Education: Personal, Social and Health Education
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I thank all those who have taken part in the debate, and particularly the noble Baroness, Lady Massey, for raising this important issue. I know of her long-standing personal commitment to ensure that children not only receive an excellent academic education, but learn the soft skills so that they can be “rounded and grounded”. I find myself in agreement with most of what has been said today. I agree with the noble Baroness that PSHE is not just a single subject, but a concept that should be part of the life blood of all schools, and that every school should have a clear PSHE ethos and programme. I want to assure noble Lords that I will use every opportunity to exhort all schools to do this and we will consider carefully what noble Lords have said today.
However, we believe that teachers need the flexibility to decide what to teach and how to teach it in ways that are appropriate. I will agree to meet the noble Baroness, interested Peers and other parties to discuss this important issue because there is no question that high quality PSHE education is vital to equip children and young people with the knowledge and skills they need. That is why we have outlined in the introduction to the new national curriculum our expectation that schools should teach PSHE by drawing on good practice. All young people should benefit from high quality PSHE education, including sex-and-relationship education. It is the Government’s aim to empower schools to deliver this as part of what my noble friend Lady Perry called a “broad and balanced” curriculum.
It is important to distinguish here between the national curriculum and the wider school curriculum. Over time, the national curriculum has extended to cover more subjects, prescribing more outcomes, and taking up more school time. The Government launched their review of the national curriculum to achieve two goals: first, to set out the core knowledge that pupils should have that is on a par with other high performing countries; and, secondly, to slim it down by reducing prescription, thus allowing teachers more flexibility and freedom to exercise their professional judgment. We know that international evidence shows that the best school systems in the world devolve more autonomy to the professionals working on the ground. Our overall reduction in prescription will give teachers greater flexibility in the way they teach, allowing them better to tailor their curriculum and to engage students in the classroom.
The sponsored academies programme, which has been built on the excellent work done by the previous Government, is about sponsors taking over the running of poorly performing schools that are often in deprived areas. Many of the areas will, as the noble Baroness, Lady Finlay, touched on, have a high incidence of poor parenting, teenage pregnancy, absent fathers, drug and alcohol abuse and gang issues. As the noble Baroness, Lady Massey, said, it is a complex world. Running programmes that empower pupils to combat these issues is second nature to the sponsors and to many other schools in such areas. We want to build on this good practice to enable and exhort all schools to follow what good schools do in a way that is appropriate to them. We feel that the danger with a box-ticking approach is that schools will revert to the minimum provision, whereas our ambition, while recognising that we are a long way short of it at the moment, is that all schools should provide far more than that. For many children in situations where family life has collapsed and religion plays no part in their lives, their school represents the only solid brick they have.
I recently had occasion to investigate the gang activity in one particular area of London. What I discovered was, frankly, frightening and deeply disturbing. One of the important things that any school in an area such as this should do is provide strategies for preventing their students being recruited into gangs, which is happening at an increasingly young age. However, a school in a leafy suburb probably has other issues to worry about. It is horses for courses, and we want our schools to be free to adapt their provision accordingly. However, our approach is that we should not legislate for PSHE, particularly when the needs of individual pupils vary so widely. We trust teachers and head teachers to provide the PSHE that is relevant and necessary in their own school, but we plan to set high expectations.
However, many elements of PSHE have a statutory basis elsewhere in the national curriculum. For example, science covers the biological aspects of reproduction and the life cycle at key stages 2 and 3. Science also covers issues of health and drugs, ensuring pupils are taught about such topics as the impact of diet, exercise, drugs and lifestyle on the way their body functions, and the effects of drugs on behaviour, health and life processes. In PE, pupils are taught to become,
“physically confident in a way which supports their health and fitness”.
Several noble Lords, including the noble Baroness, Lady Kidron, and the right reverend Prelate the Bishop of Chester, spoke most convincingly of the necessity of good sex-and-relationship education, which is one of the most important aspects of PSHE and is compulsory in maintained secondary schools. All schools must have an up-to-date policy in this regard. One of the cornerstones of this education is parental involvement and consultation. The guidance covers a broad range of topics and stresses the need for pupils to be taught to develop a strong moral framework to guide their decisions, judgments and behaviour.
