Education

Stella Creasy Excerpts

Wednesday 20th March 2019 Commons Chamber

[Nick Gibb]

One of the key elements of relationships education is ensuring that children are aware, including in primary schools, that loving families can be made up of two mothers, two fathers or one mother and one father. Children are being taught that other family structures are just as loving and caring as their own. There is a consensus on that among all right hon. and hon. Members.

The responses and submissions have helped to finalise the statutory guidance and regulations. It is clear, as was reflected in the Government consultation response, that there are understandable and legitimate areas of contention, but it is also clear that for many people the subjects and their content are important to help equip children and young people to manage the challenges they face. It is important to provide clear and concise guidance for schools. In reviewing responses and determining the final content, we have retained a focus on the core principles for the new subjects that Parliament endorsed through the Children and Social Work Act 2017.



Those principles are that the subjects should help to keep children safe, help to prepare them for the world in which they are growing up, including its laws, and help to foster respect for others and for difference. The content included must be developmentally and age-appropriate, and it must be taught in a sensitive and inclusive way that respects the backgrounds and beliefs of pupils. We believe that in developing the accompanying statutory guidance and required content for these subjects, we have struck the right balance between prescribing the core knowledge that all pupils should be taught and allowing flexibility for schools to design a curriculum that is relevant to their pupils.

Parents and carers are the prime teachers for children, and schools complement and reinforce that role by building on what pupils learn at home. That is why we decided to strengthen the requirement for schools to consult parents on their relationships and relationships and sex education policy by enshrining it in the regulations as well as the guidance.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

Will the Minister give way?

[Nick Gibb]

I will not, if the hon. Lady will forgive me.

Schools must consult parents on their proposed policy and any subsequent reviews; giving them the time and the opportunity to influence the curriculum and discuss their views on age-appropriate content. We have also retained the long-standing ability for parents to request that their children be withdrawn from sex education. When a primary school chooses to teach sex education, parents will have the right to request that their children be withdrawn, and that must be granted by the headteacher. At secondary schools, in the case of sex education within RSE, the school should respect the parents’ request to withdraw the child, unless there are very exceptional circumstances, up to and until three terms before the child turns 16. At that point, if the child wishes to take part in sex education, the headteacher should ensure that they receive it in one of those terms.

--- Later in debate ---

[Angela Rayner]

I absolutely agree with my hon. Friend. Far be it from me to say that this House can sometimes be prehistoric when it comes to moving forward, but I do believe that young people challenge us, as we saw with the recent climate change strikes. We have to listen to young people, as they often show us that we can be a more tolerant, more equal, more loving and more respectful society.

LGBT issues are not something that can be detached from the society in which our young people are growing up and to which they are exposed. LGBT people will be their friends, their families, their teachers and of course some of the children being taught. They must know that, throughout their education, they will get the support that they need. Teaching LGBT awareness does not make someone any more or less LGBT, but it does teach people the facts and dispel the myths, to ensure that our young people feel loved and valued for who they are. For all the positive social change that has been achieved, nearly half of all LGBT young people are bullied in school for their sexuality, and half of them do not tell anyone about it. More than three in five lesbian, gay and bisexual young people have self-harmed, and the figure rises to more than four in five among trans students. Perhaps most devastating of all is the fact that one in five lesbian, gay and bisexual students have tried to take their own lives, as have more than two in five trans people.

We agree on the need for these reforms, but we must ensure that they are properly implemented. The Minister has said that there will be a £6 million budget for school support, training and resources, but if that were to be spread across all of England’s 23,000-plus schools, it would amount to about £254 per school. Does he really believe that schools will have the resources they need to deliver this curriculum? Perhaps he will tell us later how this funding will be distributed, and how many schools can expect to get it in the first year. Also, will every teacher who requests training in the new subject be able to access it? If not, how many does he believe will have received such training by September 2019 and 2020? Does he believe that this funding is enough to ensure that the new curriculum is available to all pupils, including those with special educational needs and disabilities, in all mainstream and special schools?

