Family-strengthening Policies

Lord Hylton Excerpts

Monday 10th October 2022 Lords Chamber

[Baroness Barran (Con)]

The noble Baroness makes a very good point, and that is where our joint working with the Department for Health and Social Care, for example, is particularly important.

[Lord Hylton (CB)]

My Lords, what plans do the Government have two remove, or at least phase out, the two-child cap on welfare benefit? Would that not be a great help to larger families?

[Baroness Barran (Con)]

I fear that I shall have to defer to my colleagues in the Department for Work and Pensions but, as I mentioned earlier, the Government are committed to supporting the most vulnerable families in this country and have committed £37 billion to that end.

Children’s Rights

Lord Hylton Excerpts

Tuesday 30th April 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it is important to remember that we are making huge progress on child poverty generally in this country, and therefore that is where our focus is. We have seen some 650,000 children move out of poverty since 2010.

[Lord Hylton (CB)]

My Lords, if the number of asylum-seeking children in this country is stable, will the Minister explain why it has not been possible, so far, to take in the number provided for in the amendment moved by the noble Lord, Lord Dubs, three or four years ago?

[Lord Agnew of Oulton]

My Lords, I will have to seek advice from the Home Office and write to the noble Lord on that.

Relationships Education, Relationships and Sex Education, and Health Education

Lord Hylton Excerpts

Monday 25th February 2019 Lords Chamber

[Lord Agnew of Oulton]

My noble friend is absolutely correct. Internet safety is an integral part of the subject content. The principles of positive relationships apply as much online as they do in other contexts. The distinction between the online world and other aspects of life is less marked for young people. Schools should support their pupils in distinguishing between different types of online content, and making well-founded decisions. As I mentioned earlier, we intend to produce supporting information for schools on how to teach all aspects of internet safety—not just relating to relationships, sex and health, but to help schools deliver in a co-ordinated and coherent way across the curriculum.

[Lord Hylton (CB)]

My Lords, it seems hard to find anything about morality or moral relationships in the Statement. Surely we can all agree that morality demands respect for others as unique persons? We hear a lot about bullying, grooming and seduction online. Will the Government go deeper than that and insist that there must be a solid moral base for education and lessons on all these subjects?

[Lord Agnew of Oulton]

The Children and Social Work Act provided the Secretary of State with the power to make PSHE, and elements therein, mandatory in schools. This deals with some of the issues that the noble Lord raises. Regarding the latest changes to the guidance, we have included and clarified the values and personal traits that will give pupils the character to persevere, manage adversity and make a positive contribution to society. These items are very much embedded in the spirit of the document.

Children and Social Work Bill [HL]

Lord Hylton Excerpts

Ping Pong (Hansard): House of Lords
Tuesday 4th April 2017 Lords Chamber

[Lord Paddick (LD)]

My Lords, I have Amendment 12D in this group. I apologise to the House for not having spoken at previous stages of the Bill, but this is a new clause that was introduced in the other place. In fact, I blame the Minister for dragging me into this—his officials, having noted my reference to compulsory sex and relationship education in relation to a debate on online pornography in the Digital Economy Bill, kindly invited me to the meeting on this subject with him.

I want to add my personal support for this major step forward in making sex and relationship education compulsory. In particular, with the proliferation of online pornography, teaching young people not to treat each other as portrayed in online pornography, teaching about connection, respect and love, and most of all, teaching about consent when it comes to sex are becoming increasingly important.

Of course, the proof of the pudding will be in the eating, as other noble Lords have said. I have particular concerns about faith schools being able to teach pupils that same-sex relationships are wrong or sinful, or that engaging in a physical relationship with someone of the same sex is wrong or sinful, as the noble Baroness, Lady Massey of Darwen, has just mentioned.

