Relationships and sex education

RELATIONSHIPS AND SEX EDUCATION AT UTC READING

At our school, we are committed to delivering high-quality, age-appropriate Relationships and Sex Education (RSE) in line with statutory guidance and tailored to meet the needs of our students in Years 10 to 13. Our RSE provision is designed to equip young people with the knowledge, skills, and values they need to make informed decisions about their relationships, health, and well-being as they move into adulthood.

Topics covered

The curriculum covers a broad and relevant range of topics, including:

Healthy relationships and respect
Consent and boundaries
Sexual health and contraception
Gender identity and sexual orientation
Online safety and digital relationships
The impact of pornography
Managing emotions and peer pressure
Parenthood and responsibilities
Mental health and well-being in the context of relationships

SHAPED BY OUR SCHOOL COMMUNITY

Our RSE programme has been developed in consultation with both parents and students to ensure it is not only compliant with statutory requirements but also relevant and appropriate to the context of our school community. Through surveys, focus groups, and feedback opportunities, we have carefully shaped the content and delivery style to reflect the diverse needs and experiences of our students.

We continue to review and adapt the programme regularly to ensure it remains engaging, inclusive, and responsive to the evolving social landscape our students navigate.

A SAFE SPACE FOR LEARNING AND DISCUSSION

We recognise that these topics can be sensitive, and we are proud to create a respectful and inclusive learning environment where students feel safe to ask questions, explore different perspectives, and engage in open dialogue. Lessons often include structured debate, group discussion, and scenario-based activities, enabling students to reflect critically and develop their own values and understanding.

CURRICULUM AND SAMPLE RESOURCES

Click here to see our Scheme of Work, which shows you what is covered in each term for each year group within RSE.

Click on the links below to see some example resources (please note, these are subject to copyright):

FURTHER INFORMATION

Your right to withdraw

Parents and carers have the right to request that their child be withdrawn from some or all of the sex education elements of RSE that are not part of the National Curriculum for Science. There is no right to withdraw from relationships education or health education, as these are compulsory for all pupils.

How to make a request

If you wish to request withdrawal from any part of the sex education curriculum, we encourage you to contact the Headteacher to discuss your concerns and to ensure you are fully informed about the content and purpose of the lessons.

Please contact the Headteacher by emailing enquiries@utcreading.org.uk or calling 0118 938 1020 to arrange a meeting.

Advance notification

We will send direct communication to all parents and carers in the term before RSE lessons are due to take place. This communication will include an overview of the planned content and provide an opportunity for you to request withdrawal if you wish.

Government guidance

For more information about your rights and the statutory guidance for schools, please see the Department for Education’s guidance on RSE:
https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

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Georgina Craven

Executive Director of SEND (SENCo)

Georgina is an experienced SEND leader with over thirteen years specializing in supporting neurodiverse learners and leading SEND provision. Beginning her career as an LSA, she progressed through roles including Senior LSA, Teacher of Biology, Director of SEND, and now Executive Director of SEND. A qualified teacher with a Marine Zoology degree from Newcastle University, Georgina also holds a Master’s in SEND, specialising in SEMH and Autism, alongside the National Award for SEN Coordination and accreditation as an Access Arrangements Assessor. She has contributed to SEND practice at both school and local authority level, including sitting on EHCP panels and leading school‑wide implementation of SEND technology systems. As a Therapeutic Thinking trainer, she champions inclusive, neuroaffirming practice rooted in the social model of disability and strongly believes in celebrating the strengths that neurodiversity brings to education and the wider world.