Tickhill St Mary'sCofE Primary and Nursery School

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Relationships, Health & Sex Education at St. Mary's


At St. Mary’s, we believe that Relationships, Health and Sex Education (RHSE) is an integral part of a child’s education. RHSE is about understanding the importance of family life, stable and loving relationships and respect for others, love and care, alongside learning about the world around us and how to be a citizen in our world. It teaches about caring for our own physical and mental health through healthy choices.  We take care to ensure there is no stigmatism of any child based on their home circumstances and we do not use RHSE as a means of promoting any form of sexual orientation.  Our curriculum meets statutory obligations for the new requirements from Spring 2021 (formerly 2020).

By means of Relationships, Health and Sex Education we aim to teach pupils about:

a) the physical development of their bodies as they grow to adulthood

b) respect for the views of others

c) respect for their own and others’ bodies

d) the importance of family life

e) relationship issues.

RHSE is lifelong learning about emotions, relationships and all health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. RHSE has a key part to play in the personal, social, moral and spiritual development of young people. It begins informally in the home with parents and carers long before any formal education takes place at school. Young people’s entitlement to RSE is enshrined in the terms of the Education Act (1996)



RHSE is taught both within other curriculum subjects, and also as a discrete subject.  Biological aspects 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. Across all Key Stages, pupils will be supported with developing the following skills:

· Communication, including how to manage changing relationships and emotions

 · Recognising and assessing potential risks

 · Assertiveness

 · Seeking help and support when required

 · Informed decision making

· Self-respect and empathy for others

 · Recognising and maximising a healthy lifestyle

 · Managing conflict

  • Discussion and group work. RHSE discussions are conducted in a sensitive, confidential manner. However, if a pupil discloses something that is cause for concern, the teacher/staff concerned will deal with the matter in line with the safeguarding policies of the school.
  • The governing body will approve the RHSE policy and hold the Headteacher to account for its implementation. The Headteacher is responsible for ensuring that RHSE is taught consistently across the school and for managing requests to withdraw pupils from non-statutory / non-science components of RHSE.

Staff are responsible for:

  • Delivering RHSE in a sensitive way
  •  Modelling positive attitudes to RSE
  • Monitoring progress
  • Responding to the needs of individuals
  •  Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory components of RSHE
  • Pupils are expected to engage fully in RHSE and when discussing issues related to RHSE, treat others with respect and sensitivity.



The impact of a quality RHSE curriculum is not something that can be reduced to numerical data.  We will assess what the children have learned where it is possible to quantify this, but the real impact is qualitative: changes in attitude, awareness and aspirations.  It is a basis for learning about the world in which we live and the people with whom we live, and successfully developing as valuable citizens of that world.