I accept that there are strongly held beliefs in many faiths about sex generally and sex between people of the same sex in particular, and we have to be sensitive to them. But we also have to be aware of the psychological harm that can be done to young people from across the range of gender and sexual diversity. Bullying of any kind is to be condemned, but bullying based on gender or sexual diversity is particularly damaging. Those who wish to engage in such bullying take encouragement from those in authority who teach that same-sex relationships or sex between people of the same sex is wrong.

My specific concern is that we go from a situation where homosexual sex and relationships are not taught at all—Ofsted reported in 2013 that only 5% of pupils were being taught about such things—to a situation where homosexual sex and relationships are being taught in all schools, but in many schools, in accordance with faith traditions, pupils are told that such relationships are wrong or sinful. Research conducted in 2012 showed that 55% of lesbian, gay and bisexual youth had experienced homophobic bullying in school and 41% of those bullied attempted, or thought about, taking their own lives. Separate research in 2014 showed that of more than 7,000 LGBTQ 16 to 25 year-olds, over half reported mental health issues and 44% had considered ending their lives. I know from bitter personal experience as a young gay man who was a devout Christian that devastating consequences can result from the isolation, the guilt, the embarrassment, the shame and the bullying that emanate from intolerance.

This is a probing amendment to seek reassurance from the Minister that schools cannot use compulsory sex and relationship education to teach a one-sided and condemnatory view of same-sex relationships, including the physical aspects of such relationships. To say that same-sex relationships are not wrong in themselves provided there is no physical aspect to them is neither a realistic nor a humane position. What protection does the Equality Act provide, and what will be contained in regulations to prevent an increase in intolerance of sexual and gender diversity as a result of making sex and relationship education compulsory? The campaigning group Stonewall is repeating the 2012 research to which I referred earlier. This will provide a benchmark against which any adverse impact of these provisions can be measured.

As the Minister alluded to earlier, there are already 200 faith schools working with Stonewall to deliver good-quality, LGBT-inclusive sex and relationship education without undermining the faith ethos of those schools. How will the Government ensure that all faith schools follow this good practice?

I also support my noble friend Lady Walmsley in her concerns about parents’ ability to withdraw their children from sex and relationship education. I am concerned that in some faith schools, on the advice of the head teacher, all parents could withdraw all their pupils from these lessons, with the teacher facing an empty classroom.

[Lord Hylton (CB)]

My Lords, I shall speak to government Amendment 12, rather than to any of the amendments to it. The Government and the Minister will, I expect, have seen a recent statement by the Roman Catholic Archbishop of Liverpool, speaking as chairman of the Catholic Education Service. He emphasised that the aim and ambition of Catholic schools has always been,

“to educate the whole person. Our schools have a long track record of educating young people who are prepared for adult life as informed and engaged members of society, and high quality RSE plays an important part of this. We welcome the Government’s commitment to improving Relationship and Sex Education in all schools. Catholic schools already teach age-appropriate Relationship and Sex Education in both primary and secondary schools”.

I think it is important to emphasise the words, “age-appropriate”.

The statement continues:

“This is supported by a Catholic model RSE curriculum which covers the RSE curriculum from nursery all the way through to sixth form”.


In addition, the statement welcomes,

“the Government’s commitment to protect parental right of withdrawal”.

The statement continues, and I support it:

“It is essential that parents fully support the school’s approach to these sensitive matters. The experience of Catholic schools is that parental involvement is the basis for providing consistent and high quality RSE at home and at school”.


The statement concludes:

“We look forward to working closely with the Government to shape any new guidance to enable Catholic schools to continue to deliver outstanding RSE, in accordance with parents’ wishes and Church teaching”.

[The Lord Bishop of Peterborough]

My Lords, I am very happy indeed to support government Amendments 12 and 13 on relationships and sex education and on PSHE. Compulsory provision and statutory guidance are necessary in these areas. The Church of England welcomes this and we very much look forward to the consultation.

