Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
It is always a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for North Wiltshire (James Gray) on securing the debate. Protecting children and young people from harm, including from violence and other forms of abuse, is always this Government’s priority, so I thank him for raising the issue. I know that he has written to the Minister of State for School Standards to draw attention to the issue of self-defence classes in schools and has himself attended a class at Hardenhuish School.
I also want to give recognition and thanks to my hon. Friend the Member for Chippenham (Michelle Donelan) who, as a Wiltshire MP, has taken the case very seriously. The school is in her constituency and I know that she has written to the Minister of State on the issue. I thank her and my hon. Friend the Member for North Wiltshire for their work on it. I also thank my hon. Friend the Member for Devizes (Danny Kruger), my right hon. Friend the Member for New Forest East (Dr Lewis), and the hon. Member for Croydon North (Steve Reed) for their comments this afternoon.
I want to express my deepest condolences to Ellie Gould’s parents, Matt and Carole, on the loss of their daughter, and also to Ellie’s many friends at Hardenhuish School in Chippenham. I am sure that everyone in this House shares my revulsion at the needless events of 3 May last year in which Ellie so tragically lost her life. I pay tribute to the work of Ellie’s friends for their campaign, to the staff of Hardenhuish School for the work they have done to support pupils, and to Wiltshire police for their swift work in investigating the case and bringing the perpetrator to justice. I hear the concerns that my hon. Friend the Member for North Wiltshire raised about the sentence. The minimum age of criminal responsibility is 10 years old, and we believe that it is right for the court to start with a minimum term of 12 years for someone who is under 18 when they commit a murder. However, 12 years is the starting point and the court can increase the minimum term according to aggravating factors.
I listened carefully to the points that my hon. Friend and others made this afternoon. He asked for more teaching of basic self-defence in schools, or, indeed, for it to be compulsory. However, there are a number of additional things that schools can do that could be helpful.
There can never be an excuse for murder, and the murder of a child or young person is particularly abhorrent. We must all do everything we can to protect our young people. While we sadly cannot prevent all such cases, we can take and have been taking action to minimise the likelihood of their occurring. It is important that children and young people learn that violence is not the way to solve problems, and how to recognise the warning signs of a potentially violent situation, or of an abusive or violent relationship.
First and most importantly, schools can help to build the knowledge and skills that children need in order to have healthy relationships with their peers and others. They can do so through the effective teaching of relationships, sex and health education. Good-quality teaching of relationships, sex and health education will be an important way to equip pupils with the knowledge to prevent, identify and address harmful behaviours from themselves and others. That is a vital part of self-defence, as it helps to reduce the risk of relationships’ becoming violent or abusive.
From September this year, relationships education will become compulsory for all primary school pupils, and relationships and sex education will be compulsory for secondary school pupils. Health education will also be compulsory for pupils in state-funded schools. The compulsory new subjects will help to develop an ethos of respect for others and provide young people with the knowledge to make informed decisions, to assess risk and to try to avoid those dangerous situations. Through age-appropriate relationships education in primary school, pupils will be taught the concept of respect for oneself and respect for others, and to understand the differences between appropriate and inappropriate or unsafe physical contact—the first steps to teaching consent.
As well as physical safety, online safety is also important, as the hon. Member for Croydon North mentioned. We know that by the end of primary school, many children are already using the internet, and we must ensure that those principles of safety are extended to online safety and appropriate behaviour in a way that is relevant to pupils’ lives. Relationships education will also help young people and children to understand how information and data are shared and used in all contexts—including, for example, the sharing of intimate pictures and the fact that, once sent, there is little or no control over how they may be used in the future.
The ability to form strong and healthy relationships with others depends on the nurturing of behaviours and positive personal attributes. The development of mutually respectful relationships in all contexts is an important aspect of a child’s development. Relationships education also creates an opportunity to teach pupils about positive emotional and mental wellbeing, including how friendships can support it. Equally, if a relationship is making them feel unhappy or unsafe, pupils should know how to report concerns and how to seek advice from others if they need it, especially when they suspect or know that something is wrong.
