Education: Personal, Social and Health Education

Baroness Hughes of Stretford Excerpts

Wednesday 24th April 2013 Grand Committee

[Baroness Hughes of Stretford]

My Lords, I too, congratulate my noble friend Lady Massey. She has been a tireless champion of the importance of PSHE and has given us the opportunity to keep this issue live by debating it again today. Indeed, we have had a very rich debate.

I apologise in advance that in the short time I have, I will not be able to acknowledge the excellent individual contributions that we have had from noble Lords across the Committee today. I shall structure my remarks around three points: first, the arguments in favour of strong PSHE, including sex-and-relationship education, delivered through schools; secondly, the question of whether that objective can be achieved without statutory underpinning; and, thirdly, to ask the Government what are their next steps, given their response to the results of the recent consultation on PSHE.

On the arguments in favour of strong PSHE, we have heard in the many excellent speeches today the reasons for promoting the health, well-being, personal safety, confidence and self-esteem among young people. I will not rehearse those powerful contributions; I could not improve on them, and agree with all of them. Not only in this House but in the other place there is a strong cross-party consensus for high quality PSHE and SRE in schools, promoted not least recently by the international campaign to tackle violence and abuse towards women and girls. The particular point in that recent debate was made strongly that boys as well as girls need good sex-and-relationship education, as the noble Baroness, Lady Kidron, rightly warned us today.

There are many other reasons to support strong PSHE in schools—not only problems, such as the soaring rise in sexually transmitted diseases among young people, but in the inculcation of positive values, resilience, good citizenship, and so on. Not least, there is evidence from young people themselves in surveys conducted by the Youth Parliament showing strong support for this subject in schools. Parents, too, in many surveys, including on Mumsnet, overwhelmingly said that they want this provided for their children in schools. Teachers, too, and even the Government have conceded, in Elizabeth Truss’s Written Statement on the results of the PSHE consultation that,

“all schools should teach PSHE, drawing on good practice”.—[Official Report, Commons, 21/3/13; col. 52WS.]

There is no argument about the importance of good PSHE and sex and relationship education in schools.

My second point refers to the crucial question: whether the objective that we all share can be achieved without statutory underpinning. First, as we have heard, we know that the teaching of PSHE is at best patchy. The Ofsted report in 2010 suggested that provision was at least good in three-quarters of schools, but the survey did not include any school in special measures or under notice to improve, so that figure is likely to be a gross overestimate. Even so, it means that at the very least a quarter of schools are not providing good PSHE. Secondly, from our experience in government we know that left to their own devices, we do not see the improvement that we want from schools. In government we got consensus for statutory sex-and-relationship education as a first step to statutory PSHE, but unfortunately that fell away in the wash. Finally, the respondents to the consultation showed that 78% supported statutory PSHE or at least SRE, recognising that the necessary consistency and quality in these subjects will not come from schools left to their own devices.

In conclusion, given the Government’s position, despite that result on the survey they will not make this subject statutory, at the very least will the Minister first pull back from watering down the compulsory sex-and-relationship education as outlined in the national curriculum consultation and instead strengthen the factual content and build in a strong relationship component? Secondly, will he take up the suggestion of the National Children’s Bureau and others to make an explicit link between PSHE and the national curriculum when they publish the national curriculum document?