We particularly welcome the decision to reverse the name and put “relationships” rather than “sex” at the heart of this policy. This is not about just sex or sex education. It puts sex in its proper context of committed and consensual relationships. But it is also about friendships, resilience, good disagreement and living with difference. It is about tackling bullying, self-image, social media, advertising and so much else. It is about supporting children and preparing them for adult life.

I have listened carefully to the proposers of the amendments to Amendment 12, and to the noble Baroness, Lady Massey. I agreed with a great deal of what they said and would not want to disagree with eminently sensible points, not least about bullying and making children or young people feel that they do not belong or that there is something wrong with them. We oppose homophobia and all such things very strongly from these Benches.

However, I am not sure that those amendments to Amendment 12 are necessary. The Church believes very strongly that all forms of education have to be in co-operation and partnership with parents, faith communities and, indeed, the wider community. Educating children is not a matter just for the state. It has to be in co-operation with parents. Achieving that co-operation, as far as possible, with parents and faith communities is what is going to work in making the education better and, indeed, building up the resilience and the community cohesion that we really need in our society. So I oppose the amendments but not the spirit in which they are offered, nor many of the good comments that have been made in support of them.

I am open, as others in the Church would be, to the Government working through what the appropriate age is. Eighteen does seem a bit old for not allowing children to make their own decisions until then. Those sorts of things need to be thought through in the context of the way that society is developing and young people are developing. But the idea of age-appropriate and religious background-appropriate education is entirely right and proper. Just because some elements in society try to steal children’s childhoods from them does not mean that we should collude with that. Children must be allowed to be children and we should not be teaching at primary school or at very young ages what is not necessary or appropriate there.

It is entirely right to be teaching relationships in the primary sector in the way that the Minister described; we support that fully. But we on the Bishops’ Benches believe that the Government and the Commons amendments have got this about right and we are very happy to support them.

Adoption

Lord Hylton Excerpts

Tuesday 8th December 2015 Lords Chamber

[Lord Nash]

This is an area that we have great concern about and we are trying to increase our data on it from local authorities. I will be happy to write to the noble Lord in much more detail.

[Lord Hylton (CB)]

My Lords, we can all agree that the most careful checks need to be made before a child is placed for adoption. However, there have been long delays in many cases. What are the Government doing to ensure that those delays are kept to the absolute minimum?

[Lord Nash]

The Children and Families Act was very much about speeding up the process. The number of placements made within a year has almost doubled and the time children wait for adoption has fallen by several months. I have already alluded to the issues we have in the immediate short term and the possible plans for legislative change to remedy the situation.

Children and Families Bill

Lord Hylton Excerpts

Tuesday 28th January 2014 Lords Chamber

[Lord Ramsbotham (CB)]

My Lords, I support my noble friend Lord Northbourne and his amendment. We discussed places of detention in another part of the Bill, so I ask the Minister once again to remember that in addition to schools it is hugely important that the subjects that my noble friend has just mentioned are added to the syllabus in places of detention with young offenders and that they must not be excluded. I remind the House of a course I found in a young offender institution in Belfast, which was one of the best preparations for life that I have come across. It was called “Learning to Live Alone”, and it had all the things that we have been talking about. I am only sad that it was dropped later by a not-so-wise governor.

[Lord Hylton (CB)]

My Lords, both amendments in this group are full of good points. Therefore, I ask the Minister to take them both away and come back at Third Reading with a consolidated and generally agreed amendment that incorporates all the good points from both.

[Baroness Benjamin (LD)]

My Lords, I, too, support the amendment in the name of the noble Baroness, Lady Massey. Whenever I go into schools to speak to young people under the PSHE banner, I am amazed at how many are affected by being told that they are worthy and at how their confidence is boosted. Some are never told that they are loved unconditionally and that they can achieve. They have no parental guidance. PSHE helps them to cope with the materialistic, commercially led world they are living in. It helps them to learn how to deal with morality, honesty and integrity, and to understand that they can grow up in our society and be someone in whom people can put their trust. That is very important in today’s society, and children need guidance in that direction. Every child in the country, no matter what their background, needs to be exposed to good PSHE. We owe it to our future generation, so I support the amendment wholeheartedly.

