Oral Answers to Questions

Stella Creasy Excerpts

Monday 18th January 2021 Commons Chamber

[Gavin Williamson]

There can be no excuses when universities are not offering the type of remote teaching and educational support that is expected. That is why it is so critical that, where that remote teaching and support is not happening, students’ rights are upheld. We saw at the tail end of last year that students’ rights were upheld and universities had to redress that. That is the right approach. We recognise how important it is to support students, which is why we will continue to look at how best we can support them through programmes such as the hardship fund.

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

Ministers will have heard the concern across the House about the safety of special needs schools and nurseries. To reassure us, can they tell us what meetings they have had over the past two weeks with Public Health England about the evidence of transmission associated with special educational needs pupils, their parents and staff at those schools, and the pupils, parents and staff in nursery settings? What does that evidence tell us about transmission over the last two weeks?

[Vicky Ford]

We are in continual contact with Public Health England, through the Department, and we also meet early years representatives. I have been touring special schools virtually throughout. Our early years are vital years of education for the youngest, which they cannot get back, our special schools provide vital support for young people with disabilities, and alternative provision settings are vital for our most vulnerable. All those settings are usually smaller than other settings, which is why they have less of an impact on community transmission —it should be remembered that we closed schools to reduce community transmission—and why PHE continues to advise us that closing them is not needed to bring down the R number.

Support for Children and Families: Covid-19

Stella Creasy Excerpts

Tuesday 20th October 2020 Westminster Hall

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

It is a pleasure, as always, to serve under your chairmanship Sir Christopher, as it is a pleasure to follow the hon. Member for Devizes (Danny Kruger). Unlike with Caesar, I do not come to bury him but to praise many of the things that he has to say—and just for the avoidance of doubt, I am not on Valium while doing it. He and I agree on much of what he has just said. We agree that it is actually about the support for families.

It is always interesting to hear the hon. Member’s perorations about etymological foundations. I come with a much more practical message this morning, because we know that our families are in crisis. The question is—and he and I would agree on this—what can we practically do, as communities and as the state, to support them? We know that supporting families reaps rewards, not just for those families, but for the entire communities that they live in.

I agree with what the hon. Member says about the couples’ penalty and not penalising people for how they live, but I would gently encourage him to look at the penalising that currently goes on for those families who find themselves in the most awful situation: where one family member dies, but, because the family have decided that they do not wish to use marriage as a basis for their relationship, their children are pushed into poverty because, under our legislation, those children are not entitled to the bereavement support payment. If he wants to not just talk the talk but walk the walk, I am sure he will join me in raising that with Ministers.

I come this morning to talk about the defensive ring that the hon. Member has already mentioned in terms of rising evictions and debt, and what we can do now that the defensive ring that he talks about is about to end, particularly when we know that we are about to face a tsunami of unemployment in this country.

It has become increasingly clear over the last couple of months that within the family, it is the mums that are bearing the brunt of the pandemic. Before a child has even been born in this country in the last couple of months, we have had women who have gone to have scans on their own and found out their child would not live; they have had to give birth on their own and health visitors have been cancelled without anybody being told. As the hon. Member for Devizes mentioned, domestic violence has risen. Now, the evidence is before us that it is mums who are bearing the brunt of that approaching tsunami of unemployment. If, as the hon. Member says, he believes that both sides of the family should be able to work and come together as a family, I hope he will join me in calling for urgent action to tackle the reasons why it is mums who are much more likely to have been furloughed and are therefore much more likely to face redundancy. Indeed, the fantastic organisation, which I am sure he is a supporter of, Pregnant Then Screwed has seen a 450% increase in calls to their helpline during the pandemic. Little wonder.

The protections that many of us took for granted preventing women from being made redundant while pregnant have disintegrated in the past couple of months. We know that it is women who have been doing the working from home in both senses. While the hon. Member was cycling, I am sure that his wife was looking after their three children and trying to home school them. That is not an unusual experience.

The evidence that we have had shows that overwhelmingly it has been women who have been managing children in the home and trying to work from home. Their employers push them to be furloughed to be able to manage that situation, and then they find themselves at the front of the queue to be let go. That is why we know that during lockdown, for every hour of uninterrupted work done by mothers, fathers had three uninterrupted hours of work, according to the research. We know that it is particularly women who are suffering because our childcare and schooling facilities were closed.

