Liam Byrne
Main Page: Liam Byrne (Labour - Birmingham, Hodge Hill)Department Debates - View all Liam Byrne's debates with the Department for Education
Education
Liam Byrne Excerpts(5 years, 1 month ago)
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Nick Gibb
The purpose of requiring consultation between the school and parental groups is to dispel the myths that build up about the content. If parents have concerns about the content that is being taught, schools should take them very seriously. We worked very carefully on the wording of the draft guidance, to bring as many people as possible on board, and we are giving schools discretion over when to teach some of the more sensitive subjects. The compulsion is to ensure that those issues are covered at some point during the children’s education, but when that happens will be a matter for the schools to decide. Schools also have to take into account the faith backgrounds of the pupils and their parents.
Liam Byrne
I am grateful. As the Minister knows, I have worked with his officials every day for the past month on one of the issues in one of my schools. The parents at that school believe that the Equality Act 2010 and every single protected characteristic in it should be taught, but as a result of the breakdown in consultation, the regional schools commissioner, an independent arbitrator appointed by the Department and I have had to come in and spend a month on the matter. Surely that situation cannot be replicated in thousands of primary schools if there is a breakdown of trust, so we need more prescriptive guidance to ensure that there is no retreat from the aims of this proposal.
Nick Gibb
The policy makes it very clear that there should be consultation between the schools and parents; that the schools should publish on their websites the details of what is to be taught; and that parents should be given plenty of notice, so that there is time for their input into the development of that policy. They need to know that if the school takes a different decision, they can, ultimately, withdraw their child from the sex element of RSE in secondary schools.
The new subjects will put in place the building blocks that children need to develop healthy, positive, respectful and safe relationships of all kinds, starting with lessons at primary school about family and friends. At secondary school, what is taught in relationships and sex education will expand to reflect the person as a potential partner and parent; for example, teaching will include the characteristics of healthy and unhealthy intimate relationships, the roles and responsibilities of parents with respect to raising children, and the positive effect that good relationships can have on mental wellbeing. These subjects give us the opportunity to help to protect children and promote personal development and positive character attributes such as honesty, integrity, kindness, resilience and courtesy.
All children will be taught about online relationships and about how behaviour should be the same online as in other contexts. At age-appropriate points, they will be taught about specific online issues, such as who and what to trust, or sharing information. In secondary schools, they will be taught about the dangers and the potential impact of sexually explicit content.
Health education will give us the opportunity to drive up the consistency and quality of pupils’ knowledge about physical and mental health. Physical health and mental wellbeing are interlinked. It is important that pupils understand that good physical health contributes to good mental wellbeing, and this starts with pupils being taught about the benefits of daily exercise, good nutrition and sufficient sleep, and about the positive impact that self-care techniques can have on their health and wellbeing.
Effective teaching will give children the knowledge to recognise and seek help for poor mental and physical health and support them to promote positive mental and physical wellbeing and to thrive both at and beyond school.
Huw Merriman (Bexhill and Battle) (Con)
Although I have some reservations, which I will discuss, I warmly welcome the new guidance for the introduction of compulsory health, sex and relationships education. Of course, many schools already deliver the full suite of guidance to their pupils. These regulations will ensure that all do so.
Growing up is hard. The internet and social media can make it a cruel place. In my time at school, bullying was rife and the home was a place of refuge. With the online and social media world, there is no escape. We have to reinforce to young people that online activity can be a weapon. Knives cause physical violence; cyber-abuse causes mental violence. The results can be equally devastating. Lives are destroyed, and lives have been lost. We must ensure that our schools are getting the message across. I therefore welcome the focus on mental health and wellbeing, relationships and sex education, and the need to think of the feelings and sensitivities of others. I welcome the coverage afforded to issues such as discrimination, forced marriage, domestic and sexual violence, and addictions, and the emphasis on the need to have respect for oneself and every other person in class and celebrate differences.
There are a few areas on which I seek reassurance from the Front Bench. First, I disagree that parents of secondary school age children should be able to take pupils out of sex education classes. Quite frankly, young people who fall into that category probably need even more attention, because they are unlikely to be discussing these issues at home. I am pleased that the new curriculum will give a 15-year-old the right to opt in, thus taking the matter from the parent, but it concerns me that by this time there may not be time to get sufficient sex education classes, particularly with GCSEs being taken. I would like some reassurance that the entire sex education component will be covered in that shortened window.
Secondly, teacher workloads are increasing. When speaking on this matter before, I called for room to be found for a sex education and relationships curriculum, in preference to adding to existing workloads. I would like an assurance from the Minister as to how this education will occur. If the answer is that a large amount of time will not be taken, that in itself would be of concern to me, because I believe that the wellbeing of our young people requires that investment in time.
