE
  • 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.
  • Staff responsible for the delivery of RSE at Park High School are listed in Appendix 2.

7.4 Students

Students are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.

8. Parents’ right to withdraw

Parents have the right to withdraw their children from the non-statutory components of sex education within RSE up to and until 3 terms before the child turns 16. After this point, if the child wishes to receive sex education rather than being withdrawn, the school will arrange this.

Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.

A copy of withdrawal requests will be placed in the pupil’s educational record. The headteacher will discuss the request with parents and take appropriate action.

Alternative work will be given to pupils who are withdrawn from sex education will be given and student will work from The Hub during RSE unit in PD lesson time.

9. 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 Head of Personal Development will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.

10. Monitoring arrangements

The delivery of RSE is monitored by Cathy Bridges and Fran Ratcliffe through:

Regular learning walks during lessons, book scrutiny sessions and pupil panels which will give us an insight into the strengths and weaknesses of our RSE program and allow us to make the necessary changes.

Pupils’ development in RSE is monitored by class teachers as part of our internal assessment systems.

This policy will be reviewed by Cathy Bridges annually. At every review, the policy will be approved by the governing board.

Appendix 1: Curriculum map

Relationships and sex education curriculum map
Year Group Term Topic/Theme Details Resources
Year 7 Autumn Term 2



2.Female changes

3.Male changes

4.Puberty and Independence

5.Relationships and Body Image

6. Emotions

Learning objectives:

1. be able to identify 3 changes of the body that occur during puberty for boys and girls.

2. be able to describe what changes happen to a girl’s body during puberty. able to explain how the male body changes through puberty.

4.All pupils should be able to identify ways that they have become more independent.

5. To examine how body image is shown in the media

To consider how these images affect how we feel about ourselves

To explore the feelings that may accompany puberty.


1.Powerpoint, same love lyric sheets


3.Powerpoint, chrome books.

4.Powerpoint, scenario cards (1 per pair)


6.Powerpoint, Sophie Lancaster film.

Year 8 Summer Term 1


1.Anti- social behaviour

2. Positive relationships

3.Managing relationships




Learning Objectives

1.To explore different types of ASB and explain how they can affect a community.

2. To learn about friendships and how to deal with some of the challenges that can arise.

3. To understand the different types of relationships in your life and to recognise when some relationships can become unhealthy.

4. To understand what things we may have in common with others but recognise that everyone is individual.

5. Understand the importance of a responsible attitude to sexual behaviour.

Understand some of the legal issues surrounding sexual activity.

6. To understand the dangers surrounding watching pornography.

1.Powerpoint, worksheet on changing cannot

2. PowerPoint.

3. PowerPoint, chrome books.

4.PowerPoint, mirror worksheet, how others see me worksheet.

5. PowerPoint, outline of body worksheet.


Year 9 Summer Term


1.Risky behaviours

2.Online vs real- life relationships

3.Managing conflicting relationships

4.Sharing sexual images

5.Safer sex


Learning Objectives

1.To recognise the impact alcohol can have on a person's behaviour and the level of risk they take.

2.To learn about how relationships are portrayed in television, film and online and how this can affect relationship expectations, behaviours and values.

3.To be able to evaluate the acceptability of a range of relationship behaviours and identify when a relationship may be unsafe.

4. To understand about the legal, emotional and social consequences of sharing sexual images. To know how to reject unwanted requests for sexual images.

5. To be able to give examples of how to make sex and relationships safer and feel more confident to access any help they may need and know how to negotiate within relationships.

6. To know what contraception is. To consider different methods of contraception and to understand their effectiveness.

1.PowerPoint, consequences cut out, how many drinks worksheet

2. PowerPoint, starter statements, challenging myths worksheet

3. PowerPoint

4. PowerPoint, cut and stick activity sheet, online scenarios sheet

5. PowerPoint, card sort activity, sexual inventory cards

6.  PowerPoint, BROOK handout, contraception table, word search

Year 10 Summer Term


1.Sexual harassment

2.My values

3.Abusive relationships



Learning Objectives


1.Describe what constitutes stalking and harassment and what can happen if people don’t take reports of this seriously.

2.To explore the importance of personal values to making decisions and how to recognise and challenge coercion or manipulation in relationships.

3. To be able to identify different forms of abuse and describe possible effects on the victims of abuse. To recognise that recognise that abuse in a relationship is always wrong, and that both men and women can be perpetrators and victims of abuse.

4.To be able to identify different sexually transmitted infections and their symptoms whilst understanding the importance of having them treated.

5. To be able to describe the process of conception. To be able to identify when a pregnancy test is needed to access a confidential test

1.PowerPoint, task 2 worksheet, task 3 worksheet

2. PowerPoint, diamond 9 worksheet

3. PowerPoint, task 1 silent debate, task 2 diary entries

4.PowerPoint, match up activity, BROOK handout

5.PowerPoint, end of unit reflection sheet

Year 11 Summer Term 3


1.RSE key terms



4.Abuse in relationships


6.Family Life and local services

Learning Objectives

1. To set ground rules based on respect and confidentiality as a class. To develop an understand of the key words and terms used in sex education.

2. To be able to describe the word consent. To get a deeper understanding of the law around sex and relationships in the UK.

3. To be able to identify unhealthy factors of relationships and understand how to overcome challenges within relationships.

4. To be able to identify relationship abuse and understand how to access support.

5. To be able to explain describe the options available to people who wish to make a long term commitment. To recognise the unacceptability of forced marriage and identify support for someone who may be at risk.

6.To recognise the responsibilities of being a parent and how committed, stable relationships can be important for bringing up children. To understand where you can go to receive support for sexual health and relationship advice after leaving secondary school.

1.PowerPoint, key terms table worksheet

2.PowerPoint, consent match up activity worksheet


4.PowerPoint, true or false worksheet, Disrespect NoBody guide.

5.PowerPoint, task 3 worksheet

6.PowerPoint, diamond 9 worksheet, task 2 timeline worksheet, end of unit reflection sheet.


Appendix 2: Staff responsible for delivering RSE at school

Staff Name

Role in RSE

Sian Heafield SLT lead for Personal Development
Fran Ratcliffe Head of Personal Development
Nicola Ireland Teacher of Personal Development
Rory Schofield Teacher of Personal Development
Richard Orme Teacher of Personal Development
Heather Halstead Teacher of Personal Development
Dave Curran Teacher of Personal Development
Colin Morrison Teacher of Personal Development
Andrew Dunne Teacher of Personal Development
Shabnum Ahmed Teacher of Personal Development
Michael Sikora Teacher of Personal Development
Laura Barker Teacher of Personal Development
Jackson Scott Teacher of Personal Development
Kate Hooper Teacher of Personal Development
Jake Rigby-Wilson Teacher of Personal Development
Fiona Lowden Teacher of Personal Development
Jonathan Allan Teacher of Personal Development

Appendix 3: Parent form: withdrawal from sex education within RSE