Relationships and Health Education (RHSE)

The Government has introduced a new policy on relationships and health education, with sex education being non compulsory, that we’re required to follow from 1 September 2026.

At Yenton Primary School we will be using SCARF as our comprehensive PSHE and RHE curriculum. It's designed to help children be their best – physically, mentally, emotionally and academically – through the SCARF values of Safety, Caring, Achievement, Resilience and Friendship. The programme consists of six half-term units: Me and my relationships, Valuing difference, Keeping safe, Rights and respect, Being my best, Growing and changing.

Here’s what all pupils should know by the end of primary school. These are the expectations set by the Department for Education. We’ve highlighted anything new from 1 September 2026 in bold.

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 and civil partnerships 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
That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. Pupils should learn skills for developing caring, kind friendships
That not every child will have the friends they would like at all times, that most people feel lonely sometimes, and that there is no shame in feeling lonely or talking about it
The characteristics of friendships that lead to happiness and security, including mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties
That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened
How to manage conflict, and that resorting to violence is never right
How to recognise when a friendship is making them feel unhappy or uncomfortable, and how to get support when needed

Respectful, kind relationships

How to pay attention to the needs and preferences of others, including in families and friendships. Pupils should be encouraged to discuss how we balance the needs and wishes of different people in relationships and why this can be complicated
The importance of setting and respecting healthy boundaries in relationships with friends, family, peers and adults
How to communicate effectively and manage conflict with kindness and respect; how to be assertive and express needs and boundaries; how to manage feelings, including disappointment and frustration
Pupils should have opportunities to discuss the difference between being assertive and being controlling, and conversely the difference between being kind to other people and neglecting your own needs
That they can expect to be treated with respect by others, and the importance of respecting others, including those who are different (e.g. physically, in character, personality or backgrounds), or make different choices, or have different preferences or beliefs
The importance of respecting others, even when they’re very different from them (e.g. physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
Practical steps they can take and skills they can develop in a range of different contexts to improve or support their relationships
The conventions of courtesy and manners
The importance of self-respect and how this links to their own happiness. Pupils should have opportunities to think about how they foster their own self-esteem and build a strong sense of their own identity, including through developing skills and interests
The different types of bullying (including online bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult), and how to get help
What a stereotype is, how stereotypes can be unfair, negative, destructive or lead to bullying and how to challenge a stereotype
How to seek help when needed, including when they are concerned about violence, harm, or when they are unsure who to trust

Online safety and awareness

That people should be respectful in online interactions, and that the same principles apply to online relationships as to face-to-face relationships, including where people are anonymous. For example, the importance of avoiding putting pressure on others to share information and images online, and strategies for resisting peer pressure
How to critically evaluate their online relationships and sources of information, including awareness of the risks associated with people they have never met. For example, that people sometimes behave differently online, including pretending to be someone else, or pretending to be a child, and that this can lead to dangerous situations. How to recognise harmful content or harmful contact, and how to report this
That there is a minimum age for joining social media sites (currently 13), which protects children from inappropriate content or unsafe contact with older social media users, who may be strangers, including other children and adults
The importance of exercising caution about sharing any information about themselves online. Understanding the importance of privacy and location settings to protect information online
Online risks, including that any material provided online might be circulated, and that once a picture or words has been circulated there is no way of deleting it everywhere and no control over where it ends up
That the internet contains a lot of content that can be inappropriate and upsetting for children, and where to go for advice and support when they feel worried or concerned about something they have seen or engaged with online

Being safe

What sorts of boundaries are appropriate in friendships with peers and others (including online). This can include learning about boundaries in play and in negotiations about space, toys, books, resources etc.
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), including those they do and do not know
How to recognise when a relationship is harmful or dangerous, including skills for recognising who to trust and who not to trust
How to report abuse, concerns about something seen online or experienced in real life, or feelings of being unsafe or feeling bad about any adult and the vocabulary and confidence needed to do so
How to ask for advice or help for themselves or others, and to keep trying until they are heard. Where to get advice e.g. family, school and/or other sources