Thirdly, I understand the need to allow schools themselves to develop content, and I believe that it is often best when teachers use their own authentic approach and style to communicate these messages. However, I am concerned that schools will be put under pressure from parents to tone down the content or eradicate parts altogether. We have witnessed scenes where some in the Muslim community have put pressure on schools. Parkfield Community School has been the scene of weekly protests over lessons covering LGBT issues. The school is rated “outstanding” by Ofsted, which praises its record of promoting tolerance, acceptance and mutual respect. The school has now said that it will cease to teach its course until a resolution has been reached. That is absolutely appalling.
Huw Merriman
No, I will not.
The resolution should have been a public spaces order ban on the protesters and fines for the parents who withdrew their children from school.
Huw Merriman
I will give way on that basis. I beg the right hon. Gentleman’s pardon.
Liam Byrne
That is not what Parkfield School has done. It has agreed to go into dialogue with parents to ensure that the Equality Act is taught. That is the fact of the position.
Huw Merriman
I am happy to take that correction, but as I looked through the reports, I saw that the content on that specific area had been taken down, and I felt that that was absolutely appalling. I will correct that if it turns out not to be the case, but the reality is that we have seen those weekly protests of people carrying—
Huw Merriman
Please let me continue. We have seen those weekly protests of people carrying placards, which has been a disgrace. I have a right to call that out, just as the right hon. Gentleman obviously has a right to comment as the local Member.
Liam Byrne
Let me correct the hon. Gentleman on a point of substance. The long-term curriculum plan of the school was set at the beginning of the year, and that is what the school continues to deliver. Of course the protests are unacceptable in terms of some of the abuse that has been hurled, and he is right to call that out, but I ask him please not to muddy this sensitive issue with facts that are incorrect.
Huw Merriman
I stand corrected, but I also stand by the point that content in a particular course had been taken down—I mentioned the reports—until this had been resolved, and I find that absolutely appalling.
Huw Merriman
Obviously the right hon. Gentleman is entitled to his opinion, but I ask him please to accept that in Parliament I am entitled to one, too.
This issue demonstrates to me that it is vital that schools feel supported by Government and MPs. We need to send a message out today that while schools have the choice on content, every school must deliver it, without exception. I would like a reassurance that we will ensure that there cannot be another Parkfield, and that the Government will insert their own content should it be found wanting.
These reservations should be put into context. Overall, this step forward is absolutely superb. We have moved on. I am really proud to be standing here and helping to deliver this initiative.
Liam Byrne (Birmingham, Hodge Hill) (Lab)
These are important new rules and I am glad that my Front Bench is giving them our wholehearted support. On the Labour Benches, we are very proud of our role in repealing section 28, not just in law but in spirit. We are very proud of the role we played in getting the Equality Acts on to the statute book. I never come into the Chamber without looking at the words on the wall behind me. “More in common” is at the heart of the Equality Act 2010. That Act and inclusive education are the most important ways in which we deliver that message on the wall behind me, through inclusive education to the children and the future of this country. It reminds us that we cannot and will not pick and choose the equalities that we champion and therefore teach our young people.
The Minister will know that in Parkfield School in my constituency, we have outstanding educators and pioneers such as Andrew Moffat, who is now up for global teacher of the year. We wish him all the luck in the world in securing that prize. However, Parkfield is a good illustration of the challenges that we all have in navigating this agenda not on paper but in the real world. That is where we saw the risks of what happens when consultation just comes to a halt for years on end. We saw what happens when parents become concerned that protected characteristics are not taught in full or in a balanced way. We saw, lit up in lights, the concern when there was a hint that this was a programme that was linked to the de-radicalisation programme, Prevent. That is still something that requires an apology.
Disputes will arise as we translate this agenda into action. As the Minister knows, I feel the Government were much too slow to get a grip on their academy in Parkfield. That delay allowed those with intolerant and extreme views to hijack what was a group of parents simply wanting their voice to be heard and their role to be respected. I hope that we will send out a clear message from this Chamber to those who have been circulating that intolerant hatred aimed at the LGBT community that we will never see it go unchallenged. We stand united—united against that hatred in our city and in our schools. Parkfield parents want the Equality Act to be taught in full. They want every protected characteristic to be taught. They ask nothing more than for their voice to be heard and their role to be respected.
The challenge for the Minister, as he knows, is that he is asking academies to take full school autonomy without the kind of accountability that delivers the dialogue that he says is at the heart of this guidance. He needs to put more guidance on the table, because inclusive education is too precious to risk in disputes like those we have had over the past month.