Children and Social Work Bill [HL]

Lord McColl of Dulwich Excerpts

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

[Baroness Tyler of Enfield (LD)]

My Lords, I rise briefly to lend my support to this important group of amendments. Like the noble Baroness, Lady Massey, I think this is a historic occasion. Many people, including many distinguished noble Lords, have campaigned for this over many years. Like the right reverend Prelate the Bishop of Peterborough, I am very pleased that we are now talking about relationships and sex education in that order. It is something I spoke about in my maiden speech, and I am very pleased to see it introduced.

I shall make two quick points. The first is that, in the considerable number of debates we have recently had in your Lordships’ House on children’s mental health and during the passage of the Bill, we have heard about the strong link between relationship distress and poor mental health. It seems self-evident that supporting young people to develop relationships skills—conflict resolution, good communications, understanding about respectful relationships, the importance of friendship and family relationships, and expectations about what a healthy relationship looks like and what an abusive relationship looks like and what you need to do about it—is likely to lead to much better mental health and well-being for all young people, which is something I am sure we all want.

My second point is that good-quality relationships and sex education requires good-quality, competent and trained educators. At the moment, very few teachers have been given specific training in this area. On too many occasions the subject is picked up by rather reluctant teachers. Sometimes they are biology teachers, and sometimes they come from other disciplines. If we are to make a reality of this hugely welcome step forward, for which huge credit goes to the Government, it is vital that they look at the training and role of specialist teachers and, where appropriate, the role of specialist voluntary sector providers.

[Lord McColl of Dulwich (Con)]

My Lords, Amendment 12 presents us with significant changes in the law on sex and relationships education that were introduced in another place rather late and with very little scrutiny. The changes were accompanied by a policy statement from the Government. While the Government will no doubt cite many organisations in support, it is Parliament that scrutinises proposals and determines the law, and I find aspects of this particular policy change troubling.

In setting out my specific concerns, it is important to begin by being clear about what makes for good sex and relationships education. The evidence clearly suggests that parents have a key role to play and that we should be working hard to engage them more, not less. It is specifically in this regard that I find the Government’s proposals rather troubling.

Before looking at some of the relevant research, however, I want to say that I am not convinced that very much can be achieved by the proposed division between sex and relationships education. It seems to me that often the two subjects are mutually interdependent, and I am not at all convinced that they can really be separated in the way the Government suggest.

With that in mind, I turn to an important article from 2009 in the journal Paediatric Nursing, which concludes:

“there is an association between parental communication, parenting style, and adolescent sexual activity and contraception use. Maternal communication has been shown to delay sexual intercourse and increase contraceptive use. Maternal communication has rich potential as an intervention to impact positive adolescent sexual decision making and contraception use”.

If we are to engage seriously with parents on relationships and sex education, we need to do so on the basis of a relationship of trust that affords respect. The main message that comes from these proposals, however, is one in which the state seeks to tell parents what to do by removing the right of parental withdrawal from the relationships aspect of SRE. At the moment, parents can withdraw their child from any aspect of teaching under the sex and relationships education guidance. This includes all aspects of relationships education. Moreover, the freedom to withdraw a child from sex education will also be removed if puberty falls, as the departmental policy statement suggests it will, under the wider PSHE topic in primary schools, as there is no proposed parental right of withdrawal from PSHE.

I do not raise these concerns because I want parents to be withdrawing their children from SRE. I do not think the evidence suggests that many parents are using the right of withdrawal to withdraw their children. My concern is that, when we are engaging with SRE, we are engaging with a subject that, more than others, has to be seen as a joint project in which the research confirms that parents have a key role to play. Knowing what I do about human nature, I think the Government’s proposals are likely to be read by many parents as a statist land grab in which the underlying message from the state to parents is, “We don’t trust you”. I think this would be hugely damaging and could result in a big increase in home schooling. I hazard a guess that this will be a huge issue in responses to the Government’s consultation.

As a Member of your Lordships’ House who is committed to a smaller state, to localism and to choice, I find these proposals troubling. This is the kind of issue that should have been teased out in a proper debate, but it has not been properly debated because these far-reaching changes have been introduced at almost the 12th hour. Moreover, the proposal that everything should effectively be done through regulation means that we will be afforded only one solitary further opportunity for debate, with no amendment.