The very important issue of violence against women was highlighted internationally in February by the powerful One Billion Rising campaign. Young people need to be aware of these important issues and our guidance provides a strong framework for this to happen and how to avoid exploitation and abuse. This includes the teaching of consent. We have provided the PSHE Association with grant funding to promote the teaching of consent and help schools to develop their curricula. We have also commissioned the Bailey review.
I thank the noble Baroness, Lady Hughes, and the noble Lord, Lord Northbourne, for their comments on raising the quality of PSHE teaching in schools. I agree that this is important. In addition to a demanding curriculum, good-quality teaching is fundamental. There is overwhelming evidence that links teacher quality to pupils’ attainment. The Government’s reform of ITT demonstrates our commitment to recruiting the very best graduates into teaching and to giving teaching schools more of a role so that schools close to the needs of particular types of pupils can develop appropriate training.
The PSHE Association provides a wealth of resources for teachers and has launched its chartered teacher programme. This gives PSHE teachers the opportunity to evidence their professional practice. We have asked Ofsted to report on specific effective practice in PSHE teaching. It has agreed to do so and is considering the best way in which this might be accomplished and could include, for example, a national conference.
I agree with my noble friend Lord Eden about the danger of the internet. The Child Exploitation and Online Protection Centre has developed a specific educational resource that teachers can use to ensure that their pupils have the knowledge and skills they need to stay safe when using the internet.
The right reverend Prelate the Bishop of Ripon and Leeds talked about emotional development. Emotional skills can be developed through all aspects of the curriculum. Key emotional and moral issues such as respect and tolerance should be part of all teaching, and practised and modelled by teachers themselves. At my school, all teachers and pupils have a clear vision of the characteristics that we want our pupils to develop, such as compassion and resilience.
As to the relationship between religious education and PSHE, schools are free to design their PSHE programmes to complement other aspects of the school curriculum and a school’s ethos as a whole. I agree that religious education and PSHE together can contribute to a strong-values ethos.
The noble Baronesses, Lady Masham and Lady Massey, commented on health education. One of the key aims of any PSHE programme is to ensure that pupils receive the information they need to stay healthy and safe. I would expect a basic understanding of the rudiments of health to be a strong part of this. Again at my own school, we have a substantial information service on health issues and problems. This service is accessible by all pupils via the school intranet.
The noble Lord, Lord Aberdare, and the noble Baroness, Lady Finlay, spoke about the importance of teaching first aid skills. PSHE provides opportunities for schools to teach first aid if they wish, and engage with such organisations as the British Red Cross and St John Ambulance. My honourable friend Elizabeth Truss met the British Heart Foundation and the Resuscitation Council on Monday this week. She listened with interest to their concerns and will consider them carefully as part of the national curriculum review.
I agree with the right reverend Prelate the Bishop of Chester that decisions about SRE should be taken by parents. Governing bodies of all maintained schools are required to have an SRE policy. I agree wholeheartedly with the noble Lord, Lord Northbourne, about the importance of building pupils’ confidence and social skills.
I thank the noble Earl, Lord Listowel, and the right reverend Prelate the Bishop of Chester for their comments on school governance, particularly in relation to education. We are simplifying the guidance on governance, particularly in relation to statutory provision of sex education. We believe that this will be much clearer. As regards the number of chartered teachers, this has been a rigorous programme but we anticipate the numbers to rise significantly next year.
I agree with the noble Lord, Lord Parekh, that global understanding and multicultural literacy are important skills for pupils in today’s society—so important that I suggest that such provision should not be limited to PSHE lessons but be part of the whole school ethos, embedded throughout the curriculum in all teaching.
The Government believe that PSHE is a vital part of a broad and balanced curriculum and that excellent PSHE provision is part of the life-blood of all good schools. I thank all noble Lords for their contributions to this important debate.