Sex Relationships Education for Primary Schools
Sex and relationship education (SRE) enables children to develop an understanding of relationships, health and growing up in a safe and age-appropriate way. In primary schools, sex relationships education sits within the statutory framework set out by the Department for Education and is closely linked to safeguarding and wellbeing. With updated guidance taking effect from 2026, schools must ensure their provision is clear, compliant and developmentally appropriate.
What is Relationships and Sex Education?
Sex relationships education is a broad term used to describe children’s learning about the body, health and relationships as part of their school experience. The more current statutory term is Relationships and Sex Education, commonly referred to as RSE.
Before 2020, many schools used the term SRE (Sex and Relationships Education). The move from SRE to RSE reflected a clearer emphasis on relationships first. This shift placed respectful relationships, family life and safeguarding at the centre of the curriculum.
Relationships Education is required under statutory guidance in all primary schools, while sex education is required in secondary schools. The full statutory guidance can be accessed on the official UK Government website.
Organisations such as the Sex Education Forum also provide sector guidance and best practice advice for schools delivering high-quality RSE.
In primary settings, sex relationships education focuses on helping children understand friendships, family structures, personal boundaries and the early physical and emotional changes associated with puberty. The emphasis remains on safety, respect and age-appropriate learning.
Relationships Education begins in primary school from the Early Years onwards. At this stage, the focus is on friendships, family structures and treating others with kindness and respect.
Schools are also required to teach Health Education. This statutory area includes physical health, mental wellbeing and puberty. In most primary schools, puberty education is introduced in upper Key Stage 2, typically in Years 4, 5 or 6. Schools aim to prepare pupils for the changes they may experience before those changes begin.
Sex education itself is not compulsory until secondary school. At that stage, students learn about intimate relationships and sexual health in an age-appropriate and carefully structured way.
When discussing the introduction of puberty education with parents, teachers may refer to National Health Service guidance on typical developmental age ranges. Aligning lessons with recognised health guidance helps reassure families that content is both developmentally appropriate and evidence-informed.
Many parents seek clear guidance on whether sex education is compulsory in primary schools.
Statutory
Relationships Education (RE) is compulsory in all primary schools. Health Education is also compulsory. This includes learning about puberty.
Sex education itself is not compulsory in primary schools. However, many schools choose to include additional age-appropriate sex education content in upper Key Stage 2. Where this is the case, parents have the right to request that their child is withdrawn from those specific lessons.
It is important to understand that parents cannot withdraw their child from Relationships Education or from Health Education, including puberty lessons. These areas form part of the statutory safeguarding framework.
Strong communication between schools and families is essential. Most schools publish curriculum overviews and provide opportunities for parents to review materials before lessons are delivered.
In many primary schools, sex relationships education is delivered through a broader Personal, Social, Health and Economic education programme. You can read more about how this works in practice in our article exploring
what a PSHE lesson is.
Delivering RSE within PSHE allows schools to embed relationships education alongside mental health, online safety and economic wellbeing. This integrated approach supports children’s development and ensures consistent messaging across the curriculum.
A structured PSHE programme may include:
- Lessons on respectful friendships in Year 1 and Year 2
- Exploring personal boundaries and consent in lower Key Stage 2
- Teaching puberty and body changes in upper Key Stage 2
- Addressing online relationships and digital behaviour across year groups
By sequencing learning progressively, schools ensure that sex relationships education builds appropriately year on year.
Schools are required to deliver statutory Relationships Education and Health Education and, by law, must provide children with safe and positive learning environments that support their health and wellbeing. The updated RSE framework is intended to help pupils build positive relationships within their families, communities and future friendships.
Alongside developing the skills needed to maintain these relationships, pupils must be taught the characteristics of a healthy relationship. They should learn how to show respect within friendships, recognise inappropriate or unhealthy behaviour, including online, and understand how to report concerns. Pupils are also taught about the physical and emotional changes that take place during puberty.
Children must learn how safeguarding works in practice and how to seek help from trusted adults if something feels unsafe for themselves or someone else. The government has provided an implementation period up to 2026, allowing schools time to work towards meeting these statutory requirements in a way that reflects the needs of their own school community.
Parents retain the right to request withdrawal from non-statutory sex education lessons in primary schools.
However, they cannot withdraw from Relationships Education and they cannot withdraw from Health Education, including puberty. In secondary school, pupils gain additional rights regarding participation in sex education at a defined stage.
Schools following best practice maintain transparency. They publish curriculum content, explain learning objectives clearly and provide time for discussion. Open communication reduces misunderstanding and strengthens trust between school and family.
