Education Bill

Baroness Tyler of Enfield Excerpts

Wednesday 13th July 2011 Grand Committee

[Lord Layard]

My Lords, I congratulate the proposers of these amendments because they deal with one of the central purposes of education. In surveys, when parents are asked what they most want for their children in school, they say they most want children to be happy and to learn how to live. Secondly, they say they want them to learn their subjects. The tragic situation is that many people, including some senior politicians, think that these two objectives are in contradiction to and competition with each other. Of course, the opposite is true. These objectives are mutually reinforcing and this is really the essence of the point that needs to be made today. The noble Baroness, Lady Walmsley, referred to it and I want to give you a bit of evidence that by the teaching of PSHE we serve two objectives: teaching children how to manage their lives but also enabling them, through being happier and more balanced, to learn their subjects better.

Here is one piece of interesting evidence. Some 207 programmes in imparting life skills that were developed mainly in the United States were surveyed in terms of their effects on young people. Each programme covered a part of the PSHE curriculum that has been outlined in the amendment and was rigorously evaluated in comparison with a control group. From the so-called meta-analysis, one obtains the average effect of all these programmes on the well-being of the pupils and their academic achievements. Here is the effect on the emotional well-being and balance of the child: the average programme lifted the average child by 11 percentile points—11 places in the ranking in which children are ranked from 0 to 100—and that represents a substantial effect. Guess what the effect on academic performance was. It was also 11 percentile points. So it is not a question of either life skills or academic attainment, it is both. If noble Lords are interested in these programmes, information on them can be found on a wonderful website, casel.org. The other point that emerges from these surveys is that the better of the 207 programmes have much larger effects.

The future of PSHE, particularly in secondary schools, has to involve a much greater use of such programmes because it is an extraordinarily difficult subject to teach. We have not talked about that very much but most people, if thrown in at the deep end, would have a lot of difficulty in teaching most of these subjects. We need much more serious teacher training in these areas and much better materials. There is some progress in this country in this area, but very little. To achieve progress in the quality of the teaching, these subjects must be firmly established in the curriculum. That is what these amendments are about. I welcome them and hope that the Government will take them seriously.

[Baroness Tyler of Enfield]

My Lords, I should like to speak in support of these amendments and to talk briefly about the critical importance of relationship education within the PSHE curriculum and its links to pupils’ wider emotional health and well-being, which we have just heard about. Before doing so, I should declare an interest as chief executive of the charity Relate, which delivers relationship education to children in all four key stages in about 50 primary and secondary schools across the country.

I often feel that I am on a personal mission to try to change the terminology in this debate to “relationships” —in capitals—and sex education, rather than the other way around, which very much puts the cart before the horse in a rather unhelpful way. That is because when sex education and relationships education are coupled together in that order, the debate too often gets bogged down and polarised, and focuses almost solely on parents’ right to withdraw their children from sex education. We should be focusing on children’s emotional health and well-being.

Relationships education, when delivered appropriately by experts in the field—classroom teachers are the first to admit that this is not often their specialism and can feel uncomfortable in this role—has many benefits, not least when it focuses on the quality of relationships whereby young people learn how to distinguish a good relationship from a bad one. This is crucial because, sadly, too many children see few examples of good relationships in their home life and, without help, are likely to repeat these patterns in their own relationships. It is also critical that young people understand, for example, how to manage conflict and cope with family breakdown, how to recognise and understand abusive behaviour in relationships and what they need to do to seek help in those situations.

As we have heard today, survey evidence shows that young people want opportunities to discuss things that feel relevant to their lives, like their emotions, relationships and their sex lives or sexual health. In addition, research from the Sex Education Forum showed that 84 per cent of parents see both school and home as the main source of sex and relationships education and that both should be involved. To me, this is the nub of the matter. With regard to school or the home it is never a question of either/or but very much both/and.

Children: Parenting

Baroness Tyler of Enfield Excerpts

Thursday 19th May 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, I agree with the noble Baroness, Lady Jones of Whitchurch, about the contribution that Sure Start centres make. Other initiatives, such as the family intervention project, pioneered by the previous Government, achieved a lot and we can learn from that. I agree about the importance of Sure Start centres. There is a difference of opinion between us about the degree of local discretion and autonomy that one allows, which is why we have removed the ring-fence. We have put enough money into the early intervention grant to maintain a universal network of Sure Start centres, which is what we want to do.

[Baroness Tyler of Enfield]

My Lords, given the strong evidence showing the adverse impact on children who are exposed to high levels of damaging parental conflict, as so clearly highlighted by the Kids in the Middle campaign, what plans do the Government have to help parents to understand and meet their responsibilities to children when relationships break down?

[Lord Hill of Oareford]

My Lords, given the circumstances, I think that it probably is best to speak to my noble friend later and pursue that point with her.

