As a secondary academy school we must provide RSHE to all pupils as per section 34 of the Children and Social work act 2017.   

In teaching RSHE, we’re required by our funding agreements to have regard to guidance issued by the secretary of state, as outlined in section 403 of the Education Act 1996.

We also have regard to legal duties set out in:

• Sections 404 to 407 of the Education Act 1996
• Part 6, chapter 1 of the Equality Act 2010
• The Public Sector Equality Duty (PSED) (as set out in section 149 of the Equality Act 2010). This duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities.

At Meadowhead School and Sixth Form, we teach RSHE as set out in this policy, which you can view in full at the foot of this page.

(Quick link to the RSHE Policy, which includes what topics are taught in each year group.)

 

Definition

Relationships, Sex and Health Education (RSHE) at Meadowhead School will ensure that our young people are confident, knowledgeable and empowered to make good choices.

RSHE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. RSHE involves a combination of sharing information, and exploring issues and values. It does not involve the promotion of sexual activity. We believe that effective relationship and sex education is essential if young people are to make responsible and well-informed decisions about their lives.

 

Delivery of RSHE

Most of the RSHE curriculum is taught within the Ethics curriculum and lessons. Y7, Y8 and Y9 students have two lessons of Ethics a week, with one of the hours focussing on PSHE and the other on Religious Studies. Y10, Y11, Y12 and Y13 students have one lesson a week. Biological aspects of RSHE are taught within the science curriculum, and other aspects of the RSHE curriculum are integrated in the Health, Fitness and Wellbeing (PE), ICT and Computing, and Food faculties. For Key Stage Three and Four, these lessons are supported by an extensive assembly programme. For Key Stage Five students, these lessons are supported by the tutorial programme and weekly briefings. Throughout Ethics lessons, teachers will assess understanding of key topics through a range of methods including formal written assessments, reviews of student work, short multiple choices quizzes and through class discussions. Teachers will use these assessments to correct misconceptions and misunderstandings that exist amongst the class.

At Meadowhead, RSHE will be accessible for all pupils. The Head of Ethics works with colleagues such as Assistant Headteacher – SENCO and the Engagement Centre teachers to ensure all Meadowhead pupils access the full curriculum as outlined in this policy. The school is aware that some pupils are more vulnerable to exploitation, bullying and other issues due to the nature of their SEND. Relationships, Sex and Health Education is a priority for these students who are regularly supported by individual mentoring or in small group sessions. Ethics teachers will make sure that pupils understand the importance of equality and respect and learn about the law. This will include learning about the rights and protections from discrimination relating to the protected characteristics, including gender reassignment as set out in the Equality Act 2010, by the end of their secondary education.

RSHE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:

• • Families
  • Respectful relationships, including friendships
  • Online safety and awareness
  • Being safe
  • Intimate and sexual relationships, including sexual health

 

The Health Education curriculum also covers:

• Mental wellbeing
• Internet safety and harms
• Physical health and fitness
• Healthy eating
• Drugs, alcohol and tobacco
• Health and prevention
• Basic first aid
• Changing adolescent body.

Dealing with sensitive issues

We will ensure a safe learning environment by ensuring all staff teaching Ethics make sure their approach always considers the best interests of the child.

Teachers will set ground rules guided by the PSHE Association’s suggested guidelines. 

Teachers will try to answer pupils' questions honestly, sensitively and in such a way that takes the context into account. In all circumstances, the professional judgement of the teacher must come in to play when deciding if questions are suitable for class discussion.

Sensitive issues will be handled by a variety of techniques including reminding students of the ground rules, pausing the lesson for class discussion, anonymous question boxes and distancing techniques to turn the issue into a more general example. In some cases, it may be deemed appropriate to ‘park’ a question in order to allow the teacher time to ensure a factual and appropriate response or raise potential child protection issues. This could include teacher research or liaison with colleagues and the Head of Ethics. It may also require communication with year teams, senior leadership and safeguarding leads.

If at any point a disclosure is made by a student it is the responsibility of the member of staff to follow the school’s safeguarding policy and notify the school’s Designated Safeguarding Lead or Deputy DSL. 

 

Staff Responsible:	David Sheppard – Assistant Headteacher, Personal Development
Governor Link:	(Not nominated, but the Governor responsible for Personal Development is Chris Murphy)
Author:	David Sheppard – Assistant Headteacher
Date of last review:	September 2026
Approval date:	14th September 2026
Date of next review:	September 2027

(Page updated 21.09.26)