Children and Families Bill

Debate between Lord Northbourne and Lord McNally

Monday 21st October 2013 Grand Committee

[Lord McNally]

Yes, I am aware of that. Our PSHE review concluded in March 2013 and found that the existing guidance offers a sound framework for sex and relationship education in schools. Sex and relationship education is a sensitive area in which expert organisations and professionals have an essential role to play, but this does not require the Government to revise the existing guidance. However, I agree with the noble Baroness that there are problems from school to school and this is an issue that we must continue to pursue. As the noble Baroness, Lady Howe, said in the previous debate and on other occasions, the media do not always give the most constructive and positive support for this aspect of education.

As I say, the guidance makes clear that all SRE should be age appropriate and that schools should ensure that young people,

“develop positive values and a moral framework that will guide their decisions, judgements and behaviour”.

In particular, paragraph 1.18 states that secondary schools should, among other issues, teach about,

“relationships, love and care and the responsibilities of parenthood as well as sex”,

and,

“taking on of responsibility and the consequences of one’s actions in relation to sexual activity and parenthood”.

The point that the noble Baroness, Lady Massey, made is also relevant in relation to writing things into legislation. There is a gap—you can write the most careful guidance, but how it is practised and carried out at the sharp end is another task, and one that we should address.

It is vital that schools prepare young people for later life, and especially the responsibilities of parenthood. However, the Government strongly believe that teachers need flexibility to use their professional judgment to decide when and how to provide SRE in their particular local circumstances, and to do so in an appropriate manner. We believe that it would be inappropriate to introduce a requirement for pupils in key stage 3, including those as young as 11, to be taught about parenting and sexual relationships. Teachers should retain discretion about whether to do so, while having regard to the Secretary of State’s guidance. Publishing the information set out in the current school information regulations is the best way for parents to have access to information; teachers should be given more freedoms, not fewer, to decide the contents of the school curriculum and how it is taught.

I hope that I have covered most of noble Lords’ concerns in that reply. The noble Lord, Lord Ramsbotham, talked about the need for this kind of education in young offender institutions. I agree that it is absolutely essential that it should be provided there. The noble Baronesses, Lady Tyler and Lady Massey, referred to the use of outside experts. Again, schools are free to use outside experts, and some to very good effect. But the head teacher should have final responsibility for which outside experts are brought in, and that is important. The noble Baroness, Lady Benjamin, made the valid point that it is about teaching wider life skills and relationships. But this is not something that schools alone should do. The media, particularly television, have a responsibility. I sometimes sit with my daughter watching very funny sitcoms, whose messages about sexual relationships are easy, to put it mildly. I often say to her, “That’s comedy—that ain’t reality”. I think that by the time they reached 40 and called it a day, all the members of “Friends” had slept with each other several times—but they all lived happily ever after. Perhaps that is one of the dangers of that kind of media.

I cannot really comment on the hostel closure mentioned by the noble Baroness, Lady Howarth, without knowing all the facts, but I fully endorse what she said about making sure that there is a joined-up policy.

As with the previous debate, I have been impressed by the breadth of opinion in support of what the noble Lord, Lord Northbourne, has done.



As I said, the Government are cautious about trying to write piety into legislation rather than ensuring that what is happening on the ground is effective, but we will be taking this further as the Bill progresses. In response to what the noble Lord, Lord Northbourne, said at the end of the previous debate, if he and a number of colleagues would like to meet me separately to discuss these issues between now and Report, I would be glad to do so. In the mean time, I hope that he will withdraw the amendment.

[Lord Northbourne]

I am most grateful to the Minister and his advisers for all that information, particularly because most of it supports my amendment. My amendment is not about dictating what schools should teach; it is simply saying, “You decide what you should teach but then you must report on what that is and allow an inspection to see whether you are actually doing it”. Whether some schools will then have to have a rap over the knuckles is a second stage; I certainly have not suggested that.

I suggest that every noble Lord here does what I did, which is to take the names of six secondary schools in their neighbourhood and get the Library to find out what they say in their curricula. I think your Lordships will find, as I did, that five out of six of them either have nothing at all or are absolute rubbish. It is no good prescribing what schools should do. We have to encourage them and make them declare what they are doing, which may be a source of embarrassment to them if they are not doing frightfully well. A great many are not doing frightfully well and Ofsted absolutely confirms that. On that note, I am certainly going to bring this amendment back in some form, but for the time being I beg leave to withdraw it.