Marriage

Baroness Tyler of Enfield Excerpts

Thursday 10th February 2011 Lords Chamber

[Baroness Tyler of Enfield]

My Lords, it is a huge privilege to address your Lordships' House for the first time in this debate. I congratulate the right reverend Prelate the Bishop of Chester on securing such an important topic. However, first, I thank the staff and the officers of this House for their warmest of welcomes. Their help and support has been unstinting and their professionalism of the highest order. My introduction day is one that my family, my guests and I will remember for many a long year, along with the generosity of the welcome that I have received from all sides of the House, not least in today’s debate.

I should also like to extend my heartfelt thanks to my two supporters. My noble friend Lady Barker, a personal friend and a highly respected colleague in the voluntary sector, has acted as my mentor and has been so generous with her time and advice. During my Civil Service days I had the privilege to work for my other supporter, the noble Lord, Lord Bichard, whose reforming zeal for public services is well known. In addition, I pay tribute to those who work tirelessly in charities and the voluntary sector, both volunteers and paid staff, to help the most vulnerable in society. They are so often motivated by their passion for a cause rather than by personal gain. This country benefits enormously from one of the longest established and most diverse voluntary sectors in the world, which we should fight hard to preserve.

As someone who on previous visits to your Lordships' House was confined to the officials’ Box, I know what a challenge the huge wisdom and expertise of this House rightly poses to Whitehall. Today’s debate, which is being held in Marriage Week, is most timely. In 1999, the Hart review looked at the funding of marriage support, but its outcome was called the Advisory Group on Marriage and Relationship Support. This reflected the reality that all relationships between adults are part of the spectrum which includes the institution of marriage. As we know, marriage rates have declined since a peak in the 1970s and divorce rates are low and falling. Of course, the two are connected.

As we have heard, marriage and relationship breakdown is widespread: 45 per cent of marriages end in divorce and one in three children will see their parents split by the time they reach the age of 18. Stepfamilies and cohabitation are commonplace. According to figures in 2009, at least 34,000 couples had entered civil partnerships.

As ever, the reality that lies behind these headlines is more complex. More than 80 per cent of couples today cohabit as a precursor to marriage. In a recent study, it was encouraging and illuminating to find out that 90 per cent of young people in this country said that they aspire to get married. There is also plenty of evidence of the adverse impact of badly handled marriage and relationship breakdown on adults and children, which has been well rehearsed in today’s debate.

I declare an interest as the chief executive of the charity Relate, which fully recognises the reality of modern-day relationships. We are optimistic about the future of marriage as a strong public manifestation of commitment which works well for many people. But from our work with our clients, we know that what matters most is the quality of a relationship, rather than its formal status.

The more that an engaged couple can discuss their attitude to marriage, child-rearing, work-life balance and, indeed, the in-laws, the more prepared they are for the inevitable bumps along the road. Two-thirds of new parents say that contrary to their expectations, their relationship went downhill after the birth of their first child. Divorce is common in the first three years of a child’s life. We believe that forewarned is forearmed and that couples need to be aware of these pressure points, to know what support is out there, and to be encouraged to seek it early before things reach a crisis point.

A Hart report for this decade might usefully investigate how best to incentivise or nudge—to use the trendy term—people into accessing relationship education and support before they commit to a relationship, particularly before they have children, as well as when they start to hit problems. Some people are now using light-touch relationship support—perhaps a befriending or mentoring arrangement—simply to maintain or to strengthen their relationship. It is a bit like taking your car to the garage annually for an MoT or having a regular check-up with the dentist. I should like to see that become the norm.

A new Hart report should also look again at the funding of relationship support both nationally and locally. In this financial year, central government funding for relationship support amounts to £5 million. As we have heard, the Prime Minister has pledged £7.5 million for next year. When compared to the total cost of relationship breakdown for this country—these estimates vary but the estimate from the Centre for Social Justice is £24 billion per year—the case for investment in early intervention is clear.

Here, I must sound a note of warning. As local authorities finalise their budgets over the next few weeks, many local charities, including Relate centres, are facing a grim future. As we all know, so-called discretionary services are always the easiest to cut. As the noble Baroness, Lady Warwick of Undercliffe, so eloquently said, highly skilled volunteers of the type that we are so lucky to have in Relate do not come free. They need to be trained and supervised, and there is currently no funding for that.

For me, it is a matter of profound social justice that relationship support is available to all our fellow citizens, particularly the most disadvantaged and those on low income. High-quality relationships—we might call them happy relationships—lead to the best outcomes for adults and children. While not perhaps her most famous quote on the subject, in Pride and Prejudice Jane Austen wrote:

“Happiness in marriage is entirely a matter of chance”.

To modern-day ears this sounds rather fatalistic. But, today, supporting marriage and relationships should and must mean supporting happy marriages, and making sure that support is there for couples to help them get back on track when they need it most.

The great constitutional historian Walter Bagehot once said that women care 50 times more for a marriage than a ministry. As a former civil servant and as chief executive of Relate, I hope that I can show this House that I care equally about both.