What is worrying me now—and I hope that the Minister will tell us they have an action plan for this—is that two thirds of women who want to return to work cannot do so because there is not any childcare. It is a very simple equation: when you have to socially distance three-year-olds—my goodness, I would not wish that on anybody—then clearly there are fewer places, which means that fewer people can put their children into childcare and so an already broken system in this country is now clattering to a halt.

The Institute for Fiscal Studies reported that mothers were 47% more likely that fathers to have permanently lost their job or quit during the pandemic, and are 14% more likely to have been furloughed. Pregnant Then Screwed research of 20,000 mothers show that 15% of them had either already been made redundant or expected to be made redundant. It is a generational rollback of mothers in the workplace and of workplaces being able to work for mothers.

We already know from data published on 15 September by the Office for National Statistics that the numbers of redundancies have increased by 45% this quarter. Of those affected by that increase, 79% were women. The high-level data that looks at men versus women does not capture the particular phenomenon we are seeing of the tsunami of unemployment coming towards mothers. It is particularly in the industries that mums work in that we have seen higher levels of redundancies and high levels of closures— hospitalities, retail jobs—and it does not take a rocket scientist to work out that it takes political will to recognise that mums are bearing the brunt of the pandemic. That is why it is so important that we keep that universal credit uplift: we already know that more and more families are falling into poverty.

If the hon. Member wants, as I do, mothers to be able to work and fathers to be able to work, and for them to balance family life as they choose, then we have to make it possible for them to do that. The Joseph Rowntree Foundation found that withdrawing that uplift would bring 700,000 more people—including 300,000 more children—into poverty. If parents cannot work because they cannot put their children into childcare, then we need to be able to support those families, or destitution will become even more widespread than it already is. Child poverty has already increased by 600,000 since this Government came to administration, meaning that 4.2 million children are living below the breadline. That was before covid hit.

There are some solutions. In the time left, I want to be clear about that. First and foremost, we need urgent investment in childcare in this country to keep those nurseries and maintained providers open that are desperately needed so that parents can get back to work if they choose, so that mums can make that choice. We need to keep that universal credit uplift. We also need to simplify the tax support we give to childcare. I agree with the hon. Member for Devizes that the state can play an active hand—not a dead hand—in helping it work. Frankly, the money is there. Last year, £664 million worth of tax-free childcare was not claimed, amounting to £1.7 billion over the last three years. Imagine if we could put that into childcare settings, and help get families back to being able to organise their lives the way they want. There is £64 million in the local authority schools budget. The money is there. The need is there. The poverty is there. The question is whether the political will is there. I venture that the hon. Member for Devizes and I share a common concern to make sure that the political will is there, and to do what our suffragette sisters and fathers would ask of us: deeds, not just words.

[Sir Christopher Chope (in the Chair)]

Before calling the next speaker, I will say that 13 other Members wish to be called and there are 52 minutes left. By my calculations, self-discipline of about four minutes per speech should enable everybody to get a hearing.

Relationship Education in Schools

Stella Creasy Excerpts

Tuesday 16th July 2019 Commons Chamber

[Nick Gibb]

No Government have ever specified that level of detail in respect of sex education, let alone relationship education. It has always been—and must remain—for headteachers and schools to decide what is appropriate for their pupils, when it is age-appropriate, and so on.

We have issued clear guidance. The Secretary of State and I have said that we strongly encourage primary schools to teach children about LGBT relationships, because there will be pupils in primary schools who have two mothers and two fathers and it is important for the other children to respect that, but ultimately such matters must be for headteachers to decide. As I have said, I do not believe that had we been prescriptive—more prescriptive than the wording of paragraph 37—we would have secured consensus among major school providers in both the state and the private sector, and I do not believe that being more prescriptive would have prevented anyone from protesting against something with which they fundamentally disagree.

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

As a child of the section 28 generation who saw the damaging effect that it had in telling some people that their relationships and their families were not as good as other people’s, I want to speak up for the concerned parents of LGBT families who are now asking why the Government have essentially green-lighted protests against headteachers, the people who will make decisions about whether their family relationships are considered age-appropriate or “adult content”. What does the Minister have to say to the people—not just in my constituency, but around the country—who may have five or six-year-old children, but who are in same-sex relationships? When is it appropriate for those children’s peers in the playground to be taught that their families are just as full of love, just as much to be respected, and just as much to be celebrated? That is what we are really talking about: little children being taught, by omission, to hate and not to respect each other.