Will the Minister tell the House what steps he will be taking to monitor the implementation of the new curriculum, and in particular, how he will ensure that every child gets the education that they are entitled to? Will he also tell us what support will be given to the teachers who are delivering it? We have already seen the challenges now facing some schools in delivering similar subjects. What action will he take to monitor how the new curriculum is being implemented? What action will be taken if schools are not delivering it?

[Stella Creasy]

I am a member of the generation that had to deal with section 28, and we do not want to go back to that. What words of reassurance does my hon. Friend think we need to hear from the Government tonight for those parents who are concerned about sending their child to school and finding that their child and their family relationship, because they have two mums or two dads, is suddenly being judged or excluded from the curriculum?

[Angela Rayner]

My hon. Friend makes an important point but, without putting words in his mouth, some of the Minister’s opening remarks were absolutely right. Most people would support relationships education when they understand what it is about. We have made great progress, and I honestly think this is a tolerant, supportive and loving society. Some would not accept it, but we cannot row back from the advances we have collectively made together. I hope that the whole House will send that message across all our communities and say that this is what we want: healthy, resilient young people who will be happy into adulthood.

The regulations require the Secretary of State to review the guidance from time to time, but I am sure the Minister agrees that, with the pace of change in modern society, we will need to do so regularly. Will he confirm that he will look again at the guidance at least every few years? The option for young people to opt back in to SRE is an important one, and it is right that the guidance acknowledges the voice of young people in such decisions about their education, but can the Minister explain why the opt-in begins only from three terms before turning 16? As it stands, even in secondary schools, children will not have the right to opt in. Given that the curriculum will always be age appropriate, does he believe this age cut-off and the opt-out are genuinely necessary? Will he look again at these issues once the new guidance has bedded in?

The guidance has specific provisions requiring schools to take the religious background of all their pupils into account in teaching SRE. This flexibility can be useful, although we must be clear that there can be no opting out of the Equality Act 2010 and that all schools must teach the law on these issues so their pupils understand it. I hope that the Minister will echo that point.

As the Minister said, schools, particularly faith schools, remain able to teach distinctive faith perspectives on these issues. However, I know there are still concerns in some faith communities and, of course, we want to ensure our education system is inclusive in the widest possible sense. For example, I recently met representatives of the orthodox Jewish community, which has particular concerns not just about the curriculum but about Ofsted that I hope can be addressed.

For this to succeed, we must take parents from all our communities and all backgrounds with us. As the Minister stated, concerns that arise are often based on misunderstandings of what is being taught, and good parental engagement can avoid that. I hope that the Government will support schools on that, but I also hope that the Government are prepared to investigate and intervene, where necessary, to ensure that schools are following the Equality Act and that the Minister will come back to update the House.

We are concerned that the Government’s structural reforms to the school system have made it more difficult for parents to have their concerns heard at a school level. The shift to academies and the removal of parent governors can lead to the perception that decisions are made by managers in academy trusts that are remote from local schools and communities. That damages the relationship between parents and schools, and it works against early and effective engagement.

The new guidance requires schools to discuss the new curriculum with parents, and it suggests an open dialogue on this subject. I believe that it is best left to schools to work in their own communities, but there must be support from the Government. If this House passes the guidance today, as I hope it will, we are asking teachers and schools to deliver that curriculum. We must give them political leadership and support in doing so. I hope that the message will be made loud and clear, not just by the Minister today, but by the Secretary of State as well.

It is rare, at a time when we are so divided, to see those on this side of the House in agreement with the Government, but that is the case today. I hope that we can agree this measure without dissent and make it clear to the whole country that it represents the will of the whole House. Of course, as shadow Education Secretary, I believe that there is room to improve the guidance and that a Labour Government will do so, but we can take a giant step forward today by passing these regulations. They are badly needed to ensure that every child grows up safe and happy. It is our absolute duty as Members of this House to make that happen. This may be the only time that I say this from this Despatch Box, but I, too, commend this motion to the House.