Sex and Relationships Education
Baroness Gould of Potternewton Excerpts(7 years, 5 months ago)
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Baroness Gould of Potternewton
My Lords, I am very pleased to hear the Minister say that he is rolling out PSHE; that is great. He referred to a review on SRE. Perhaps he could tell us who is participating in the review, what the timing is, and whether it will take into account that all the evidence shows that at least 70% of parents, 70% of school governors and 70% of teachers believe that SRE should be a statutory subject on the curriculum.
Education: Sex Education
Baroness Gould of Potternewton Excerpts(10 years, 10 months ago)
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Baroness Gould of Potternewton
To ask Her Majesty’s Government which organisations and individuals have challenged their proposed changes to sex education.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, as part of the national curriculum review, the Government received representations from organisations and individuals on the draft curriculum for science, which includes information on reproduction and the human life cycle. A number of organisations, including the Sex Education Forum, were signatories to a letter to the Times on 15 April outlining concerns that the science programme of study omitted detail on reproduction and growth. I assure noble Lords that we have taken their representations on board, and revised programmes for study have been published this morning.
Baroness Gould of Potternewton
I thank the Minister for his reply. I have some inkling of what is in the Statement, although I look forward to reading the document in full. Does he accept that the proposed watering down of the biological sex education content within that document means that many pupils will leave primary school with little knowledge of the human life cycle? Within that context, does the document state explicitly that the menstrual cycle shall be taught without details of hormones? Can the Minister indicate how that is going to be monitored in schools? If a teacher does in fact mention hormones, are they likely to be disciplined?
Lord Nash
My Lords, in the new curriculum there is as much, if not more, about reproduction and the life cycle as in the previous curriculum. Key stage 2 science includes changes experienced in puberty, but this Government believe that it is right that teachers should make the final decision about when and how that content is covered. Of course, Ofsted inspects to ensure that pupils receive the right cultural, moral and social experience.
Education Bill
Baroness Gould of Potternewton Excerpts(12 years, 6 months ago)
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Baroness Gould of Potternewton
My Lords, my name is on the amendment if your Lordships would do me the courtesy of letting me speak. The value of this amendment is that it brings together the different elements of well-being, the interventions schools can make and the inspectorate regime. As the two previous speakers said, it is a great tragedy that such an important amendment has been usurped in this way, and actually been depicted in a completely false light.
I would like to start by quoting from a head teacher in a school in my home town of Brighton and Hove about the advantage of well-being being taught in schools. She says that,
“well-being is central to effective learning: through our in-depth and evidence-based focus on these areas, our practice has really developed and is clearly having a positive impact on the children”.
That is what this amendment is about, and that view is actually reinforced by the Government’s Healthy Schools toolkit, which says that,
“schools play an important role in supporting the health and well-being of children and young people—and we will make sure that schools have access to evidence of best practice”.
Again, that is what this amendment is calling for. This amendment would be a significant factor in providing the necessary framework to improve outcomes for our young people. Crucially, it ensures that the chief inspector’s report provides the evidence that determines that the outcomes have been achieved; that the school creates an environment of health and well-being; that the teaching is age-appropriate; that the school community has been involved; and that the programme can be sustained by the school.
The well-being of a child underpins the ability of that child to learn, fulfilling their potential, increasing their educational attainment, and improving their life chances. Young people need to be safeguarded against the consequences of risk and the consequences of some of their actions, so they can gain the knowledge and skills they need to be aware, healthy and safe.
The Government in the PSHE review makes all the arguments for the value of PSHE: that there needs to be room in the life of the school for an exploration of wider social issues that contribute to the well-being and engagement of all pupils. It goes on to say that Ofsted stated in 2010 that the weaker areas of provision were sex and relationships, drugs and mental health, and that there was ineffective assessment and tracking of pupils’ progress.
Again this amendment will help to overcome those weaknesses, and it should be seen as a package. For instance, citizenship is not only about the structure of our society and where we all fit in, but also about how we behave in our own communities. It is about tolerance and understanding diversity, and very often it is that lack of understanding that can be the cause of bullying in schools and sexual harassment—the latter a subject that many schools fail to recognise. Unwanted sexual contact is often a specific form of abuse that girls suffer routinely, and it really needs to be monitored.