[Nick Gibb]

It was to address those very issues that we published the statutory guidance. That is why we published the regulations that were passed in the House with almost no opposition. The hon. Lady is right to suggest that when young children at a school have parents of the same sex, that should perhaps be a pointer to the headteacher to provide for children to be taught about LGBT relationships earlier than they might have been otherwise. It is important to give them that discretion. As I have said, provided that schools have consulted, and provided that their policy is on their websites as required by the regulations, we will fully support headteachers when they make decisions about the content of the curriculum and when and how it should be taught.

Timpson Review of School Exclusion

Stella Creasy Excerpts

Tuesday 7th May 2019 Commons Chamber

[Damian Hinds]

The position on children with special educational needs and exclusion is a very important subject. It is quite a complex picture. Alongside today’s report, we have published some quite detailed analysis on the odds on different groups being excluded, when we control for other facts. As I say, it is quite a complex picture, and I would encourage the hon. Gentleman to have a look at it. However, he is absolutely right that the early support we can give to children with special educational needs, which often means the support that we give to schools and to teachers in schools, is incredibly valuable.

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

The report paints a powerful picture of many of the issues faced by those of us working in communities with children who are at risk of violence and of being violent, and in particular the all-too-familiar story that when a child is excluded from school that sometimes means they are forgotten, rather than it being a trigger for intervention. In Walthamstow, over the past year, we as a community have been looking at mentoring in our schools, to try to work with some of these young people. Will the Secretary of State meet me and some of the community groups involved in that work, to see what we can learn from it and help to ensure that every child has a bright future within education?

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.

Relationships and Sex Education

Stella Creasy Excerpts

Monday 25th February 2019 Westminster Hall

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

It is a pleasure to serve under you today, Mrs Moon.

I stand as somebody who is passionate about the importance of relationships and sex education for all children at all ages, because I am a child of the generation of section 28. I am a child who was at school in this country when the Government also tried to set rules about what we could and could not learn about what was a healthy relationship. And I remember seeing the damage that that did to children in my school and their sense of self-worth, and to the teachers, who felt frightened to answer the questions that the children had.

I am a child of that generation who, if we are right that we want children to opt out of relationships and sex education, is a living embodiment of the consequences of that, because we were a generation that did not have the internet. However, we had Jimmy Savile. We had predators in our communities. We had children living in families with domestic abuse.

I start today with a concern about the rights of the child in this context. We are all informed by our experience. My own experience is that, living through that kind of education—there was an absence of accurate, factual, child-based education—affected my generation.

For me, the case for RSE for all children at all ages, in an age-based and appropriate manner, is about safeguarding, because in the absence of those lessons it was not that we had a knowledge vacuum in my generation. I clearly remember the day that somebody brought a copy of “Lace”, by Shirley Conran, into school, and the lessons that book gave us. I am still unable to look at a goldfish in the same way that I did before then.

I say to every parent—every parent who is here today, all those parents who have written to me, and all those parents who have not written to me but who have been part of the work that we have been doing in Walthamstow about RSE—who cares about their children and want the best for them: “Thank you. Thank you for caring about your children.” It is the children who will not receive this education but who other children will still have to talk to in the playground, and still be in a classroom with, who I want to ensure are equally taught the right values and the right approach to other children.

For me, that is the question we face when we have an opt-out. What are the consequences for the children who have not had parents in their lives giving them good direction, and who instead have parents who cannot be in the playground with them when that copy of “Lace” is circulated, and who cannot monitor 24/7 what is found on the internet? Yes, it is also those parents who are not the best of parents, but we must make sure that their children are not let down by us.

I say that because I live in a community where we have just had the first successful prosecution for female genital mutilation, which involved a primary school-age child. We have to recognise that not every parent is as good as the parents who care enough to be concerned and who want to get this right.

We also have to recognise the parents who have been misled. My hon. Friend the Member for Warrington North (Helen Jones), who opened the debate, spoke so well about that. A woman came to my surgery this weekend to say to me, “I’ve had a leaflet about this. This is about teaching my little boy that he must be a little girl.” That is completely not what this process is about. My generation did not have this education, yet there are certainly transgender people of my age and gay people of my age. If that proves anything, it is that this is not about sex and relationships education; it is about how that child is supported to cope with the world we are in today.

