Relationship Education and Health Education



In order for our children here at Stanhope Primary School, to create a happy and successful life from childhood into adulthood, they need the knowledge that will enable them to make informed decisions about their wellbeing, health and relationships. They need to develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficulties throughout their lives and we all need to be able to cope with these difficulties when they arrive. The subjects that will be taught in our Relationships Education curriculum will support our children to develop resilience, to know how and when to ask for help and to know where to access support.

Stanhope Primary School will consider the makeup of our own pupil community, including the gender and age range of our pupils and consider whether it is appropriate or necessary to put in place additional support with particular protected characteristics. The school will consider what we can do to foster healthy respectful peer-to-peer communication and behaviour between boys and girls, and will provide an environment, which challenges perceived limits on pupils based on their gender or any other characteristic.

Our aim is for all our children to become healthy independent and responsible members of our school community and society and help them to tackle many of the social, moral and cultural issues they will face when they are growing up.

In addition, the school will:

  • Promote the spiritual, moral, social, cultural, mental and physical development of all pupils
  • Prepare pupils for the opportunities, responsibilities and experiences now, and in later life and to develop the resilience and independence to manage them
  • Encourage pupils to value themselves and other
  • Allow pupils to acknowledge and appreciate difference and diversity
  • Teach pupils how to make informed choices, and assess the risks
  • Prepare pupils to be positive and active members of the community within a democratic society
  • Foster a sense of shared responsibility for protecting the environment
  • Teach pupils to understand what constitutes a safe and healthy lifestyle
  • Promote safety in forming and maintaining positive friendships and relationships
  • Provide pupils with a toolkit for understanding and managing their emotions
  • Provide pupils with opportunities to consider issues which may affect their own lives and/or the lives of others
  • Help pupils to identify the characteristics of healthy relationships, how relationships may affect mental and physical health, and how to stay safe online.
  • Provide opportunities and a comfortable environment where sensitive discussions can take place
  • Prepare pupils for puberty, and to know the importance of health and hygiene
  • Help pupils develop feelings of self-respect, confidence and empathy
  • Create a positive culture around issues of gender and relationships
  • Teach pupils the correct vocabulary to describe themselves and their bodies
  • Understand British Values
  • Know about where money comes from, keeping it safe and the importance of managing it effectively


A whole school approach is essential and effective because many aspects of school life influence pupils’ personal and social development. This PSHE/RSE curriculum is delivered through:

  • Designated timetabled time
  • Teaching in and through other curriculum areas
  • Through enrichment activities and school events
  • Through pastoral care and guidance

We aim to deliver PSHE/RSE as a whole school approach in order to provide a full curriculum in the most effective way, providing a breadth of opportunities. As a school we follow the guidance set out from the DFE and supplement this with the Jigsaw Scheme of work and EC Publishing through the TES. This scheme offers a comprehensive programme including Relationships and Health Education, it is a spiral and progressive scheme which gives children relevant learning experiences to help them navigate their world and develops positive relationships with themselves and others. The Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus. Our PSHE curriculum, along with our broad and balanced curriculum, there are links and overlaps with other subjects, for example Computing (E-safety), Science (puberty, the importance of exercise and hygiene) PE (being active and adopting healthy lifestyles), Fairtrade, Intervention groups for nurture and emotional resilience. Therefore some objectives for PSHE and Relationships will also be met outside of the allocated timetable slot.

Relationships and Sex Education

This is the lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage for family, 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. In primary schools, the Department for Education recommends that all primary schools should have a sex and relationship education programme tailored to the age and the physical and emotional maturity of the children and for us as a school, the needs of our school community. It should ensure that both boys and girls know about puberty and how a baby is born – as set out in Key Stages 1 and 2 of the National Curriculum.

Emotional and Well-being Lead

Our dedicated lead works with many children throughout the school, on a 1-1 basis, small groups and classes and in addition works and supports family members.

At Stanhope Primary we use a variety of teaching and learning styles to deliver this curriculum. There is an emphasis on active learning, so staff include children in discussions, investigations, debates and problem solving. Books are also used as a starting point to a topic or to deal with a topic. Children are encouraged to take part in a range of practical activities that promote active citizenship, charity fundraising, eg Children in Need, planning events or involvement in an activity to help others who are less fortunate than themselves, eg donations to our local foodbank. Our children are involved in agreeing and producing their class charters and rules regarding how to treat others and behaviour around the school community. We offer children the opportunity to hear visiting speakers, such as the police, doctors, nurses, Northumbrian Water and RNLI, they all make a valuable contribution to the curriculum. Other planned events in school address the emotional well-being and resilience that our children need support with eg, Diversity Week, Friendship Week, Odd Sock Day and Bee Healthy Week are some of our themes in school.

As far as appropriate, SEND or EAL pupils should follow the same PSHE and Relationships education curriculum as other students. Careful consideration is given concerning the level of differentiation needed, and in some cases the content or delivery will have to be adapted. Teachers and/or teaching assistants will work with individual pupils were required and if appropriate. It is not the school’s policy to withdraw pupils with special educational needs for PSHE and Relationships education, as these aspects of personal and social development are as important to all pupils as their academic achievement.

Staff can also access additional resources through the Jigsaw Scheme and these include:

  • FGM and sensitive issues
  • Fire and Fireworks
  • Financial Education
  • Healthy Teeth and Gums
  • Mega Movers
  • Online/Internet Safety
  • Sun Safety
  • Water Safety


The impact of our PSHE curriculum is informally assessed by staff throughout their work. Recording of work will be in a form appropriate to the planned focus and will be shown in the teacher’s planning. Evidence of PSHE/RSE will be in a variety of forms, discussions, group critiques, plenary activities, photographs, photocopies of collaborative work and self-reflection work as well as work in books.

The PSHE Lead and the SLT will monitor implementation of the curriculum by learning walks, collection of evidence from classes, including pupil discussions, displays and through pupil, teacher and parent feedback.

Teachers and staff will use key questions to assess the progress of their classes and also the suggested key vocabulary.

By the end of Year 6, will be confident and know about:

  • Families and people who care for me
  • Caring friendships
  • Respectful relationships
  • Online relationships
  • Being safe including internet safety and harm
  • How to keep themselves physically fit and healthy
  • How to eat healthily and known the dangers of tobacco, drugs and alcohol
  • Know the concepts of basic first aid and be confident if every needing to make an emergency call.
  • That mental well-being is a normal part of daily life, there is a normal range of emotions, know and understand how to support themselves and who to talk to if they need support.

Curriculum Overview

Curriculum Progression Map

Assessment Overview