Relationships and Sex Education Policy

RSE expectations: primary

Here’s what all pupils should know by the end of primary school as set by the Department for Education.


Families and people who care for me

  That families are important for children growing up because they can give love, security and stability

  The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives

  That other people’s families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care

  That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up

  That marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong

  How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed


Caring friendships

  How important friendships are in making us feel happy and secure, and how people choose and make friends

  The characteristics of friendships, including mutual respect, honesty, trust and trustworthiness, loyalty, kindness, generosity, sharing interests and experiences, and support with problems and difficulties

  That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded

  That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right

  How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others if needed


Respectful relationships

  The importance of respecting others, even when they’re very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs

  Practical steps they can take in a range of different contexts to improve or support respectful relationships

  The conventions of courtesy and manners

  The importance of self-respect and how this links to their own happiness

  That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority

  About different types of bullying (including cyber-bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help

  What a stereotype is, and how stereotypes can be unfair, negative or destructive

  The importance of permission-seeking and giving in relationships with friends, peers and adults


Online relationships

  That people sometimes behave differently online, including by pretending to be someone they’re not

  That the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online (even when we’re anonymous)

  The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them

  How to critically consider their online friendships and sources of information, including awareness of the risks associated with people they’ve never met

  How information and data is shared and used online


Being safe

  What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)

  About the concept of privacy and the implications of it for both children and adults (including that it’s not always right to keep secrets if they relate to being safe)

  That each person’s body belongs to them, and the differences between appropriate and inappropriate/unsafe physical and other contact

  How to respond safely and appropriately to adults they may encounter (in all contexts, including online) who they don’t know

  How to recognise and report feelings of being unsafe or feeling bad about any adult

  How to ask for advice or help for themselves or others, and to keep trying until they’re heard

  How to report concerns or abuse, and the vocabulary and confidence they need to do so

  Where to get advice (e.g. family, school, other sources)






These expectations are set out in the Department for Education’s guidance for schools on relationships education, RSE and health education.