This brings me to PSHE and SRE. The commitment by the Government to teaching sexual consent has to be welcomed, but it cannot be dissociated from the questions of how to avoid risk and the dangers of alcohol and drug-taking, which require specific education that gives young people self-esteem and the confidence to be in control. Yet self-esteem so often relates to image. We have to empower young people to be media-literate and to be able to cope with and challenge the bombardment of inappropriate images which often create bad eating habits.
To be effective, the interrelationship requires a level of co-ordination across the school to have a real impact on the well-being of the child. Health and well-being should be supported by the whole school community, with a well-being school group whose membership should include every aspect of the school: teachers, governors, students, the school nurse, the school cook, parents and carers. We can then ensure high-quality Ofsted-inspected lessons that range from personal finance to awareness of and sensitivity to diverse faiths and cultural beliefs, understanding discrimination, the wrongness of prejudice and bullying, the consequences of risky sex, drugs and alcohol misuse, and the importance of staying healthy. I genuinely believe that not to do so is failing this generation of children and young people. The Government, quite rightly, want young people to be responsible members of society. That can be achieved if they are prepared to provide the necessary framework to make it happen. This amendment is that framework.
Lord Layard
My Lords, this is a most important amendment because when surveys are done asking parents what they want most from a school, the majority say it is that their children should be happy. If this is so, it should surely be a major objective for our schools—it is as simple as that. Yet the existing pressures on our schools are in a very different direction and we are in danger of turning our schools into nothing much more than exam factories. We must surely do something drastic to reassert the importance of the development of character and of the personal well-being of children within the school. This is a matter not of either/or but of both/and: exams and academic achievement are extremely important, but so too is well-being.
On top of that, as the noble Baroness, Lady Walmsley, pointed out earlier, there is very strong evidence that happier children do better in terms of academic achievement. How can we get the rebalancing? I would be surprised if there were anybody in this House who did not believe that some rebalancing was needed in the objectives of our schools. I assume that we all feel that. The only way we can do that is by incentives, and the reality is that schools do what they think Ofsted wants them to do—it is as simple as that. Surely, Ofsted should be reporting on the ways in which schools are promoting the well-being of the pupils as well as the other objectives on which they already report. Should they not be reporting on what parents want for their children? If this is one of the things that parents most want for their children, if should surely be a major feature of Ofsted’s reports. Parents want their children to develop as rounded people who are learning not just how to earn a living but how to live.
In this year of youth riots, I find it extraordinary that the Government cannot add pupil well-being to the priorities for Ofsted in Clause 40. We have been told of a reassuring letter from the Secretary of State, but he is just one Secretary of State. We are debating legislation, and it is not enough to have that reassuring letter; it has to be in the Bill. If it cannot be within Clause 40, which apparently it cannot, I urge the Government to find some way of having this ancillary sanction that strengthens the rebalancing in the direction in which I think all your Lordships would like to see movement.
Schools: Sex and Relationships Education
Baroness Gould of Potternewton Excerpts(12 years, 6 months ago)
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Baroness Gould of Potternewton
To ask Her Majesty’s Government what plans they have to improve the teaching of sex and relationships education in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, we are reviewing personal, social, health and economic education, including sex and relationships education. The review is considering how to improve the quality of teaching, the core outcomes that we expect PSHE to achieve and the core of knowledge and awareness that the Government should expect pupils to acquire at school. It is looking at existing research and also welcomes submissions of evidence and good practice before 30 November.
Baroness Gould of Potternewton
I thank the Minister for that reply. I am very pleased that we now have a date for the ending of the review, but it does seem to be taking rather a long time. Why, when all the evidence was already available, has it taken so long? He will appreciate that the majority of parents, teachers and school governors believe that PSHE and SRE should be taught in schools, and that advice should be given for use in the home as well. Can he elaborate on what support parents are receiving to give them the confidence to discuss the issue along with the school? Further, when the review is over, when will the teaching start?
Lord Hill of Oareford
My Lords, I know that there has been a lot of eager anticipation about the review starting and that a number of noble Lords wish that we could have started sooner. We were keen to try to set up the review properly and I am glad that it is now going. We recently had a very useful meeting with a number of noble Lords in which they gave us a lot of helpful advice. I welcome contributions from all noble Lords in this House who have a range of different perspectives and who would like to contribute to the review. One important issue that the review is looking at is how to improve the quality of teaching. When Ofsted looked at PSHE, it found that it was good or outstanding in three-quarters of schools but that there were problems in some. That is important. Clearly, the role that parents play is vital as well. The guidance from the Secretary of State—it was issued by the previous Government and we have retained it—talks about that, and it is something that we will need to look at as the review progresses.
