The national curriculum states clear objectives with regards to the curriculum:

Every state-funded school must offer a curriculum which is balanced and broadly based and must cover key areas:

• promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
• prepare pupils at the school for the opportunities, responsibilities and experiences of later life.
• make provision for personal, social, health and economic education (PSHE), drawing on good practice.

In addition, The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education. They also make Health Education compulsory in all schools except independent schools. Therefore, parents do not have the right to withdraw their child from Relationships or Health Education but for the parts of the primary curriculum which cover Relationships and Sex Education (RSE) parents have the right to request their child be excused from this aspect.

The focus of Relationships Education in primary schools should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. The focus of Physical Health and mental well-being in primary schools should be on teaching the characteristics of good physical health and mental well-being. Teachers should be clear that mental well-being is a normal part of daily life, in the same way as physical health.

The statutory guidance Relationships Education, Relationships and Sex Education (RSE) and Health Education details how this should be taught.

We have designed ‘essential characteristics’ as the key drivers for our personal, social, health and relationships curriculum.

Children should leave our school with crucial knowledge, understanding and skills:

• the knowledge and understanding of what constitutes, and the importance of, a healthy lifestyle;
• an understanding of how to keep themselves safe, including online safety;
• an understanding of positive relationships with particular reference to friendships, family relationships, and relationships with other children and with adults;
• an ability to collaborate with others: to take turns, to treat each other with kindness, consideration and respect and the importance of honesty and truthfulness;
• an understanding of personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact.
• the ability to be responsible members of a school and wider community;
• the ability to be positive and active members of a democratic society, including a sense of justice;
• self-confidence and positive self-esteem, with the ability to make informed choices regarding personal and social issues;
• the skills to be able to think for themselves and make rational and informed decisions:
• character traits such as the belief they can achieve, to persevere with tasks, to work towards long-term rewards and continue despite setbacks;
• an understanding of positive emotional and mental well-being, including how friendships can support mental well-being.