In primary schools, age-appropriate relationships education will involve teaching pupils about what healthy relationships are and their importance, as well as how to develop mutually respectful relationships in all contexts. By the end of primary school, pupils will understand the importance of being treated with respect and showing respect. They will understand different forms of bullying and how to get help; they will have learned about the concept of privacy and its implications for children and adults. They will also know that it is not always right to keep a secret, if it relates to keeping themselves or others safe.
By secondary school, that will broaden to become age-appropriate relationships and sex education. The curriculum will include teaching about intimate relationships, sex, sexual health and sexuality, set firmly within the context of relationships. It will also cover contraception, sexually transmitted infections, developing intimate relationships and, crucially, how to resist pressure to have sex.
Pupils will learn what a positive, healthy relationship looks like, about consent, tools to help them when a relationship ends, and how and when consent could be withdrawn, in a way that will help to keep them safe. They will also learn how to seek help if they are made to feel unsafe or threatened. The ability to recognise a risk, to assess that risk and respond to it in a way that keeps us safe is an essential life skill, and acquiring the knowledge and critical thinking skills that enable pupils to make informed decisions about relationships, sex and personal safety will be part of that curriculum.
Behaviour in schools is also important for safety. Schools must create positive environments, where pupils feel safe, are respectful of one another and are free from low-level disruption that stops them learning. All schools are required by law to have a behaviour policy that outlines measures to encourage positive behaviour and prevent bullying, which should be communicated to pupils, staff and parents.
Our respectful school communities tool helps schools to identify the various elements that will make up a positive whole-school approach. While there are schools across the country where behaviour is good, we know that some schools are looking for support in this area. That is why the Department is investing £10 million in the behaviour hubs programme.
Promoting mental health is also a priority because, in the normal course of events, people with good mental health will be much less likely to behave violently or to physically attack others. Schools can play a vital part in helping their pupils to have good mental health. The Government are prioritising transforming mental health services for children and young people, establishing new mental health support teams that work in or near schools and colleges to introduce or develop their approach to mental health and to deliver interventions for pupils and students with mild to moderate mental health needs.
We are incentivising all schools and colleges to identify and train a senior mental health lead. The new mental health support teams are in addition to the support already provided by schools and colleges, or by children and young people’s mental health services funded by the NHS or local authorities. Support teams will be made up of newly-trained education mental health practitioners.
Peer-on-peer abuse can also be a concern. Teachers and other school staff have a key role to play if they become aware that one young person is sexually abusing or harassing another. We have published statutory safeguarding guidance, “Keeping Children Safe in Education”, and detailed departmental advice on sexual violence and sexual harassment between children, to support schools and colleges in understanding what peer-on-peer abuse, especially child-on-child sexual violence and sexual harassment, looks like, how to prevent it, how to respond to it and how to support victims. Last month, we also launched a consultation to seek views about proposed changes to the Keeping Children Safe in Education principle, setting out the legal duties that schools and colleges must comply with, together what schools and colleges should do to keep children safe.
The rise in serious violence, which many hon. Members have raised this afternoon, is a significant concern to the Government. Children and young people are increasingly at risk of becoming a victim or perpetrator of serious violence. The number of homicide victims aged 16 to 24 increased by nearly a quarter between March 2015 and March 2019. We know that the reasons for involvement in serious violence are extremely complex. That is why the Department for Education is working with the Prime Minister’s crime and justice taskforce to tackle this serious issue.
Engagement in education is a strong protective factor for children who might otherwise be vulnerable to involvement in crime, and it is therefore vital that schools and colleges enable all children to achieve, to belong and to remain in education, working in partnership with children’s social services and other agencies. Schools, alternative provision and colleges around the country are working with the police and health officials through violence reduction units in their areas to run interventions to tackle serious youth violence. I visited an alternative provision this morning in London, in Tower Hamlets, and I was deeply impressed by its work to support some of the most vulnerable young people. There are some really good examples of that across the country, and I would like to see more.