Lord Hill of Oareford
I think I was with the noble Baroness right until the very last bit of her question. I accept the thrust of her points but, as she will know because we have discussed it before, the overall aim in the Government’s plans is to slim down the curriculum, which we think has become overcrowded. Therefore, as she knows, we do not plan to make SRE a statutory part of it. The purpose of our review is to try to share best practice, to look at how we can raise the quality of teaching and to identify the core elements of PSHE which we think children should study.
Baroness Gould of Potternewton
Can the information on the annunciator screen be changed? I am not Lord Gould of Brookwood.
Academies Bill [HL]
Baroness Gould of Potternewton Excerpts(13 years, 10 months ago)
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Baroness Massey of Darwen
My Lords, the amendment, which is in my name and that of the noble Baronesses, Lady Gould and Lady Flather, would make personal, social and health education a curriculum requirement. I thank the Minister for his courtesy in meeting a group of us to discuss our concerns, and for his consideration of the amendment.
We debated this issue at length in Committee and it was said then that this is not a party-political issue. It is about the welfare of children. It is not about sex education—perhaps it is partly, but it is mostly about personal, social and health education. I have three points to make. The first relates to why I think every child should be entitled to PSHE in school. The second refers to the readiness of schools to take on PSHE and the third relates to the impact of PSHE on the lives of young people.
PSHE tackles issues which are important to young people and to parents. I refer to issues such as drugs, alcohol, staying safe, diet, sex and relationships, and so on. The methods used to teach PSHE also encourage young people to explore their feelings and attitudes and to reach informed decisions. Such methods may include role play, small discussion groups, and learning from visitors such as the police or nurses. Another aspect of teaching PSHE is that young people can also learn where to get help for themselves, a friend or relative—for example, in relation to drugs, alcohol or sexual health. One of the results of teaching in this way is that young people learn how to respect others and develop self-esteem by having their opinions valued in a group. If we can develop in young people communication skills and respect for self and others, it can be life-enhancing in the midst of negative and damaging influences from the media and other sources. It can counteract pressure from the peer group so that young people become strong enough to resist dangerous experimentation. Strong and confident young people make better parents and better members of society.
I am a parent and a grandparent, and I was a teacher. I know, as do noble Lords, that young people take risks of all kinds. We have all done that, but I suggest that risks these days are more sinister than when we were young. We also know that early intervention can prevent distress attached to health and social problems. PSHE also makes economic sense. If young people can be helped to make healthy choices we may see less alcoholism, less unsafe sex and less obesity.
Parents and young people themselves want PSHE delivered in schools. Even good, competent parents often find personal issues difficult to handle with their children, and children—particularly adolescents—may wish to have some distance from their parents in discussing, for example, their relationships. Parents want their children to receive accurate information rather than that gleaned from friends, the media or pornography. One young person said, “PSHE is important because it provides us with opportunities to discuss complex issues in a safe environment. We develop skills to deal with difficult situations and are better equipped to make the right choices”. That says it all.
My second point on the question of how ready schools are to teach PSHE came up in our earlier discussions. Of course, many schools are teaching it already as they see the value. Teachers are being trained. More than 6,000 are known by the PSHE Association for teachers. When it was announced at a teaching conference last year that the then Government had agreed to have PSHE as a statutory subject in the curriculum, a long and loud cheer went up. Jim Knight—now the noble Lord, Lord Knight—said that it was the only time he had been given a standing ovation. One student teacher said: “Being given opportunities to teach PSHE has significantly widened my understanding of teaching and learning”.
According to the PSHE Association, there is someone already in most schools with experience and enthusiasm. Many head teachers have supported its effectiveness. One head teacher said: “It is the heart of what the school is about”. I am told that the real development of better practice in citizenship education took place only after that subject became compulsory. Heads and teachers became geared up to develop or improve their programmes of PSHE once it was announced that it was to become statutory. Now is the time to follow up that enthusiasm.
How do we know that PSHE is effective? It is difficult to assess in the long term, but we know from surveys that young people find information about health useful, and that they recall the messages—for example, about the risks of smoking, drinking and taking drugs. In one survey, 80 per cent of young people said that learning about risks helped them to avoid drugs. Sex education has been shown to delay early sexual activity. Interestingly, some schools have reported a positive influence on academic performance through a personal development programme using coursework to develop transferable skills. One school reported that students across the ability range exceeded their potential, with a 41 per cent rise in students gaining grades A to C.
