This article presents a critical evaluation of school policies, programmes of work and practices in three state secondary schools in one district in one local authority in England. They are evaluated regarding Sex and Relationship Education (SRE) documentation, statutory and non-statutory from 1900 to the most recent SRE guidance introduced in July 2000 by the Department for Education and Employment. The article concludes that historically and contemporarily SRE documentation has mainly been inadequate and that in the three case studies legislative requirements concerning SRE policy and practice are predominantly not met. This is particularly the case regarding the most recent SRE guidance. Young people's access to information was institutionally limited and partial. Within the three case studies there was a failure to equip children and young people with an appropriate knowledge and understanding of sexuality, which reflects their lives and the realities of a diverse society. (Contains 13 notes.)