On the specifics of self-defence classes in schools, schools can already arrange self-defence classes for pupils, and many do. These arrangements should be appropriate for the pupils concerned and of good quality. My hon. Friend the Member for North Wiltshire rightly pointed out that what is appropriate for one school might not be appropriate for another. Schools must be able to choose activities and resources that are appropriate for their pupils, whether they are small rural schools or large, urban secondary schools, special schools or alternative provision schools. However, they should be able to recognise the individuals and organisations that can help to provide those classes.
My hon. Friend made the point that if the life-saving skills of swimming and road safety are required to be taught in schools, so self-defence should be. I understand his point, but the balance of risk is a bit different. We teach children to be safe on and around roads because every day they need to be able to cross roads or cycle in safety. Swimming and water safety is a requirement in physical education curricula of key stages 1 and 2 because it is important that, when children enter water, whether deliberately or accidentally, they have those basic survival skills. Those circumstances are quite different from a premeditated, deliberate and unexpected attack.
Dr Lewis
I have used the intervening period since my speech to check on the price of rape and other attack alarms. From a well-known online megastore, one can get a pack of three of these extremely effective protective devices for less than £9. Does the Minister agree that, as a matter of routine, particularly where people are concerned about attacks in public places, such a modest investment is well worth making?
Vicky Ford
We should look at all ways in which to keep young people safe. I note that it is possible to get such an alarm as an app on one’s phone. I will certainly look at his point.
I make clear that I have absolutely no objection to schools providing self-defence instruction if they think it is appropriate. I encourage headteachers to consider this provision, and to offer it if it is right for their students. However, factors that need to be taken into account include the age and maturity of the pupils. It is incredibly important that they understand that they are being taught techniques that should only be used in an emergency, as a last resort, to free themselves from an attacker. Often, actually avoiding the attack is crucial.
It is vital that the instruction itself is conducted in a safe way, that the instructor holds appropriate qualifications from a sport’s national governing body and that the instruction is not given in PE lessons, which I do not think is the right place for this within the curriculum. However, where instruction in self-defence is provided, it must be taught by suitably qualified instructors, and schools should be able to recognise those individuals and organisations that can help. For example, the Association for Physical Education has provided safety guidance, “Safe Practice: In Physical Education, School Sport and Physical Activity”, to help protect teachers and pupils from potential risks, including in contact sports. Schools should also be able to recognise reputable individuals and organisations by checking that they have good safeguarding arrangements, qualified coaches and are compliant with sector guidance. There is guidance from the Association for Physical Education and Sport England, for example.
Reputable martial arts instructors are expected by their Sport England-recognised governing bodies to have adequate policies and procedures in place, including, but not limited to, appropriate coaching, first aid and safeguarding qualifications, and to have appropriate Disclosure and Barring Service checks in place. Given the inherent risk of personal injury in martial arts, they should also be appropriately insured. Sport England also produced a version of the National Society for the Prevention of Cruelty to Children’s child protection in sport unit’s “Standards for safeguarding and protecting children in sport”, relating specifically to a safeguarding code in martial arts. At least 300 individual providers and organisations have already signed up to this and meet the requirements of the code. However, not all martial arts have a recognised national governing body, and so not all of them conform to the standards required of a Sport England-recognised national governing body.
I am enormously grateful to my hon. Friend the Member for North Wiltshire for all he has done to raise the profile of this issue. Ellie’s death was a tragedy, and a real reminder to us all of the dangers of violent relationships. It is vital that we all recognise that most important in relationships, sex and health education is the part on relationships, helping our children and young people to develop healthy relationships, to behave with mutual respect and to act, and have the tools to act, in that difficult situation when a relationship ends.
We will never know for certain whether a self-defence class would have saved Ellie. However, I know that, where self-defence is taught, it must be done safely and well. While we do not want to add it to the compulsory requirements on schools, we will work with the Association for Physical Education, Sport England and the sector to make sure that new, clear guidance is available to schools considering giving that self-defence instruction to pupils on how to make that provision safe and effective. We will look to develop that guidance this year, to sit alongside other work we are doing on supporting schools to offer a wider range of development activities to all their pupils.