RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE). Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:  

Families and people who care for me  

Caring friendships  

Respectful relationships  

Online relationships  

Being safe 

For more information about our RSE curriculum, see our curriculum timetable below. These areas of learning are taught within the context of family life, taking care to make sure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents and foster parents/carers, amongst other structures), along with reflecting sensitively that some children may have a different structure of support around them (for example, looked-after children or young carers). We will also be mindful of the law and legal requirements, taking care not to condone or encourage illegal political activity, such as violent action against people, criminal damage to property, hate crime, terrorism or the illegal use of drugs.  

Year group


Topic/theme details


Year 1


Who are our special people?

Good or bad touches?

Safe relationships & who can help?

Keeping privates, private

SCARF PSHE & RSE curriculum scheme



Online safety – sharing pictures



Growing and changing

Year 2


My special people

Should I tell?

Feeling safe



My body, your body

Respecting privacy

How safe would you feel?

Year 3


Looking after our special people

Secret or surprise?

Safe or unsafe?



Relationship tree



My changing body

Year 4


Ok or not ok?

Friend or acquaintance?

Who helps us stay safe?

Making choices



Preparing for changes at puberty

That is such a stereotype!

Keeping ourselves safe

Year 5


Qualities of a friendship

Being assertive

Relationship cake recipe



Rights, respects and duties

Boys will be boys? Challenging gender stereotypes



Growing up and changing bodies

Changing bodies and feelings

Year 6


Don’t force me

Solve the friendship problem

Acting appropriately



Tolerance and respect for others

Think before you click

Facebook friends



Is this normal?

Helpful or unhelpful? Managing change

Making babies

What’s the risk?



Pupils should know

Families and people who care about 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 others’ 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, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, 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 are 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 cyberbullying), 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 are not

·         That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are 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 have 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 is 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 or unsafe physical, and other, contact

·         How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not 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 are heard

·         How to report concerns or abuse, and the vocabulary and confidence needed to do so

·         Where to get advice e.g. family, school and/or other sources

Files to Download


Meadway, Halton Brook, WA7 2DZ

Headteacher | Ms H Melarangi

[email protected]

Deputy Headteacher | Mrs J Hidden

[email protected]

SEN Coordinator | Miss L Mulholland

Attendance Officer | Miss A Sheady

Chair of Governors | Mr D Jones

Designated Safeguarding Governor | Mr D Jones

School Office Administrator | Miss E Russell

School Bursar | Mrs S Hudson