There is strong evidence of the benefits of relationships and sex education at all ages. It helps children to have the kind of healthy, productive childhood we all want for them. When we hear that 45% of teachers report homophobic bullying in primary schools, we know that what we are talking about is bullying, and if we care about the rights of children we must address that. There is also a rising incidence of peer-on-peer assaults—children attacking children. In that vacuum in which the alternative is the internet or the playground, I want a teacher to be the one to help ensure that children are given the best factual and accurate education. For too long, we have allowed this country to put composting as a requirement of our curriculum but not consent and, as a consequence, children have been left vulnerable.

I understand the process the Minister has gone through and, like me, he will have seen many good examples of faith-based sex and relationships education. I feel strongly about the importance of speaking up for faith-based communities who have engaged in the process, and who are the best of their faith by wanting to get this right, as my hon. Friend the Member for Birmingham, Ladywood (Shabana Mahmood) said. However, I also recognise the importance of its being the exception rather than the rule that children are opted out of something that can keep them safe, which is what relationships and sex education is about, at its heart.

I ask the Minister to consider monitoring both the numbers of children removed from lessons and how the consultations happen, and also to consider how we ensure that never again do we see a six or seven-year-old unable to describe their own body parts. If, God forbid, someone tried to touch them or someone in their own family did something to them, we would know that someone would have taught them how to say no and how to speak up. I say to the Minister, please let us not wait another 30 years for another generation of adults to appear who have been told that somehow being gay is wrong. Being gay is part of who they are. There are factual faith-based ways of having the conversations, and there are such great benefits to ensuring that every child has them. I say to the Minister: do not let them get educated in the playground or by the internet.

If the problems we now see as a result of the lack of support for my generation tell us anything, it is that in the 1980s we let a generation down. Let us put the rights of the child first, ensuring that parents are a key part of that but not missing the opportunity to get it right for every child, wherever and in whichever school they may be

Oral Answers to Questions

Stella Creasy Excerpts

Monday 6th November 2017 Commons Chamber

[Nick Gibb]

One of the first things we did when we came into office in 2010 was to double the amount of capital for basic need funding compared with what Labour had spent. Basic need funding for school places is based on a local authority’s own data, and we fund every place that councils say they need to create. Local authority forecasts include key drivers of increased pupil numbers, such as rising birth rates and housing developments. Hertfordshire has already received £197 million for new places between 2011 and 2017, and it is allocated a further £57 million for the next three years.

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

15. When she plans to begin public consultation on the provision of relationship and sex education guidance in schools.

[The Secretary of State for Education (Justine Greening)]

We are pressing ahead with our engagement process with relevant groups and interested individuals. We will be including parliamentarians over the coming months, and we will also seek the views of young people and parents. As has just been announced, Ian Bauckham, the chief executive officer of the Tenax Schools Trust and an executive headteacher, will advise on this work. He has considerable experience that will help us to ensure that schools teach a quality curriculum. Of course, following the engagement, we will consult on draft regulations and guidance, and we will then have a debate and a vote on the regulations in Parliament.

[Stella Creasy]

I do not think that anybody in this place would disagree that the last couple of weeks have shown us the power of teaching our young people to respect each other and to treat each other with respect. With 25 sexual assaults reported in our schools every day, will the Secretary of State please fast-track the policy on what schools should do if a report is made to them? This was promised months and months ago, and it is now urgent. I have a case in my constituency, and I know of others—this is too important to wait.

[Justine Greening]

We will issue interim guidance this term, but the hon. Lady is quite right that if we are to make a longer-term change in the sort of attitudes that drive unacceptable behaviour in workplaces, we have to make a start in schools, which is why we are now updating the relationship and sex education guidance for the first time since 2000. We all recognise the need and we will approach this responsibly.

Sexual Harassment and Violence in Schools

Stella Creasy Excerpts

Thursday 2nd November 2017 Commons Chamber

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

I thank the right hon. Member for Basingstoke (Mrs Miller) and my hon. Friend the Member for Birmingham, Yardley (Jess Phillips) for securing this debate. I want to add my voice to the voices of those who have stressed to the Minister the urgency of making this happen. As my hon. Friend pointed out, we are possibly going to be in the invidious position whereby in a year’s time MPs could have more protection, more guidance and more systems and processes than the young people in our schools.

