Personal, Social, Health and Economic Education (PSHE), Relationships, Sex and Health Education (RSHE) and Citizenship Policy

Policy status: This policy replaces the previous Personal, Social & Health Education & Citizenship Policy and incorporates the revised statutory RSHE requirements effective from 1 September 2026.

1. Statement of Intent

SV Academy is committed to providing high-quality Personal, Social, Health and Economic education (PSHE), Relationships, Sex and Health Education (RSHE) and citizenship education that equips students with the knowledge, skills, values and confidence they need to stay safe, build healthy relationships, make informed decisions and participate positively in modern British society.

The programme forms an important part of the Academy curriculum for compulsory-school-age students and is reinforced through personal development, tutorial, enrichment and progression activity within Post-16 provision. Teaching is designed to be inclusive, age and stage appropriate, evidence-informed and responsive to the needs and experiences of the students attending SV Academy.

SV Academy recognises that many students may have experienced disrupted education, additional needs, trauma, social or emotional difficulties, safeguarding risks or gaps in prior learning. The curriculum will therefore be carefully sequenced, sensitively delivered and adapted where appropriate so that all students can access essential knowledge without lowering expectations or compromising safeguarding.

2. Scope and Status

This policy applies to compulsory-school-age provision, statutory and commissioned placements, and the Academy's Post-16 provision where the content is relevant to the age, programme and needs of the learner.

PSHE is required within the curriculum of independent schools and must reflect the school's aims and ethos while encouraging respect for other people, with particular regard to the protected characteristics in the Equality Act 2010.
Relationships and Sex Education (RSE) is compulsory for pupils receiving secondary education. SV Academy uses the broader term RSHE to reflect the integrated teaching of relationships, sex and health education.
The revised Department for Education statutory RSHE guidance came into effect on 1 September 2026 and applies to independent schools.
Citizenship, economic wellbeing, careers, financial capability and preparation for adult life are integrated within the wider PSHE and personal-development programme.
Post-16 learners receive an age-appropriate personal-development programme covering relationships, health, safeguarding, employability, financial capability, citizenship, independent living and progression.

3. Legal and Guidance Framework

This policy is informed by current legislation and guidance, including:

Education (Independent School Standards) Regulations 2014, as amended, and Department for Education Independent School Standards guidance (April 2026).
Relationships Education, Relationships and Sex Education (RSE) and Health Education statutory guidance, effective from 1 September 2026.
Equality Act 2010.
Keeping Children Safe in Education 2026.
Children and Families Act 2014 and the SEND Code of Practice: 0 to 25 years.
Prevent duty guidance and associated safeguarding requirements.
Department for Education guidance on political impartiality in schools.
Relevant awarding-organisation, safeguarding, data-protection and health guidance where applicable.

4. Aims

SV Academy aims to enable students to:

develop confidence, self-respect, resilience and a positive sense of identity;
understand healthy, respectful and safe relationships, including consent, boundaries, kindness, care and equality;
recognise abuse, exploitation, coercion, harassment, harmful sexual behaviour, bullying and other unsafe situations and know how to seek help;
manage physical and mental health, make informed health choices and understand when professional help may be needed;
develop digital resilience and understand online relationships, misinformation, deepfakes, image sharing, cyberbullying, online exploitation and harmful content;
understand sexual health, contraception, sexually transmitted infections, pregnancy, consent and the law in an age-appropriate way;
challenge prejudice, discrimination, sexism, misogyny, homophobia, racism, ableism and other harmful attitudes while respecting lawful differences of belief and opinion;
develop financial capability, employability, careers awareness and skills for independent adult life;
understand democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs;
participate constructively in discussion, debate and community life without promoting partisan political views;
make safe, informed and ethical decisions and know where to obtain reliable information, advice and support.

5. Curriculum Principles

The PSHE, RSHE and citizenship curriculum will be:

sequenced so that knowledge and skills build over time;
age and stage appropriate, taking account of maturity, prior learning and individual needs;
inclusive and accessible to students with SEND, EAL or other additional needs;
factually accurate, evidence-informed and based on reliable sources;
delivered in a way that supports safeguarding and does not unnecessarily expose students to harmful content;
responsive to local and contextual safeguarding risks without becoming reactive or sensationalised;
politically impartial when political issues are discussed;
delivered with high expectations, respect and appropriate professional boundaries;
informed by student voice and, where relevant, meaningful engagement with parents and carers.

