Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019

Baroness Massey of Darwen Excerpts

Wednesday 24th April 2019 Lords Chamber

We believe our proposals are a landmark step and, after an extensive debate in the Commons, we have gained strong cross-party support for what these subjects seek to achieve by equipping children and young people with the knowledge they need to form healthy relationships, lead healthy lives and be happy and safe in modern Britain. I beg to move.

[Baroness Massey of Darwen (Lab)]

My Lords, I welcome these guidelines and thank the noble Lord, Lord Agnew, for introducing the Motion. I am very pleased to see that this topic of education will at last be a requirement for schools from September 2020. Indeed, some schools will pilot the programmes and there is encouragement for some to start them during 2019.

Some schools are ready to go with this but others may need more time. Quite rightly, the Government have sought to stress the issue of consultation. We know that sexual relationship education has been considered important by children, parents, school governors and many organisations for a long time. I pay tribute to those who have worked with such diligence to get us to this point. The noble Lord, Lord Nash, deserves full credit for his determination to ensure that schools engage with the important topic of the rights of children to receive information and develop good attitudes towards sexuality and relationships. He recognised that resilience, confidence and self-esteem are important components of performing well at school and having a fulfilling life.

I congratulate the PSHE Association on its constructive and thorough approach to developing and creating materials for schools. I congratulate those organisations which have been helpful with consultation and have developed training materials for schools. I congratulate, too, those who have had the courage and perception to insist that consideration of the needs of all pupils is important. LGBT pupils have rights, too; disabled children have rights. Attention to such groups is important, not just for them but for their parents and fellow pupils.

Many individuals have helped describe and respond to the climate in which children are living today, as did the Minister just recently. That climate is different from the one in which we grew up. For example, we have social and other media, which may portray unhealthy and dangerous attitudes towards relationships and sexuality. Children and young people need resilience and skills to resist such approaches.

I have a few questions for the Minister and a few matters on which I seek reassurance. Will the decision that academies and free schools will not be required to teach sex education, but simply be encouraged to do so, be reviewed? This will affect a great number of children and leave them disadvantaged in relation to protection from harm and gaining important knowledge.

I was surprised that so few children and young people were involved in the consultation. I hope that any assessment of the effectiveness of programmes will involve them. They are the best judges of what they need. It is most encouraging that children are consulted much more on issues and decisions which affect them, such as in relation to the NHS long-term plan, where there was a children’s panel—and very useful it was, too. Many voluntary and statutory organisations have children’s panels which prove so valuable. I hope that Ofsted inspections will incorporate the views of children among their other considerations.

It is also important that school governors and parents are involved in monitoring these issues. There is a case for local communities to be involved, as envisaged in the guidelines. I note that £6 million has been set aside in the 2019-20 financial year to develop a programme of support for schools. Funding beyond that will be a matter for the forthcoming spending review. What type of support is envisaged? How will funding be decided for individual schools? Will the Minister and the DfE fight for funding to develop and maintain such programmes, monitor their outcomes and share good practice?

Some of us have concerns about discussing certain issues with children and young people and worry about “corruption”. These guidelines make it clear that teaching materials should be age appropriate. I taught, a long time ago now, sex and relationships education in an inner-city, multi-faith secondary school. We were scrupulous about consulting parents and children and had very few difficulties. No child was ever withdrawn from any part of the programme. I remember working with a nun, Sister Mary, on a sex education course. She said, in public:

“I and my Church may not approve of some of the things related to sexual activity. This does not mean that we should refuse to discuss them. Refusal to discuss denies knowledge to children, and the denial of knowledge is against good educational practice”.


I have never forgotten what she said.

We must never forget in the midst of all this that the welfare of the child is paramount, as spelled out in the UN Convention on the Rights of the Child, to which the UK is a signatory and which celebrates its 30th birthday in November this year. The convention is inspirational in envisaging a world where children flourish and where their physical, emotional and social needs are met. With this legislation today, we move a step towards that, and I very much welcome it.

[Lord Storey (LD)]

My Lords, this is a landmark moment for children and young people in our country and I very much welcome it. I congratulate the Government and the Minister on everything he has said. If there were ever a reason to ensure that our young people had proper relationship and sex education in our school system, it came home to me this morning when I went into my office, where a letter was waiting for me with a card in it. It was a vile piece of information, trying to compare the teaching of relationships and sex education to giving up smoking. It had such comments as:

“Being gay is essentially lonely because the truth is that most gay partnerships are unstable and have a strong tendency to be promiscuous”.


There was more, but I do not wish to read the rest out, because it is so horrible. That sort of warped view about relationships in 21st-century Britain shows how strong is the need for an education system that addresses the issues in the way the Minister explained.

During the coalition Government, Edward Timpson took over the role of Children’s Minister and was looking to develop the PSHE curriculum and the sex education curriculum, as it was then called. My noble friend Lord Paddick and I were asked to meet him—he wanted to talk about that curriculum. I remember saying to him, “This is very good, but the important thing is that we have almost a dual education system here. We have maintained schools, an increasing number of academies and free schools, which of course have a much more relaxed approach to what they teach. Will this be taught in all schools?” He said, “Yes, it will”. Hallelujah, I thought. I asked whether such things as contraception and gay relationship would be taught. He said, “Yes, of course, it will”. And in church schools? He said, “Yes, of course, it will”. That was the breakthrough moment that I and many in this House were waiting for and I think that, alongside the Minister and the noble Lord, Lord Nash, Edward Timpson MP, as he then was, deserves a deal of credit in this as well.

When I first started teaching, sometime in the 1970s, we had an eight-week period in which we followed the BBC’s “Merry-Go-Round” sex education programme—eight weeks of watching the television and doing the workbooks. Not one single parent complained, those eight year-old pupils never giggled or sniggered and it actually developed their relationships with each other. That programme continued and was updated over the first 10 years of my teaching. I always thought it was a great pity that we almost became Victorian in our approach to such issues as sex education; we went through those difficult times in the 1980s and 1990s, with some rather nasty thoughts about relationship education.

As well as the praise I have given, there are a few things we need to ensure. I think the Minister said this, but I just want to go through them again. It is vital that teachers get quality training. I am pleased that it will be a rollout; some schools and some staff may be ready, but it is important that we get this quality training for teachers right. It is important that the resources and materials are of the highest calibre. It is also important that when school inspections are occasionally held, Ofsted actually looks at the quality of relationship and sex education.

I have three questions for the Minister. First, the Government used the powers in the Children and Social Work Act to make PSHE compulsory in all schools, including academies, for financial education only. Why not for citizenship and financial education? Let us raise that now while we have the opportunity. Secondly, this matter is also about continuing professional development for teachers. Thirdly, as the Minister knows—he has been very active on this issue—there is a still a large number of unregistered religious schools where the teaching about relationships is horrendous, disgraceful and wrong. So far, only two unregistered schools have had action taken against them. We need to get this right. We need to put in place the legal requirements to close these establishments straightaway because the damage they do to young people and young minds is not to be tolerated.