At Barnehurst, we strive to prepare our children for the rich, diverse and sometimes challenging experiences that they may face now as children and then in the future as they move into adulthood.  It is important that our children understand themselves, both emotionally and physically and by developing an understanding of themselves, they can understand the importance of showing other people respect.  We believe that Relationship, Sex and Health Education enables children to understand what good relationships are like and how to keep them, know how their bodies change and feel as they grow, develop as sense of awe and wonder at the creation of new life and how to nurture emotional and physical health.  We want our children to DiagramDescription automatically generatedbecome healthy, independent, confident and responsible members of society, now and in the future.  Through our Global Citizenship curriculum at Barnehurst, we celebrate diversity and teach the children that all people are different.  Our teaching of RSHE lets our children see that we are all individuals and that everyone, no matter what their background, ethnicity or gender identity, has an important role to play within our society.   


The RSHE curriculum is divided in the curriculum connectors which span from the Early Years Foundation stage into Upper Key Stage Two. These curriculum connectors allow children to progress through the key concepts and build on prior knowledge.  



The children are taught by familiar adults who they have built good relationships with, in order to facilitate constructive and supportive discussions around sensitive topics in a safe and secure environment. Staff have received in-house CPD to support them in responding to the needs of the individual child and support children with any questions or concerns they may have. If staff feel uncomfortable or unsure when delivering the RSHE curriculum or dealing with individual pupil needs, they know where to seek advice and support. The RSHE curriculum has been mapped out clearly in the progressive curriculum connectors and building blocks which ensure that all of the statutory elements are covered by the end of the primary phase. These are delivered at the appropriate stage for our children. Our high expectations of behaviour, interpersonal relationships, respect and tolerance of others reflect the British Values upheld in both our community and the wider world. Through our rigorous and progressive curriculum, children develop key skills and are prepared for the wider world beyond primary school, a world in which they can keep themselves safe and healthy and thrive with the support of the positive relationships they forge with those around them. 

The curriculum has been updated in line with the statutory guidance.  In addition to this, we wanted to provide clarity around some of the terminology and definitions that will be used in different year groups. Our building blocks highlight key vocabulary and resources for teachers to use to ensure it is age appropriate and progressive. The vocabulary has been added in line with recommendations from the guidance and definitions are clarified using NHS resources.

Link to RSHE Statutory Guidance

We feel that it is important that our parents are aware of what is delivered during RSHE sessions so that they feel prepared to support and answer any further questions children might have at home.  While we were working on our RSHE curriculum, we held a parent consultation with multiple zoom sessions discussing and reviewing our curriculum offer. 

We have lots of curriculum enhancement opportunities within our school community linked to RSHE. Assemblies are one way that we provide further opportunities to explore RHSE themes, enabling children to grasp a deepening understanding of subjects.  They get a sense of enjoyment and fascination in learning about themselves, others and the world around them.  They develop the ability to recognise the difference between right and wrong and begin to apply this understanding to their own lives. Our assemblies also develop the children’s understanding of the consequences of their behaviour and actions and link closely to our School Values. 

Some of the RSHE themes covered within our assemblies would be ‘Anti bullying’ where we explore what it feels like to be bullied, what bullying is, why people sometimes become bullies and what we can do if we or someone else we know is being bullied.  Our assemblies explore keeping ourselves safe, for example, we have an assembly to promote ‘Sun Safety’ and explain the importance of protecting ourselves from the sun.  We also explore relationships through our assemblies and we will focus on topics such as LBGT History month.


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In addition to our lessons and assemblies, we have themed weeks which also support the teaching of RSHE such as ‘Anti Bullying Week’ and ‘Bikeabilty’ where we have qualified cyclists who teach the children in year six how to ride their bikes safely on the road.  We also use outside agencies and the resources that they provide to support the teaching and learning within RSHE.  For example, we use the NSPCC’s Speak Out and Stay Safe resources and where possible have speakers from the NSPCC to work with the children.

To ensure that our parents are fully informed as to what their children will be learning, especially in years five and six when the children have a week during the Summer Term focusing on Sex Education, we hold a parent information session to discuss our processes and the content that will be covered and this gives parents the opportunity to learn more about the lessons.

At the end of each half term the teaching staff complete a Wider Curriculum Assessment Sheet reflecting on how children are progressing towards the building blocks within RSHE. The teachers make this judgement based on the observations they have made about the children during the RSHE discussions and follow up work that they complete.  Once the teaching staff have submitted their Assessment Sheets, the Subject Leader will then complete a data report at the end of each term to highlight implications for further learning.


To ensure consistency throughout the school when teaching RSHE and so that all children are clear as to what is being taught and our expectations within that lesson, we have some essential components to each lesson.  The lesson begins with the RSHE logo being displayed on the board and the children are not in any doubt about the subject that they will be taking part in.

At the start of each RSHE lesson, the teaching staff remind the children of the ‘Ground Rules’ or ‘Golden Rules’ for the RSHE.  These are a set of rules that would have been decided upon as a whole class at the very beginning of the school year and they need to be revisited before each lesson starts.  The rules would include listening to others, respecting what other people say, not using unkind words or gestures when someone has shared their thoughts and ideas, not making others feel uncomfortable when sharing, asking questions if you don’t understand something is okay and so on.  During the lesson these would be displayed on the board at the front of the class, on the floor in the middle of the circle, if that is how the children are sitting or a large copy of the rules are distributed and placed in the middle of each table. 

An example of the types of ‘Ground Rules’ or ‘Golden Rules’ can be seen below.