Why is Sex and Relationship Education important?
Effective sex and relationship education is essential if young people are to make
responsible, informed and healthy decisions about their lives, both now and in the
future. A successful programme will help young people learn to respect
themselves and others, and move confidently from childhood through
adolescence and into adulthood. The most appropriate context for sex and
relationship education provision is as part of a wider programme of PSHE. The
school’s sex and relationship education provision should also include those
aspects that form part of the national curriculum programmes of study for science.
What are the requirements for Sex and Relationship Education?
In primary schools headteachers and governors are responsible for deciding
whether to provide sex and relationship education beyond the statutory
requirements of the science programmes of study. They should also decide how it
should be provided and what should be included.
In secondary schools headteachers and governors are required to provide all
pupils with a full and appropriate programme of sex and relationship education.
Parents have the right to withdraw their children from all or part of sex
education, except those areas that are included in the national curriculum
programme of study for science.
Parents should be involved and consulted when planning a sex and relationship
education programme, and informed of content on an ongoing basis (for example
at an annual meeting).
Schools should refer to the Department for Education and Skills (DfES) guidance
for sex and relationship education (Sex and relationship education guidance,
DfEE, 2000), which was circulated to schools in July 2000. This contains
information on reviewing school policies as well as on curriculum content and
delivery. It can be viewed on the DfES website: www.dfes.gov.uk/sreguidance
How does teaching and learning about sex and relationship education and healthy
lifestyles education contribute to national strategies and targets?
Every Child Matters aims
Every child matters: change for children is a government programme of change to
improve opportunities for all children and young people. It focuses on five
outcomes that children and young people have identified as crucial to well-being
in childhood and later life: be healthy, stay safe, enjoy and achieve, make a
positive contribution and achieve economic well-being. The Children Act 2004
provides the legal framework for this programme of reform. The Every child
matters website (www.everychildmatters.gov.uk) contains more information. The
relevant Every Child Matters aims are given at the start of each unit.
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Social and emotional aspects of learning (SEAL)
Excellence and enjoyment: social and emotional aspects of learning (DfES, 2004)
is a whole curriculum framework and resource from the Primary National Strategy.
This resource focuses on five qualities and skills that help to promote positive
behaviour and effective learning: self awareness, managing feelings, motivation,
empathy and social skills. These aspects of learning are referenced in the units
where relevant.
SEAL was made available to all schools from April 2005. For details of where to
find it visit:
www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/seal/
Extracts from: QCA PSHE Teachers Handbook for the Units of Work
The nature of SRE and National Healthy Schools programme (NHSP)
NHSP and its local programmes help schools review and develop a whole-school
approach to promoting health and well-being. The programme’s aim is to raise
pupil achievement, reduce health inequalities and promote social inclusion.
Schools are asked to demonstrate standards in the following: PSHE (including sex
and relationship education and drug, alcohol and tobacco education), healthy
eating, emotional health and well-being, and physical activity.
A healthy school achieves national standards that demonstrate a key contribution
to the five Every Child Matters aims.
Every local authority in England has a healthy schools partnership with its primary
care trust(s), employing a local programme coordinator to work with schools to
help them achieve healthy school status. For more information, see the Wired for
health website (www.wiredforhealth.gov.uk). The Local healthy school
programmes website (www.lhsp.org) contains contact details for the local
programme coordinator.
Pupils need to be given accurate information and helped to develop skills to
enable them to understand difference and respect themselves and others and for
the purpose of preventing and removing prejudice. Secondary pupils should learn
to understand human sexuality, learn the reasons for delaying sexual activity
and the benefits to be gained from such a delay.
There are standards for each of the four themes. Schools carry out an audit to
identify any gaps in their provision and plan work with the goal of meeting all the
standards and thereby achieving National Healthy Schools Status. When schools
securely meet the PSHE standards then in doing so the school can confidently set
the context and ethos for effective delivery of Sex and Relationship Education.

 Ofsted 2002: ‘Sex and Relationships’
The Ofsted Report on SRE states:
Effective SRE can make a significant contribution to the development of personal
skills needed by pupils it they are to establish and maintain relationships and
make informed choices and decisions about their health and well-being. The
possibility of developing such skills is not always recognised by teachers when
planning SRE lessons. As a result, as many as half the lessons observed gave
pupils no opportunities to develop and reflect on skills such as those needed to:
• communicate a point of view clearly and appropriately and listen to the views
of others
• make sensible choices about what to do in particular situations
• manage relationships effectively and confidently
• act responsibly as an individual and as a member of a group
Objectives for SRE
• To generate an atmosphere where questions of a sexual nature can be asked
and answered openly without embarrassment and trust and confidentiality are
ensured
• To enable pupils to develop knowledge, communication skills and
understanding in order to facilitate personal decision making.
• To enable pupils to understand the impact of external factors, such as the
media, Internet, peer groups and remain independent decision makers.
• To enable pupils to form positive non-exploitative relationships.
• To enable pupils to understand the process of human reproduction.
• To enable pupils to be aware of personal, psychological, emotional and
physical changes in themselves and others.
• To emphasize the role and value of family life.
• To enable pupils to know what is and what is not legal in matters relating to
sexual activity.
• To inform pupils of where they can go for further information and advice.
Sex and Relationship Education is always taught with due regard to moral and
legal considerations and with the explicit values of family life and supportive
relationships. It is taught by members of staff who are experienced and have been
specifically trained in this aspect of education.
Among the values promoted are:
• respect for oneself and others
• taking responsibility for one’s own 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.