6. Curriculum Organisation and Delivery

For compulsory-school-age students, PSHE/RSHE is normally delivered through regular timetabled lessons, supported by tutor or mentoring activity, assemblies, themed workshops, enrichment, careers education and learning across subjects. The exact timetable may vary according to the student's placement, commissioning arrangements and individual programme.

For Post-16 learners, relevant content is delivered through personal development, tutorials, careers and employability work, safeguarding education, enrichment and programme-specific activity. Content is adapted to the greater independence, legal status and transition needs of older learners.

Where learning naturally overlaps with science, computing, PE, English, humanities, careers or other curriculum areas, teachers may reinforce PSHE/RSHE concepts in those subjects. The Academy will nevertheless maintain clear curriculum planning so that statutory content is not left to chance.

7. Core Curriculum Content

7.1 Relationships, Respect and Safeguarding

healthy friendships, families and other relationships;
respectful communication, boundaries, privacy, consent and the right to withdraw consent;
coercive and controlling behaviour, domestic abuse, stalking, sexual harassment and sexual violence;
child-on-child abuse, harmful sexual behaviour, exploitation and grooming;
how inequalities of power can affect relationships;
challenging sexism, misogyny and harmful stereotypes without stigmatising individuals or groups;
the impact of pornography and sexually explicit online content on expectations, attitudes and behaviour;
how online influencers, harmful subcultures and incel-related narratives can shape attitudes to relationships and sexual ethics;
where and how to seek help, report concerns and support another person safely.

7.2 Online Safety, Media Literacy and Digital Relationships

online identity, privacy, reputation and personal information;
cyberbullying, harassment, grooming, exploitation and fraud;
sharing intimate images, including the law and the risks of non-consensual sharing;
deepfakes, AI-generated images or videos and malicious manipulation;
misinformation, disinformation, conspiracy theories and evaluating online sources;
unhealthy comparison, body image, compulsive or excessive use and the effect of online content on wellbeing;
how social media can escalate conflict and how to seek help or report harmful material.

7.3 Physical Health and Wellbeing

healthy lifestyles, nutrition, physical activity, sleep and self-care;
puberty, developing bodies, menstruation and reproductive health;
alcohol, tobacco, vaping, nicotine, drugs and substance misuse;
vaccination, infection prevention and appropriate use of health services;
basic first aid and responding appropriately in an emergency;
the relationship between physical health, mental health and lifestyle choices.

7.4 Mental Wellbeing

recognising and describing emotions and normal changes in mood;
resilience, coping strategies, loneliness, anxiety, stress and sources of support;
recognising when feelings or behaviours may indicate the need for additional or professional support;
the links between substance use, gambling and mental wellbeing;
self-harm, eating disorders and suicide prevention only where this can be taught safely, sensitively and with appropriately trained staff and specialist advice.

When teaching specialised topics such as self-harm, eating disorders or suicide prevention, SV Academy will use high-quality, evidence-based materials and appropriate professional advice. Teaching will not include methods, instructions or unnecessarily graphic or emotive content. Any disclosure or individual concern will be handled under safeguarding procedures.

7.5 Sexual Health and Intimate Relationships

the law relating to consent, sexual activity, abuse, exploitation and sharing sexual images;
contraception and reproductive choices;
pregnancy and pregnancy choices taught factually and sensitively;
sexually transmitted infections, testing and accessing sexual-health services;
respect, kindness, care and responsibility within intimate relationships;
recognising pressure, coercion, manipulation and unhealthy power dynamics.

7.6 Economic Wellbeing, Careers and Adult Life

budgeting, saving, borrowing, debt, credit, scams and financial decision-making;
employment, pay, taxation and basic workplace rights and responsibilities;
careers, training, apprenticeships, further and higher education and progression routes;
CVs, applications, interviews and employability skills;
independent living, accessing services and making informed consumer choices;
gambling risks, gambling-like features in games and the potential financial and mental-health harms.

7.7 Citizenship, British Values and Community Participation

democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs;
rights, responsibilities and the role of public institutions;
community participation, volunteering and social responsibility;
critical discussion of current affairs and social issues;
respect for lawful differences of opinion and the distinction between fact, opinion and partisan political advocacy.

