Marriage (Same Sex Couples) Bill

Baroness Farrington of Ribbleton Excerpts

Wednesday 10th July 2013 Lords Chamber

Does that mean—as it seems to me that it must mean—that a teacher in a faith school could say, “Of course Parliament passed an Act in 2013 in relation to same-sex couples, but we believe that it is wrong. Everything that our church or denomination represents suggests that it is utterly wrong, and not only wrong but evil”? What does that create? That is not a licence that can be allowed to anyone who operates within the democratic principle of the rule of law and the rule of Parliament. If I am wrong about that, I apologise. If I am right, the amendment should be rejected.

[Baroness Farrington of Ribbleton]

My Lords, I am seeking to obey the rules of the House and not repeat things said in Committee.

Faith schools teach children. I say that because my county of Lancashire, where I chaired the Education Committee for 10 years, had the largest percentage and number of faith schools. I should point out that not all parents in counties such as Lancashire choose faith schools. They are the nearest schools, and parents cannot choose to have their children’s travel to a non-faith school paid for, whereas they could be paid for travel to a faith school. I tell the noble Baroness, Lady Cumberlege, that that is the case. Noble Lords have referred to the fact that the option for faith school education entitled children’s travel to be paid for.

However, faith schools seek to teach the whole community, wherever they are. I have been around for so long that I remember Faith in the City, Geoffrey Duncan and those who argued that the role of faith schools was to teach the whole community in which they were located. Some of the faith schools in Lancashire had a majority of Muslim pupils, and probably still do. However, those schools taught the children. That was the issue—the teaching of the children. The confidence of those Muslim parents was based on the fact that the school would respect the views of the parents as well as teach the children about the beliefs of that community. Some noble Lords in this debate have spoken as though this legislation will create a new set of circumstances among the communities, the families and the friends of the children who go to the school. That is not the case: this legislation recognises what is happening in our communities. It may be giving a new name to civil partnerships, but those relationships actually exist now in the families, homes and communities of the children who will be in the schools.

I have tremendous respect for the aims of the right reverend Prelate the Bishop of Leicester. In fact, many years ago, the Bishop of Leicester gave a lecture at my wedding on the importance of marriage and education, but it was not the right reverend Prelate who is with us tonight. I have been married too long for it to be this young right reverend Prelate.

I listened very carefully to the noble Lord, Lord Baker, although I did not always listen to him, when he was in office in government. He explained that we do not need to change the 1996 Act to secure the benefits that the right reverend Prelate is seeking to achieve. Some noble Lords have talked as though our schools are places where ideas are promoted. These days, even young children, and certainly 13 year-olds, will ask questions; but the idea that a teacher can go into a classroom and tell children of 13 what to think or know is pretty ludicrous. Those children are growing up in the world; they recognise it. In fact, we are recognising the world of those children who recognise it.

A 12 year-old said to me, “What are you doing in the House of Lords?” I said, “Same-sex marriage”. The child said, “Why should there be any argument about that—who is arguing?” I said, “Well—some of the people from religious backgrounds.” The child said to me, “You know, I could go off God.” That was a child in a church school in rural Essex. I said, “You really mustn’t blame God for what some of the religious followers say. It isn’t always God who is wrong; it may be their interpretation.” I hope that the right reverend Prelate will not feel the need to press his amendment and that the Minister will be able to assuage any fears he feels.

In closing, I want to say how important it is that all children in all our schools—and I am certain that the denominational schools feel this—ought to be able to love and respect all members of their communities and families. Those children know that those people are there now. Perhaps we are a bit late in recognising it.

[Lord Elton]

I hope that my noble friend will be able to clarify for us the perceived conflict between the guidance and the documents—the names of which I forget—under which the faith schools have to operate. It seems to me that what these amendments ask is not the big thing it is suggested it is. Surely it must be right for church and other faith schools to teach about the world as it is and as it changes. The world is changing, but faiths do not necessarily change at the same rate or, indeed, at all. However, they are part of the world and therefore must be taught.

What is at issue is whether there can be recruiting or promoting of the particular faith—it need not be Christianity—or the particular orientation, which need not be heterosexuality. That is what is at issue. I would like my noble friend to assure us that there is a legally proof way through this which preserves the right of all faiths to explain to children what the tenets of that faith are while at the same time addressing the actual world which the children will grow up into without being in fear of being in breach of the law. I believe I am right in saying that the original concern of the right reverend Prelate was not so much with teachers as with the foundations. We have not heard so much about them, but this has to be available as a protection to the foundations of schools. In my view, it should not be phrased in such a way as to threaten in any way the intentions of this Bill.