I am what I would call an inbetweener feminist, in that I am in between the generation who first got involved in political campaigning on equality and those who now have to deal with the consequences of the internet. I hear the points that the right hon. Member for Basingstoke has made, and I too see the impact on our society. As an inbetweener feminist, I also know what is coming next. Let us be blunt about what has happened in the past couple of weeks in our society, not just here in the UK but around the world. There has been a wake-up call; we have all said, “Me too.” But we know that the backlash will come. We will hear, “It was just a knee—it was a misunderstanding.” What happened will be minimised, with women being told they did not really experience the thing they know they experienced. I say to the Minister that if one positive thing comes out of this time in our society, let it be that we make sure the next generation will not be the same as our generation, finding ways to tell women to cope with these kinds of behaviour rather than changing them. The backlash will come, because this is about power. It is about the power to control what young women’s worth is, and young men’s too. We have to change the culture. Yes, we need legislation, and yes, we need training.

I see this in my own constituency. In recent weeks, I dealt with a mum who came to see me because her daughter was assaulted on a school trip by one of her peers. Her peer did not deny it, and the school did not inform the parent. The perpetrator was excluded from the school for a day and then let back in. Our schools and governing bodies are crying out for help to get this right. Why do we expect them, like our Members of Parliament, to be any different from the rest of our unequal society in not understanding how to deal with the power used to abuse and to harass? I want to put on record my gratitude to the right hon. Member for Basingstoke for saying that this is not just about our schools, because it is also about our universities and making sure that every young person can learn free from fear. Nor is it just about the impact of the internet: these kinds of behaviours have been going on for generations.

As the Minister will know, we had an opportunity to deal with this in the Bill that became the Children and Social Work Act 2017 when we highlighted the need to make sure that we updated the guidance on what schools should do if reports of sexual harassment and abuse were brought forward. Her predecessor promised us that that that would happen imminently. I recognise, as my hon. Friend the Member for Birmingham, Yardley pointed out, that the general election got in the way, but it is out of the way now. We need both that guidance and the sex and relationships education consultation now, because this is happening in our schools, colleges and universities, as it is happening in our wider society, now.

We can do something about this. If the Minister wants to fast-track the necessary legislation through a Statutory Instrument Committee, I will personally volunteer to be on that Committee to back her. If she needs help to take on the people who say, “It’s complicated”, I will be there with her. Like my hon. Friend the Member for Birmingham, Yardley, I do not want to be here in a year’s time hearing about the need for more paperwork and listening to more people telling us that it is a complicated issue—because in our hearts we know it is not. We know that our young men are picking up ideas that are not about the future that we want for them, and that our young women are living in fear, finding ways to avoid the hands and the catcalls while soaking up the YouTube culture. We know that we are seeing that in our society as well.

Right now, this place is not full of role models. Right now, we are not role models if we do not act on this, because we can see that it is happening and we know what we can do about it. We know that there are experts out there. We know that our teachers are crying out for support to be able to deal with it. There is no reason to delay, not even by a few weeks or a day. We could all do something about it. I congratulate the Women and Equalities Committee—long may it keep raising this. Frankly, though, I wish that we did not have to keep raising it. I do not know what else it is going to take before we recognise that failing to act is damaging everyone in our society.

Children and Social Work Bill [Lords]

Stella Creasy Excerpts

3rd reading: House of Commons & Legislative Grand Committee: House of Commons & Report stage: House of Commons
Tuesday 7th March 2017 Commons Chamber

[Edward Timpson]

The moral aspect is already covered by British values and the teaching of citizenship, and that is in no way curtailed by these provisions. As for the question of what is age appropriate, the concept already exists in the current system. I repeat that the Bill will be underpinned by regulations and statutory guidance, which will set out in more detail exactly how it will be translated into reality. That is a strong and consistent approach, which we think will strike the right balance between enabling children to develop the resilience and skills that they need and ensuring that that is done in an age-appropriate way.

We know that many schools are already teaching these subjects, and that some are doing so very well, but we believe that it is right for us to do all we can both to provide universal coverage for all pupils and to improve quality. Given the increasing concerns about child sexual abuse and exploitation, and the increased risks associated with growing up in a digital world, there is a particularly compelling case for action in relation to pupil safety. New clause 15 places a duty on the Secretary of State to make relationships education in primary schools and relationships and sex education in secondary schools statutory by means of regulations. We believe that that is the right approach because it will allow us time to engage with a wide range of interests and expertise. The outcome of that engagement will feed into the legislative process for making these subjects statutory, as well as the guidance that will help schools to deliver high-quality, inclusive relationships education and RSE.