8. Political Impartiality and Sensitive Issues

SV Academy will not promote partisan political views to students. Where political issues are brought to students' attention, teaching will take reasonable and proportionate steps to present relevant opposing views in a fair and dispassionate way.

Staff may facilitate debate on controversial or sensitive issues, but must distinguish fact from contested opinion, avoid using their position of authority to secure agreement with a partisan view, and ensure that resources and external speakers are appropriately contextualised.

Political impartiality does not prevent the Academy from teaching the law, safeguarding expectations, equality, human rights, British values, Prevent-related content or from challenging discrimination and unlawful behaviour.

9. Equality, SEND and Inclusion

The curriculum will encourage respect for other people with particular regard to the protected characteristics in the Equality Act 2010. Content will be planned and taught in a way that is inclusive, factual and appropriate to students' ages and learning needs.

Reasonable adjustments will be made for students with SEND where required.
Materials may be adapted for literacy, communication, sensory, cognitive or emotional needs without removing essential safeguarding content.
Students with EAL will receive appropriate language support and clarification of key concepts.
Staff will consider trauma, prior abuse or other vulnerabilities when planning sensitive content and will seek advice from the DSL or SENCO where appropriate.
No student should be made to disclose personal experiences, identity, beliefs or family circumstances during lessons.

10. Safeguarding, Confidentiality and Disclosures

PSHE and RSHE lessons can lead to disclosures or reveal safeguarding concerns. Teachers must never promise absolute confidentiality. Students will be reminded that staff may need to share information where there is a concern about safety or welfare.

Any safeguarding concern or disclosure must be reported promptly to the DSL or a Deputy DSL in accordance with the Safeguarding and Child Protection Policy.
Teachers will use distancing techniques and hypothetical examples where appropriate so students are not encouraged to disclose personal information in front of peers.
Questions that indicate an individual safeguarding concern may be followed up privately rather than answered publicly.
Staff will not investigate disclosures themselves or ask leading questions.
Where a student may require health, sexual-health, mental-health or specialist support, staff will signpost or refer in accordance with safeguarding and pastoral procedures.

11. Parent and Carer Engagement

SV Academy recognises parents and carers as important partners in relationships, health and personal development education. The Academy will make this policy available and will provide information about curriculum content and resources where appropriate.

When reviewing the RSHE curriculum, the Academy will take reasonable steps to engage parents and carers, while retaining responsibility for meeting statutory requirements and safeguarding students.

12. Right to Request Withdrawal from Sex Education

Parents and carers may request that a pupil be withdrawn from some or all of the sex education delivered as part of RSE. This right does not extend to relationships education, health education, or sex-related content taught as part of the science curriculum.

Requests should normally be made in writing to the Headteacher. The Headteacher will normally offer a discussion to explain the curriculum, consider the reasons for the request and clarify exactly which lessons are classified as sex education.

Unless there are exceptional circumstances, a parental request for withdrawal will be granted until three school terms before the pupil turns 16. From that point, if the young person wishes to receive sex education, SV Academy will arrange for them to receive it during one of those three terms and continue to receive it while they remain at the school.

Students who are withdrawn will be provided with appropriate, purposeful education during the relevant lessons. Withdrawal will be recorded accurately and handled sensitively.

13. External Visitors, Speakers and Resources

External organisations may enhance PSHE and RSHE by providing specialist expertise, but SV Academy remains responsible for what is taught and how it is taught.

External speakers and resources will be checked for suitability, accuracy, safeguarding implications, age appropriateness, equality considerations and political impartiality.
Visitors will receive clear expectations about content and professional boundaries.
A member of SV Academy staff will normally remain responsible for the session and the students.
Materials promoting commercial products, harmful practices or partisan political positions will not be used without appropriate educational context and senior approval.

14. Roles and Responsibilities

14.1 Directors / Proprietor

ensure SV Academy meets the Independent School Standards and statutory RSHE requirements;
approve the policy and provide appropriate oversight, resources and challenge.

14.2 Executive Headteacher

provides strategic oversight of PSHE, RSHE, citizenship and personal development;
ensures curriculum intent, policy and quality assurance remain aligned with statutory requirements and the Academy's ethos;
provides strategic challenge and escalation where significant curriculum, safeguarding or compliance issues arise.

14.3 Headteacher

is responsible for day-to-day implementation of this policy;
ensures the curriculum is appropriately timetabled, staffed and delivered;
handles parental withdrawal requests from sex education and oversees operational responses;
ensures concerns about quality, resources, political impartiality or safeguarding are acted upon.