Children: Adult Material Online

Lord Hylton Excerpts

Wednesday 19th June 2013 Lords Chamber

[Lord Nash]

We have asked the ISPs actively to encourage people to switch on parental controls if there are children in the household, whether they are new or existing customers. The ISPs regularly contact existing customers through e-mails and on their bills. We also want the ISPs to put in place measures to check that the person setting up the parental controls is over the age of 18. The five main domestic ISPs, which cover 90% of households in the UK, have committed to ensure that these measures are in place for existing as well as new customers by the end of this year.

[Lord Hylton]

My Lords, does the noble Lord agree with me that we are faced with harm to children, not only in this country but also overseas? For example, in south-east Asia, children can be kidnapped or bought and subjected to horrific abuse for the making of pornographic films. Does he further agree that action is needed on both the making and viewing of such films?

Education Bill

Lord Hylton Excerpts

Wednesday 26th October 2011 Lords Chamber

[Baroness Gould of Potternewton]

My Lords—

[Lord Hylton]

My Lords—

[Noble Lords]

Cross Bench!

--- Later in debate ---

[Lord Hylton]

My Lords, after four speeches in favour of Amendment 80, the amendment still appears both overprescriptive and unnecessary. I say “unnecessary” in the light of the proposed new subsection (5B)(a) to the 2005 Act, which appears at the top of page 37 of the Bill. It lists,

“spiritual, moral, social and cultural development of pupils”.

As if that were not enough, proposed new subsection (5B)(b) talks about,

“the needs of the range of pupils”,

in the school. In addition, the chief inspector and all the other Ofsted inspectors will have to take account of the guidance already issued by the Secretary of State in July 2000. Finally, if this amendment were to be accepted, it would seem to fly completely in the face of the policy of localism quite rightly adopted by this Government.

[The Lord Bishop of Ripon and Leeds]

My Lords, I speak with a certain degree of trepidation, not least because in one of the briefings that I received about tonight’s debate there was the suggestion that Bishops might like to keep their heads down on this amendment. I have no intention of doing that and while I have no responsibility for the Christian Institute, I want to apologise for any errors or false accusations made in the name of Christianity. I also want to affirm, as clearly as I possibly can, the enormous contributions made by the noble Baronesses, Lady Massey and Lady Walmsley, to the interests of children in successive debates within this House. I am grateful for all that they have done in the cause of children here.

Perhaps I might ask the Government Front Bench whether they would affirm, in summarising, that nothing in Clause 40 or in the noble Baroness’s amendment could possibly alter the law so as to make sex education compulsory for anyone, whether that child is five or at any other age—and that if somebody were to desire that, it would involve new statutory provision and a quite separate procedure to that which we are involved with today.

That said, I welcome and have considerable sympathy for the propositions which the noble Baroness, Lady Massey, has put before us. I am particularly concerned with bullying. It seems to me that although it is inevitably very difficult to get any sort of figures in this area, bullying is not obviously decreasing within our schools. That is one reason why I was so enthusiastic a few moments ago to affirm the importance of social cohesion, and why I am grateful to the Government for the way in which they have continued to stress social cohesion—even if they are not prepared to have it in the Bill. Bullying can be extraordinarily insidious in the life of a school. I have been involved in enough instances and discussions, previously as a governor and with some responsibility for schools within my own patch, to know how dangerous bullying can be and what a need there is within schools, which on the whole do an excellent job in seeking to ensure that bullying does not happen. A number of times this afternoon, however, we have spoken of the way in which things can develop in a school, without anyone intending them to and sometimes without people noticing. I hope that the framework that has been referred to on a number of occasions makes it very clear that Ofsted inspectors need to be alert to the possibility that bullying is developing within a school.

