1. Policy Aims
At LoveSpring Nursery School, we believe that positive relationships form the foundation for healthy
development and lifelong learning. Our approach to relationships education is rooted in our core
values of faith, love, and excellence.
Our Educational Vision
The aims of relationships education at our nursery are to:
- Provide a safe framework for age-appropriate discussions about relationships and feelings
- Help children develop self-respect, confidence, empathy, and positive characteristics
- Create a positive culture around emotional development and healthy relationships
- Teach children appropriate vocabulary to describe themselves, their bodies, and their
feelings
- Support children in understanding and managing their emotions
- Foster respect and kindness towards others regardless of differences
2. Statutory Framework and Requirements
2.1 Legal Compliance
| Legislation |
Requirements |
Our Approach |
| Early Years Foundation Stage |
Personal, Social and Emotional Development requirements |
Integrated throughout our curriculum and daily practice |
| Equality Act 2010 |
Prevention of discrimination, advancement of equality |
Inclusive practice celebrating diversity |
| Children and Social Work Act 2017 |
Relationships education for primary-aged children |
Age-appropriate foundation for future learning |
2.2 Age-Appropriate Content
As a nursery school, our relationships education focuses on foundational skills appropriate for
children aged 6 months to 5 years. We do not deliver sex education, which is not appropriate for
early years.
3. Policy Development and Consultation
Development Process
- Review: Comprehensive assessment of statutory guidance and best practice
- Staff Consultation: All practitioners contributed to policy development
- Parent Engagement: Parent workshops and feedback sessions conducted
- Implementation Planning: Training and resource development
- Ongoing Review: Regular evaluation and improvement cycles
3.1 Definition and Scope
For LoveSpring Nursery School, relationships education is about:
- Emotional, social, and cultural development of young children
- Learning about positive relationships, feelings, and personal identity
- Developing empathy, respect, and understanding of others
- Creating a foundation for healthy emotional development
4. Curriculum Content
4.1 Early Years Foundation Stage Framework
| Area of Learning |
Key Focus Areas |
Teaching Methods |
| Personal, Social & Emotional Development |
Self-awareness, relationships, managing feelings |
Circle time, stories, role-play, positive reinforcement |
| Communication & Language |
Expressing feelings, listening to others, empathy |
Group discussions, puppets, emotion cards |
| Understanding the World |
Families, communities, diversity |
Family photos, community visits, diverse resources |
4.2 Age-Specific Learning Objectives
2-3 Years Foundation
- Recognising and naming basic emotions (happy, sad, angry)
- Developing simple sharing and turn-taking skills
- Building trust with familiar adults
- Using simple words to express needs and feelings
- Understanding simple boundaries and routines
3-4 Years Development
- Identifying a wider range of emotions in self and others
- Developing simple problem-solving in social situations
- Understanding concepts of fairness and kindness
- Beginning to understand different family structures
- Learning appropriate names for body parts
4-5 Years Preparation
- Developing empathy and understanding others' perspectives
- Managing conflicts with adult support
- Understanding privacy and appropriate touch
- Recognising similarities and differences between people
- Building resilience and coping strategies
5. Delivery Approach
5.1 Teaching Methods and Resources
| Method |
Description |
Age Appropriateness |
| Story-based Learning |
Using carefully selected books to explore relationships and emotions |
All ages, with age-appropriate book selection |
| Role-play and Puppets |
Acting out social scenarios to practice skills |
2-5 years, with increasing complexity |
| Circle Time |
Structured group discussions about feelings and relationships |
3-5 years, with simple versions for younger children |
| Visual Resources |
Emotion cards, family photos, diversity materials |
All ages, adapted to developmental stage |
| Daily Interactions |
Embedded learning through everyday nursery experiences |
All ages, continuous provision |
5.2 Inclusive Practice
Supporting All Children
We ensure our relationships education is inclusive by:
- Using diverse resources that reflect different family structures
- Adapting activities for children with additional needs
- Being sensitive to cultural and religious backgrounds
- Providing additional support for children who need it
- Creating a safe environment where all children feel valued
6. Key Learning Areas
6.1 Families and Caring Relationships
| Learning Objective |
Activities |
Outcomes |
| Understanding Families |
Family photo displays, "All About Me" activities |
Children recognise different family structures |
| Building Relationships |
Partner activities, small group projects |
Children develop positive peer relationships |
| Expressing Care |
Kindness trees, helping activities |
Children demonstrate caring behaviour |
6.2 Feelings and Emotional Development
Emotional Literacy Progression
- Basic Emotions: Happy, sad, angry, scared - using visual cues and simple
language
- Complex Emotions: Frustrated, excited, proud, jealous - through stories and
discussions
- Emotion Management: Simple strategies for managing big feelings
- Empathy Development: Recognising and responding to others' feelings
6.3 Body Awareness and Safety
Age-Appropriate Body Education
- Using correct names for body parts in context-appropriate situations
- Understanding concepts of privacy and personal space
- Learning about appropriate and inappropriate touch
- Developing skills to say "no" and seek help from trusted adults
- Understanding basic hygiene and self-care routines
7. Roles and Responsibilities
7.1 Designated Roles
| Role |
Responsibilities |
| Nursery Manager |
Overall policy implementation, staff training, parent communication |
| Room Leaders |
Curriculum delivery, resource management, staff guidance |
| All Practitioners |
Daily implementation, observation, responsive teaching |
| Parents/Carers |
Partnership in learning, reinforcing concepts at home |
7.2 Staff Responsibilities
All staff are responsible for:
- Modelling positive relationships and emotional literacy
- Using appropriate language and approaches
- Responding sensitively to children's questions and concerns
- Maintaining professional boundaries
- Reporting any safeguarding concerns immediately
- Participating in ongoing training and development
8. Parent Partnership
8.1 Communication and Engagement
| Activity |
Purpose |
Frequency |
| Parent Workshops |
Explain curriculum content and approach |
Termly |
| Curriculum Information |
Share learning objectives and activities |
Each term |
| Individual Meetings |
Discuss child's progress and any concerns |
As needed |
| Home Learning Ideas |
Support reinforcement of learning at home |
Regularly |
8.2 Resource Sharing
We are committed to transparency and will:
- Share all curriculum materials with parents upon request
- Provide advance notice of specific topics being covered
- Offer guidance on discussing relationships topics at home
- Make available recommended books and resources
- Welcome parent feedback and suggestions
9. Safeguarding and Professional Practice
9.1 Responding to Questions
Question Handling Protocol
- Listen carefully and acknowledge the question
- Consider the child's age and understanding
- Provide simple, honest, age-appropriate answers
- Use correct terminology in context-appropriate ways
- Inform parents about significant questions or concerns
- Document any safeguarding concerns immediately
9.2 External Resources and Visitors
Quality Assurance
We ensure all external resources and visitors:
- Are appropriate for early years children
- Align with our values and curriculum objectives
- Are thoroughly vetted and approved in advance
- Work alongside nursery staff at all times
- Use materials that can be shared with parents
- Maintain our safeguarding standards
10. Training and Monitoring
10.1 Staff Development
| Training Type |
Participants |
Frequency |
| Induction Training |
New Staff |
On appointment |
| Annual Update |
All Staff |
Annually |
| Specialist Workshops |
Relevant Staff |
As needed |
| Peer Observation |
All Practitioners |
Termly |
10.2 Monitoring and Evaluation
Quality Assurance Measures
- Regular learning walks and observations by management
- Termly review of children's progress in PSED
- Staff supervision sessions focusing on practice development
- Parent feedback surveys and consultation
- Annual policy review and update