New clause 16 creates a regulation-making power to enable the Secretary of State to make PSHE statutory. We are aware that the most pressing safeguarding concerns relate to relationships and RSE, but it is evident that wider concerns about child safety and wellbeing relate to the life skills that the subject can cover, such as an understanding of the risks of drugs and alcohol and the need to safeguard physical and mental health. We therefore believe that it is important that we are able to make PSHE, or elements of it, statutory as well, and have the time to consider carefully the fit between the content of relationships education and RSE and what might be included in the PSHE curriculum. The work to consider content will begin this spring, and we expect that it will result in draft regulations and guidance for consultation this autumn. Following consultation, regulations will be laid in the House, alongside final draft guidance, allowing for full and considered debate, and we expect that statutory guidance will be published in early 2018, once the regulations have been passed and at least one full year before the academic year 2019-20.

We do not think it is right to specify in primary legislation the exact content of the subjects, as this would be too prescriptive and would remove freedom from schools and run the risk of the legislation quickly becoming out of date as the world changes ever more quickly. The Department’s external engagement will determine subject content, working with a wide range of experts and interested parties. We will ensure through careful review and consultation that our work results in a clear understanding about the full set of knowledge and skills that relationships education, RSE and PSHE should provide.

Our proposed legislation is also clear that subject content will be age appropriate. We expect the new subject of relationships education for primary schools to focus on themes such as friendships, different types of family relationships, bullying, and respect for other people. We see this as vitally important in laying the foundations for RSE at secondary school.

Across relationships education and RSE, we expect to cover in an age-appropriate way how to recognise and build healthy relationships, and how they affect health and wellbeing and safety online. This can include dealing with strangers, respect, bullying and peer pressure, commitment and tolerance, and appropriate boundaries. I want to emphasise again to hon. Members that our priority will be to ensure that content is always age appropriate. In RSE at secondary school, content would also include sex and sexual health, all set firmly within the context of healthy relationships. In relation to online issues, internet safety is a cross-Government agenda, so these plans are closely aligned to the internet safety Green Paper due later this year.

In addition to relationships education and RSE, we acknowledge that pupils need to access other key knowledge and skills for adult life, and those are generally covered in PSHE. For PSHE, we want to take the time to consult widely, as I said, on what the subject content could best look like, respecting what our engagement process determines as the right content for relationships education and RSE. We will be looking at what might be needed under the broad pillars of healthy bodies and lifestyles, healthy minds, economic wellbeing, and making a positive contribution to society. We would expect this to include issues such as keeping safe, puberty, drugs and alcohol education, mental health and resilience, and careers education.

Schools will, of course, continue to teach in accordance with the Equality Act 2010 and the public sector equality duty. This means that schools can consider how best to teach subject content taking into account the age and religious backgrounds of their pupils and any other relevant factors, but not whether to teach the content.

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

Given that 45% of primary school children have experienced, or are aware of, homophobic bullying, can the Minister clarify how that fits into the curriculum at that age?

[Edward Timpson]

I have indicated that we expect bullying to be covered in primary school, and of course we have to cover all facets of bullying, as it comes in many forms. Of course, it will be a matter for the school to make sure that that is age appropriate, and it will start to put in place the building blocks of the development of that child’s understanding, ensuring that by the time they move on to secondary school they are well placed to move on to the next level of subject matter that they will need to understand.

Schools will need to ensure that RSE is inclusive and meets the needs of all young people.

--- Later in debate ---

[Mr Speaker]

I would like to accommodate more colleagues, so extreme brevity would be hugely helpful.

[Stella Creasy]

In the light of your request for brevity, Mr Speaker, let me be clear that there is a common thread through my points and the amendments that I have tabled: inclusivity, which Members across the House probably support in principle, but in practice, the devil is in the detail of the amendments, and that is why I want to speak.

