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  • At Pinfold Street Primary School, good relationships are fundamental to our ethos and our success in being a happy, caring and safe school. Relationships and Sex Education (RSE) is lifelong learning about relationships, emotions, looking after ourselves, different families, sex, sexuality and sexual health. We aim for the children in our school to acquire the appropriate knowledge, develop their skills and form positive beliefs, values and attitudes. RSE has a key part to play in the personal, social, moral and spiritual development of young people.


  • At Pinfold Street Primary School, RSE is taught through our thematic curriculum approach making links with PHSE, ICT and Science.  Where necessary, RSE is taught explicitly through the use of our interactive resource ‘Yasmin and Tom.’ The RSE curriculum has been mapped out clearly in our PHSE thematic approach which ensures coverage of all of the statutory elements by the end of the primary phase; these are delivered at the appropriate stage for our children. These themes run through each year group and consist of the following:


  • Autumn term – Families and Friendships, safe relationships and Respecting ourselves and others.

  • Spring term – Belonging to a community, Media Literacy and digital resilience and Money and work.

  • Summer term – Physical health and mental wellbeing, growing and changing and Keeping safe.


Below are the RSE expectations, set by the DfE, which children should know by the end of primary school:

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)



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