14.4 PSHE/RSHE Lead or Coordinator

maintains curriculum plans and schemes of work;
supports staff with resources, training and subject knowledge;
monitors delivery, student engagement and curriculum coverage;
works with the DSL, SENCO, careers lead and other staff where content overlaps.

14.5 Designated Safeguarding Lead

advises on safeguarding-sensitive content and contextual risks;
supports staff responding to disclosures and individual concerns;
ensures curriculum messages are consistent with safeguarding procedures.

14.6 Teaching and Support Staff

deliver content professionally, sensitively and accurately;
create a safe learning environment and challenge prejudice or harmful behaviour;
follow safeguarding procedures and do not promise confidentiality;
identify where students require additional support or reasonable adjustments.

15. Assessment and Student Voice

Assessment in PSHE/RSHE is used to understand learning and inform future teaching rather than to grade personal beliefs, values or experiences. Evidence may include discussion, reflection, quizzes, written work, scenarios, projects or baseline/end-point activities.

Student voice will be used to evaluate relevance, accessibility and confidence in seeking support. Feedback will inform curriculum planning but will not override statutory content or safeguarding requirements.

16. Staff Training and Quality Assurance

Staff delivering PSHE/RSHE will receive appropriate subject knowledge, safeguarding and curriculum support.
Sensitive specialist topics will only be delivered where staff have suitable knowledge, confidence and guidance.
Curriculum plans, resources and delivery will be reviewed periodically by the Headteacher, PSHE/RSHE Lead and relevant senior leaders.
The Executive Headteacher will maintain strategic oversight of quality, compliance and improvement priorities.
Where gaps are identified, the Academy will provide additional training, specialist advice or revised resources.

17. Complaints and Concerns

Parents, carers and students are encouraged to raise questions or concerns about PSHE/RSHE content with the Headteacher in the first instance. Concerns that cannot be resolved informally may be considered under the SV Academy Complaints and Compliments Policy.

Safeguarding concerns must be reported immediately under the Safeguarding and Child Protection Policy and should not wait for the complaints process.

18. Related Policies and Documents

Curriculum Policy
Safeguarding and Child Protection Policy
Prevent Duty, Radicalisation and Extremism Policy
Equality, Diversity and Inclusion (EDI) Policy
Equality, Disability and Accessibility Policy
Behaviour, Rewards and Sanctions Policy
Anti-Bullying Policy
SEND Policy
Acceptable Use of Technology, AI, Online Safety and Cyber Security Policy
IAG and Careers Policy
Information Sharing and Confidentiality Policy
Complaints and Compliments Policy and Procedure

19. Monitoring and Review

This policy will be reviewed annually and sooner where statutory guidance, safeguarding expectations or Academy provision changes. The Headteacher is responsible for operational review and the Executive Headteacher provides strategic oversight. Material changes will be approved through the Academy's governance arrangements.

Appendix 1 - Curriculum Coverage Summary

The detailed curriculum map and schemes of work will set out age/stage sequencing. The summary below identifies the main areas of entitlement.

AreaIndicative coverageRelationships and respect | Healthy relationships, families, consent, boundaries, sexual harassment, domestic abuse, exploitation, equality and respectful communication.
Online life | Digital relationships, privacy, image sharing, cyberbullying, misinformation, deepfakes, AI-generated content, harmful online material and reporting.
Health and wellbeing | Mental wellbeing, resilience, physical health, sleep, nutrition, puberty, menstruation, substance misuse, gambling, first aid and accessing help.
Sexual health | Consent and the law, contraception, pregnancy, STIs, accessing services, pornography and healthy intimate relationships.
Economic wellbeing | Budgeting, debt, scams, work, careers, applications, employment, consumer awareness and independent living.
Citizenship | British values, rights and responsibilities, democracy, public institutions, community participation, critical thinking and political impartiality.

Appendix 2 - Reference Framework

Department for Education - Relationships Education, Relationships and Sex Education (RSE) and Health Education statutory guidance, revised guidance effective 1 September 2026.
Department for Education - Independent School Standards guidance, April 2026.
Department for Education - Political impartiality in schools guidance.
Department for Education - Keeping Children Safe in Education 2026.
Equality Act 2010 and relevant SEND legislation and guidance.