First, on sex and relationship education, I welcome the moves being made by the Government. It has taken seven years, but finally we will right the wrong whereby while composting and compound interest are on the curriculum, consent is not. I ask the Minister to look at the wording of new clause 1, its explicit reference to same-sex relationships and the importance of being clear during the consultation that we will make sure that children are able to talk about every relationship that they have or may come across in life, and be taught to value them equally. That matters, because 95% of lesbian, gay, bisexual and transgender children say that they were not talked to at school about same-sex relationships. When that is so much part of the modern world, it is important that we include it in the modern training that we give our children.

Not least, I want to raise the concerns of teachers from Walthamstow, who said to me that they still live under the spectre of section 28 and the idea that there are things that they cannot talk to children about. The Minister knows my concern that use of the word “appropriate” in his legislation may raise that worry for teachers, so today I look for him to say explicitly that he expects same-sex relationships to be part of the curriculum; that he expects that when bullying is talked about in schools, homophobic bullying will be addressed, at both primary and secondary level; and that we will find a sensitive and religiously inclusive way to cover issues around same-sex relationships, in line with the Equality Act 2010. We should not trade off making progress on some areas of society—through bringing in an ability to talk about consent and domestic abuse—against not making progress on gay rights in other sections of our society. The Minister will point to the 1996 wording that the legislation echoes, but we had section 28 in 1996; this is 2017. Let us make sure that when we make progressive legislation, it is truly progressive.

It is important that we have inclusivity when it comes to child refugees. That is why I want to raise amendment 1 and speak in support of new clause 14 and amendment 2. In October, I asked the Prime Minister to tell us what had happened to the 178 children of whom her Government had been notified who would qualify, under the Dubs amendment, to come to our country but had gone missing from France. Six months on, I am still waiting for a response, but those 178 children are just a fraction of the 10,000 children who have been reported missing in Europe over the refugee crisis. Some 120,000 unaccompanied children—orphans—have come to Europe since 2015. The Dubs amendment is designed to help those children. We agreed as a House that we would do our bit for them, but what kind of a “bit” are we doing? We are talking about 350 children, which equates to 0.002% of all unaccompanied child refugees in Europe. When we debated Dubs, we talked about 3,000 children, which would be just 0.025% of them.

It is right that people should be concerned about what other countries are doing and that we hold the French, Greeks and Italians accountable for their treatment of these children, but Turkey alone is taking 2.8 million Syrian refugees; how can we hold our heads high if we do not do our bit as well? The Dubs scheme is about us doing our bit.

New clause 14 is explicit about safeguarding the children who have applications for transfer—the children in the camps now. I agree with Members who talk about pull factors; the pull factor is safety. We are talking about Afghan children running from the Taliban, Sudanese children running from rape and murder, and Oromo children running from political persecution. They are pulled to our shore for safety. Closing the Dubs scheme will not stop that pull factor, but it will make the traffickers the most attractive proposition those children have. Crucially, amendment 1 and new clause 14 identify our responsibility for involvement in the safeguarding process; we should involve not just the Home Office but the Department for Education. That is where amendment 2 comes from.

Statutory Sex and Relationships Education

Stella Creasy Excerpts

Tuesday 31st January 2017 Westminster Hall

[Jim Shannon]

If that is what the hon. Lady was saying, that is good news—I think we are probably on the same wavelength. To me, this is essential for any family: the right to teach their child the morality and the standards they hope their child will stick to, and the right to withdraw their child from a lesson that they feel will not complement how they teach their child. Again, that is an absolute must for me and the people I represent.

I read a very interesting article by Andrea Williams, chief executive of Christian Concern, which warned that making SRE compulsory would remove the freedom of parents to decide how and when their child is educated on this subject. She wrote:

“For many years, sex and relationship education has not provided a godly stance on sexuality or sexual relationships. Instead, it reflects our society’s increasingly liberal sexual norms.”

It is important that we make the distinction—draw the line—between those two. She continued:

“Making SRE mandatory would limit parents’ freedom to withdraw their children from these lessons if so desired and usurp their responsibility in deciding what they should and should not be taught at what age.”

That is a very important comment from a lady who is greatly respected.

I do not believe that making SRE mandatory can or should happen. As parents, the buck stops with us. We do the best we can with our children and we must be allowed to do so in moral teaching. With the spread of social media, more and more of our young people are taking and sending inappropriate photos, and that can lead to unsafe situations. This is something that parents must take on board and discuss with their children; those who do not wish to do so can allow the school to do so. The choice must be available for parents and I stand firmly by that view.

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

rose—

[Jim Shannon]

I am happy to give way.