I welcome the stress here on personal, social and health education. This is crucial to the development of young people, whether it is done formally, through PSHE classes, or through the whole ethos and being of the school, in the way that the noble Baroness, Lady Massey, described earlier. I, too, bring examples of PSHE being integral to the whole life of the school, so that through assembly, through behaviour in the playground and through the whole way in which staff, governors and students operate and relate to each other in the school, PSHE is continually invoked and spread among the members of the school.

I am pleased that the reference to PSHE in the amendment in the name of the noble Baroness, Lady Massey, stresses the need for it to be appropriate to the age and stage of development of pupils. The noble Baroness, Lady Walmsley, also made that point strongly. If we were to pass this amendment, that would be one way of indicating that we believe that it is part of the task of schools, therefore of Ofsted, to deal with inappropriate sex education literature in the case of young children. I sympathise with the view that we are getting an overprescriptive, long list for Ofsted through the amendments we are exploring. That may be so, but these four areas are crucial to the life of schools and I trust that, whether or not we go with this amendment, they will all be part of the work of Ofsted and, more importantly, of the work of all the schools in our country.

Marriage

Lord Hylton Excerpts

Thursday 10th February 2011 Lords Chamber

[Lord Hylton]

My Lords, I join in the thanks that have been expressed to the right reverend Prelate the Bishop of Chester, particularly for the way in which he introduced this debate.

The Relationships Foundation has been mentioned already, and it has set out clearly the benefits of marriage, first to couples, secondly to society, and thirdly to the public purse through the nurturing and launching into the world of children. The trends, however, are obvious: fewer marriages per year, and later marriage. In 2008, 45 per cent of births were outside marriage, and we see rising marriage and family breakdown.

In 1999 the annual cost of the latter was put at £5 million, plus a much higher suicide rate among divorced and separated people. In 2010, Relate put the total direct costs of breakdown at £42 billion, as the right reverend Prelate himself pointed out. That report also pointed to the impact of breakdown on schools. Emotionally damaged children often lose the ability to learn. We also have to take into account the enormous costs of taking children into care. We should reflect on the often unsatisfactory results of the care that those children have received.

I suggest that we are in fact living on the accumulated capital of past long-term stable marriages and families, in which parents cared for children and those children later cared for their ageing parents. In the 1970s the Finer committee reported on one-parent families. Housing associations, in which I happen to be involved, made some limited provision for them. Now the number and proportion of one-parent families has jumped up, sometimes casting a blight on whole neighbourhoods. I suggest that we face a crisis and need to invest in marriage and in longer-term committed relationships of partners to each other and to their children.

I welcome the coalition’s statement on this and the Prime Minister’s offer of £7.5 million per year, starting next year, as my noble friend Lady Hollins mentioned. I question whether this is sufficient in view of the huge costs of family breakdown. The Government should provide help for serious marriage preparation. I had personal experience of this in the 1960s. The Government should also encourage faith and secular groups to provide preparation using trained volunteers. Existing spouses and couples often need quite specialised counselling, and this has been touched upon. The Government should cover the core costs of organisations providing such counselling.

I tentatively suggest that, without being intrusive, the Government and society should encourage informal cohabitants to enter into civil partnerships. Partnerships of this kind would define the duties and rights of the cohabiters. Civil partnerships should not be reserved just for same-sex couples. Heterosexual partnerships would avoid the couple penalty in the benefits system. My suggestions can fit in with current notions of the big society. They could be fleshed out at local level by local support groups for marriage and by family circles for parents, small children and even teenagers. These could help each other, for example, with babysitting, with young people’s discipline and with other practical problems.

Couples should stand alongside single parents. Social clubs, credit unions, holiday schemes and youth organisations all have supporting roles to play. Partnerships between government at all levels and local and voluntary groups are what we need, but far more detailed thought will be required to sustain and improve committed long-term relationships.

It has been said that marriages are made in heaven. I suggest that they also need divine grace to survive. There is, however, a huge amount that all of us can and should do in support of divine grace.