None of that surprises me. If students are engaged, better able to relate to their peer group and adults, and more confident about their health and relationships, I would think that they would be more effective learners with greater aspirations. That is why so many of us across this House have supported the inclusion of PSHE as a statutory subject in the broad and balanced curriculum. As I said earlier, it is not about party politics. We must send a message to the Government that delaying the inclusion of PSHE puts young people at risk. I urge the Government to act, and I beg to move.
Baroness Gould of Potternewton
My Lords, I again support an amendment to make PSHE statutory within the curriculum. I intend to be reasonably brief, because we have had the discussion so many times now. We have explained the advantages of including it as a statutory subject.
I thank the Minister for giving time to discuss the issue with those of us who have been so involved in the debate. However, it became clear from those discussions that we are again bogged down by a curriculum review. PSHE will be judged against the teaching of chemistry or French. PSHE does not equate to subjects which may or may not be used as part of one's future life. PSHE is a lifestyle in all its aspects. By giving PSHE designated space in the timetable, and by providing more specific teacher training, resources and higher profile for the subject generally, young people will be better equipped with the knowledge and skills they need to negotiate the complexities of modern life. Rather, PSHE equates to religious education and music, in the sense that it should be a statutory subject. Those are lifestyle issues. Will religious education and music be included in the review, or will they be exempt?
It is also clear that the independent school regulations, which govern academies, refer to sex and relationship education based around the concept of marriage. Can the Minister cite that clause to the House, so that it is on the record and available for us in future? One way to satisfy that regulation is to ensure that we have PSHE which includes adequate SRE teaching. As I and others have said, teaching good SRE is a means of discouraging early sex. There is evidence to prove that. I give one example. Talking to a 15 year-old girl, I was told that she and her friends had believed that there were no great shakes in taking risks by having early sex. Then they had their PSHE lessons, and they realised that they were wrong. They were then discouraged from adopting that attitude. They also learnt in their PSHE lessons the confidence to be able to say no when the issue arose of whether they should take drugs, drink alcohol or have risky sex. Young people should not glean this information behind the bicycle sheds—I have to admit that, many moons ago, that is where I learnt it all—from playground rumour or from the mixed messages from the media about sex. We need structured classroom teaching giving a clear understanding of the consequences and emphasising the importance of family and friend relationships. This way, we reassure parents that PSHE and SRE do not promote risk taking and early sex, as is sometimes suggested.
Academies Bill [HL]
Baroness Gould of Potternewton Excerpts(13 years, 10 months ago)
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Baroness Gould of Potternewton
My Lords, I support this amendment, to which I have added my name, following the great disappointment—the sobbing to which my noble friend Lady Massey referred—of PSHE being removed from the Children, Schools and Families Bill in the wash-up on 7 April. I do so to hear whether the Government are prepared to reconsider their previous negative approach to this issue.
In the wash-up debate, the support for the removal of the clauses from the Bill focused on two main points. First, there was the lack of trained teachers, referred to by the noble Lord, Lord Northbourne. Secondly, there was the view about whether PSHE was being well taught. It certainly was in some schools but, as Ofsted said, that was in too few schools and throughout the country teaching was extremely patchy. Using the shortage of teachers as a reason for not teaching PSHE is standing the argument on its head. The PSHE continuing professional development programme, which was established by my noble friend Lord Adonis, has gone some way towards providing a pool of trained teachers. I accept that more has to be done, just as I accept that PSHE should be taught by accredited teachers. The answer is that if a subject is a statutory entitlement for pupils, it is guaranteed that it will be taught in teacher training. If it is not, there is absolutely no guarantee that that is the case. Therefore, the pool of untrained teachers will continue. As my noble friend Lady Massey said, adequate teaching materials should be provided, which is not always the case at the moment. We are talking about timing and flexibility in how the subject is taught, as long as it is taught well and covers the main issues that I will refer to.
I find it extraordinary that the coalition Government—Conservatives and Liberal Democrats—can reject something that prepares young people for the opportunities, responsibilities and experiences of later life. In doing so, they reject the teaching of mutual respect; valuing each other, which the noble Lord, Lord Northbourne, again referred to; loving and happy relationships; safety and health; and responsibility for oneself and others. Last week the Minister referred to the curriculum review, and the need to be innovative, be creative and respond to the needs of pupils. He will find the answer to that in the pamphlet written by his right honourable friend Iain Duncan Smith, Early Intervention: Good Parents, Great Kids, Better Citizens. I could quote most of the report in answer to why PSHE should be taught in schools, but one sentence refers to,
“the subject at the heart of this pamphlet: the need for intervention in the earliest years of a child’s life, thus ensuring that he or she fulfils their potential and is not subject to intergenerational transmission of disadvantage”.
