Health and Relationships Education

Health and Relationships Education (HRE)

‘To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy.”  – (DFE)


Subject Lead: Mrs Hollinshead



At Roseberry, we provide a specifically tailored curriculum that is both broad and balanced and meets the unique context of our school, preparing pupils for adult life: decisions, responsibilities, experiences, opportunities and to allow them to develop fully as emotional, mature human-beings.

Pupils are encouraged to look beyond their immediate environment in order to support their understanding of the wider world and the circumstances of others.  Roseberry believes strongly in promoting rights and respect for all within the local, national and global communities giving pupils access to different ideas and inspiring philosophical conversations.

Children’s knowledge, self-esteem, emotional well-being and resilience is promoted through  understanding the importance of family life and loving and stable relationships so that they know what makes a positive relationship and how to maintain them.

Children are equipped with the knowledge of their health and well-being including their mental and physical health so that they can cope with changes in the future.

At the heart of our HRE curriculum lies the characteristics of our bespoke avatars: passion, resilience, self-esteem, teamwork, innovation and aspirations which are integral to the teaching of HRE and the wider curriculum.

Our curriculum offer will provide opportunities for all pupils, including those with SEND, to access a varied and flexible teaching style in a supportive environment. Through our provision, children will develop the language they need to talk about their feelings and emotions.

  • Engender the characteristics of our bespoke Avatars – particularly Eager Ethos who shows kindness to everyone irrespective of their backgrounds and Annie and Arnie who believe that everyone is equal and that stereotypes should be challenged
  • To be able to talk about feelings, emotions and changes to their body using the correct terminology
  • To provide children with opportunities to learn about rights and responsibilities, appreciating what it means to be a member of a diverse society.
  • Children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community
  • Children will be given the opportunity to explore themselves, their emotions, what is meant by mental wellbeing and develop ways to promote positive mental health
  • Develop children’s confidence to ask for help and know about the services and support networks available to help them in different situations
  • Support the application of the subjects including science and physical education
What does teaching and learning look like in HRE?

  • In the Early Years, children begin to identify and name the special people in their lives and learn to take turns and listen to others. Children use stories to explore a range of common feelings such as sadness, anger and happiness
  • Teachers plan and expose children to specific vocabulary through tier words to allow them to discuss it and understand for example feelings and emotions
  • The HRE curriculum is carefully structured and sequenced to ensure coverage and progression as the children move through the school
  • A range of services and visitors to school supports learning outside of the classroom including delivering aspects of the HRE framework, including talks on internet safety from Cleveland Police, Dental Health Team, NHS Nursing Service
  • Outdoor learning and, where needed, additional ‘Mental Health and Wellbeing’ breaks are used to support and complement learning for all pupils including those with SEND
  • Children are actively involved in discussing topical issues and issues of concerns are addressed
  • Lessons are ambitious and designed to give all pupils, including disadvantaged and pupils with SEND, access to the knowledge and skills needed to make progress across the HRE curriculum
  • Cross curricular opportunities are used to develop and consolidate pupil’s learning in other areas of learning
  • Children are encouraged to have a voice knowing that they are in a safe environment whereby judgements are not made
  • Children are helped to understand and are enabled to ask questions that they may find difficult to ask other people
  • Themed weeks/days, stand-alone lessons, and assemblies cover a variety of topics, for example: Mental Health Awareness, Refugee Week, Anti-Bullying and Show Racism the Red Card. This provides children with in-depth focussed sessions where children think about and discuss difficult and thought-provoking topics in a safe environment.

What will be achieved?

By the time children leave Roseberry, they will be able to approach a range of real-life situations and apply their skills to support them in their journey through modern life. They will be well on their way to becoming healthy, open-minded, respectful, socially and morally responsible, active members of society who appreciate difference and diversity and recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty. Ultimately, they will be able to understand and manage their emotions, be able to look after their mental health and well-being and develop positive, healthy relationships with their peers both now and in the future.

Relationships Framework