This small-scale, qualitative study explores the nature of sex and relationship education (SRE) in two primary schools in England. It investigates the similarities and differences in relation to the pedagogical approach and curriculum content of the SRE programmes from the perspectives of teachers and pupils. An illuminative evaluation methodology was used to investigate the cultural, social, historical and political contexts of those participating in the programme within the two schools. The main findings indicate that there were indeed similarities and differences in the provision of SRE: whilst the pupils involved showed an understanding of sex within a loving relationship, further findings suggest that some teachers were concerned about parental views of SRE content and this affected the scope of provision. A key concept of "bravery" was identified as a highly compelling factor for teachers to create a context of and conditions for creativity in their approach to SRE with a view to capitalising on the inquisitive behaviour of the children. This highlights that effective SRE requires a bold pedagogical approach to curriculum design and content. (Contains 1 table and 1 figure.)