Those are fine words and a fine concept, the fruition of which could be considerably assisted by making PSHE well taught in all schools by making it statutory. Disadvantage can be overcome if the teaching is there to do that.
If for no other reason, the teaching of PSHE makes economic sense because it is about prevention. It is about reducing health inequalities and social exclusion; safeguarding children and young people; reducing homophobic bullying and its consequences; and avoiding teenage pregnancy, sexually transmitted illnesses such as HIV, and drug and alcohol misuse. It is about increasing the understanding of the short-term and long-term effects of alcohol on physical and mental health and sexual behaviour. While there is a clear need for sensitive and sensible messages on the avoidance of risk, which can lead to pregnancy or acquiring an STI or HIV, there is also a need to build the confidence—that is what it is all about—for girls to be able to resist the pressure and learn how to say no; and for all children in how to avoid exploitation and abuse.
I was interested in the comments of the noble Lord, Lord Northbourne, about condoms. He is right: there is a problem in condoms just being delivered to schools. Nobody tells pupils what they are for and why they should be using them sensibly, or not using them at all if they are not having early sex. That is not taught. We are saying that we should make sure the teaching goes alongside giving condoms to young children. At a school I visited it was fascinating. Young people were issued with condoms, particularly after school. Some of the younger ones thought that they were balloons and had great fun blowing them up, but some of the older ones sat around and had that important conversation, which should take place in schools.
PSHE teaches young people to respect each other and not to pressurise others to do something that they do not want to do. Teaching children and young people about physical and mental lifestyles will save the NHS and local authorities a considerable amount of money. A further aspect of PSHE that we do not always talk about is that it underpins the employability of young people through the development of personal and social skills which commerce and industry demand in their workforces. It also identifies the necessary flexibility to deal with changing workplace and industrial situations.
PSHE is about economic well-being and financial capability. It can teach about managing money and how to avoid personal debt, and the problems that result from that debt, which sometimes mean considerable cost to the state. It prepares young people for their future roles, such as parents, employers, employees and leaders. A groundbreaking survey, which will be launched in October, asked the views of parents, teachers and governors, particularly as regards the SRE aspect of PSHE in England. It was carried out by the National Confederation of Parent Teacher Associations, the National Association of Head Teachers and the National Governors Association, in partnership with Durex.
The results showed a high level of agreement between the three groups, with 91 per cent of parents, 83 per cent of governors and 83 per cent of teachers believing that it is very important that young people have information on practising safer sex. While the majority of parents believe that PSHE-SRE should be taught in schools, part of the programme should be to engage those parents and provide them with information and practical support to help them develop the confidence to talk to their children about relationships, sexual health, alcohol and drugs, and their responsibilities and attitudes to others.
In that way, perhaps we can break down the intergenerational transmission of disadvantage described in the Early Intervention paper. PSHE teaching is an important way of building relationships with parents. Parents need to be more involved and lessons should not end in school. In the survey to which I have just referred, 84 per cent of parents said that what is taught in schools should be followed up in the home. The dropping of PSHE from the Children, Schools and Families Bill went against the views of parents, teachers, governors, the Youth Parliament and young people. Now that the Government have the opportunity to redress that situation, I hope that they will take it to heart.
Baroness Howe of Idlicote
My Lords, I support a great deal of what has been said today. I shall go back rather further. In the early years of the previous Government, there was an attempt to introduce citizenship. My noble friend Lord Northbourne and I hoped valiantly that young children would be taught not just about their relationships with their parents, but about how they would bring up their children and what sort of a parent they should be. Sadly, the whole citizenship exercise disappeared into a vacuum of being taught all around the curriculum, so it was never followed through.
Following on from the Ofsted report, I wish to comment on the success that the schools mentioned had on things such as bullying. In some schools, from the moment a child enters, he or she has a mentor. It is another child’s duty to settle the new child into the school. It would be a huge help if that could be taken seriously and become part of the way in which all schools integrate the next generation.
It may not be totally fair to blame the Government—certainly not all members of it—for the way in which the previous Bill disappeared into the sand, but now that they have this opportunity to look at the situation again, I hope that they will come forward with sensible proposals.