Why do we teach puberty in primary school?

The statutory guidance for Relationships Education, Relationships and Sex Education and Health Education Statutory Guidance from the DfE makes the teaching of puberty statutory in primary schools. It is a biological fact that puberty is beginning earlier than it did in the past, and it is vital that all children at primary school are prepared.

In the Primary health and wellbeing section, guidance states: 

“The facts about the menstrual cycle, including physical and emotional changes, whilst the average age of the onset of menstruation is twelve, periods can start at eight, so covering this topic before girls’ periods start will help them understand what to expect and avoid distress.”

The teaching requirements for health education mean that by the end of primary education, pupils should know key facts about:

• the correct names of body parts, including the penis, vulva, vagina, testicles, scrotum and nipples;
• puberty and the changing adolescent body, particularly from ages 9 to 11, including physical and emotional changes; and
• menstrual wellbeing, including key facts about the menstrual cycle.

While correct body part names should be introduced as soon as those parts are talked about in key stage 1. It is appropriate to begin teaching about puberty in lower key stage 2. Some schools may decide to begin earlier than this to meet the needs of their pupils. And teachers should always check their own school’s policies and procedures and ensure they follow these when teaching sensitive topics in RSE.

How do we teach puberty safely?

Creating a safe learning environment is vital in all RSE and Personal, Social, Health and Economic (PSHE) education, particularly when you are dealing with sensitive issues. It is essential to create ground rules or group agreements, signpost sources of help, and depersonalise the learning, as both children and staff can feel worried about discussing puberty.

 These rules should be negotiated with the children and, as much as possible, be written in their words. Staff should ensure that both themselves and the class understand the following:

• discussions are confidential – what is said in the room should stay in the room unless there are any safeguarding concerns; 
• personal questions shouldn’t be asked – make it clear that children shouldn’t ask staff personal questions and vice versa; and 
• the mentioning of names should be avoided – if children want to talk about personal experiences or their family or friends, they should not name them.

You could provide a ‘wonder box’ or ‘worry monster’, to be seen only by the teacher if pupils have any questions they don’t want to share in front of the class.

Remember that ground rules can be revisited and adjusted and that new rules can be added if necessary. 

How do we create an inclusive learning environment?

It is crucial to ensure all children are included. You should consider any exceptional circumstances that may impact the teaching for the class, for example, children with SEND. Whatever the nature of a child’s special needs, they are likely to experience puberty at a similar age to their peers and so need to be able to access the learning to meet their needs. Adaptations of lessons is therefore vital and could include adapting activities or additional input through small groups or one-to-one discussions.

Puberty affects males and females differently, so you may want to consider teaching in single-sex groups, but always think about how this will meet the needs of the children. If there are clear advantages to teaching in single-sex groups, for example, girls being able to ask questions about menstruation, then do so, but ensure that both sexes receive the same teaching.

Although sexuality will not be a primary focus in puberty lessons, staff must ensure they are inclusive. For example, when talking about attraction, acknowledge that children may feel attracted to someone of the same sex or the opposite sex.

Who should teach puberty lessons?

The class teacher will usually be the best person to deliver puberty sessions as this is who the children will feel most comfortable with and helps learning about puberty feel ordinary rather than a special one-off event. Bringing in a specialist who can offer additional expertise can be beneficial, especially where a teacher does not feel confident. Still, it is important for a member of staff to attend the session, to support with behaviour management, to note any safeguarding concerns and to help address key issues or sensitivities.

What age should you teach about puberty?

The statutory guidance sets out the overarching content; however, here is an overview of the topics you might include for different year groups.

Year 4 Puberty Lessons

These lessons will provide a general overview of puberty, including the physical differences between children and adults. You might also focus on personal hygiene and the early changes children may see in their bodies, such as body hair, as well as emotional changes they may experience. A basic understanding of the menstrual cycle and how to manage periods should be included in line with statutory guidance.

Year 5 Puberty Lessons

At this stage, many children, particularly girls, will be experiencing changes. More detail should be provided on body changes, including a more in-depth explanation of the menstrual cycle and additional guidance on managing periods, such as the types of protection available and procedures at school. Introducing erections and wet dreams is appropriate at this age. More focus could also be given to the emotional changes and hygiene during puberty.

Year 6 Sex Education Lessons

Year 6 is a good time to make the link between puberty and the process of how babies are made. If your school chooses to teach non-statutory sex education, this may include conception and birth, sexual intercourse, different ways families are formed, including adoption and IVF, explained simply, and how babies grow and need to be cared for. Teaching consent linked to the legal age of consent may also be appropriate for your cohort.

How do we deal with any questions children might have?

Giving children time to ask questions and creating a safe space is key to puberty lessons. Dealing with questions can be extremely rewarding but also daunting. Here are some top tips to give them confidence.

• Plan ahead – think about what children might ask and about how you might answer. 
• Make use of question boxes – these are helpful for both the children and the adult, as you can read questions and prepare answers ahead of the lesson. 
• Keep your answer simple – try to clarify the question and give as simple an answer as possible. Children will ask further questions if they need to know more.
• Target your answers – sometimes, it might not be appropriate to provide an answer for the whole class; you might want to speak to just an individual or a small group.
• Delay answering – if you’re unsure how to answer a question, tell the children you’ll come back to them on it. This gives you time to think, find out or discuss with a colleague.

The critical thing to remember is that providing a reliable answer is very important. Otherwise, a child could ask their peers or look online, possibly leading to them coming across unreliable or dangerous information. 

How should we involve parents and carers?

Your school should have a policy (developed in consultation with parents) that outlines what will be covered in RSE & PSHE. However, informing parents of the school terms during which you will cover specific topics, such as puberty, is good practice. This means parents can talk to their children before the session if they wish and are ready for any questions they might be asked afterwards.