Children and Families Bill

Lord Ramsbotham Excerpts

Monday 21st October 2013 Grand Committee

[Lord Ramsbotham (CB)]

My Lords, both my heart and my head are with my noble friend Lord Northbourne on this. One of the attractions of his proposal that we should get this into law relates to the very people to whom my noble friend Lady Howarth referred. The proposed amendment would have a lateral benefit for people in custody. Some of them benefit from instruction in parenting, but many do not. If parents’ duties were more codified, it might enable better structure to be given to parenting instruction, which seems to be a crucial part not just of education in custody, but of education in school as well.

[Baroness Benjamin (LD)]

My Lords, I, too, support this amendment, and I want to make a case for qualified play therapists to be involved in this issue. Play therapists can play an important role with children and their parents, both in schools and in children’s centres, in breaking the cycle of continual problems within families, helping them fully to understand the importance of parenting and family bonding, and about relationships and responsibilities. Where play therapists have been allowed to carry out this type of work, there has been much success in keeping families living happily together. I know this because I am the patron of the British Association of Play Therapists, for which I declare an interest.

For many years I have spoken up about the need for parenting and relationships to be taught in schools. I have seen what this can do. I have even been into prisons, talking to men, in particular, about parenting and the importance of learning to live with their children, to love them and to bond with them. Many of them do not know how to do that and have never received the investment of time and effort in their lives that would make them understand the importance of this parenting and bonding. I hope that the Government will give this serious consideration and look favourably on the amendment.

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[Baroness Massey of Darwen]

My Lords, I am very grateful to the noble Lord, Lord Northbourne, for tabling this exciting amendment. Amendment 231 in my name asks all schools to ensure that children are educated and protected through school policies, pastoral care, linking with outside agencies and the curriculum. It goes wider than that in the name of the noble Lord, Lord Northbourne, but is of a similar tone.

The reason for my amendment and, I think, for the amendment in the name of the noble Lord, Lord Northbourne, is that pupils, teachers, parents and governors need clarity about what policy and practice is in a school. Otherwise, how can they be clear about what it is and how do they know how to operate? How do children know how to operate? For example, as regards behavioural policy in a primary school, pupils know how to behave because it is in the policy. Policy and practice should give clarity and security.

We have talked about the duties and responsibilities of raising children, and the importance of enabling young people, in an ideal situation, to learn about parenting long before they become parents, or perhaps later if they are in difficulties such as those that the noble Lord, Lord Ramsbotham, mentioned relating to the criminal justice system. I remember seeing a young man in jail being taught how to read to a four year-old with all the interaction that is necessary. It is never too late but it is preferable for that to happen earlier.

However, I take issue with the noble Lord, Lord Northbourne, in two instances. First, education about social and emotional development and responsibilities should happen before and after key stage 3. For a start, it should come from parents to children but, when talking about schools, it should happen from a young age through to when the child leaves. Schools should develop a spiral of curriculum and pastoral care which matches the age and stage of a child’s development. It should not be just at a particular age, and I do not think that it is. The issue is about a child’s right to an education.

On the other issue, I think that the noble Lord, Lord Northbourne, talked about the importance of teacher training. That is right but it is not always teachers who deliver personal, social and emotional education. I have seen many excellent school nurses giving sessions in the classroom to encourage pupils to think about issues around their own health. I have seen first-aiders talk about issues around helping others to be safe. I have even seen a teenage parent come into a class to talk about the experience of having a baby at a young age, which was a quite dramatic experience for the pupils concerned. Therefore, I say yes to all this about personal and social health education, and yes to policies and practice in schools being well advertised. However, I should like to look at just those two issues again with the noble Lord, Lord Northbourne.

[Lord Ramsbotham]

I, too, lend my support to the noble Lord, Lord Northbourne, and will link what I am going to say to my comments on Amendment 56. I have a grandson at a secondary school in Gloucestershire and, like the noble Lord, I was fascinated to see the material with which he and his parents were provided. Frankly, it was all about today and not about tomorrow. Although the quality is fairly good, I am quite certain that it could be improved.

Clause 70, later in this Bill, refers to the fact that education, health and care plans are allegedly to be denied to those being held in detention. Last week I had a meeting with two Ministers in the Department for Education who told me what progress has been made. What is most promising is that young offender institutions are to be classed as mainstream schools as far as the provision of the Bill is concerned. In welcoming the suggestion of the noble Lord, Lord Northbourne, that this guidance should be provided for schools, I should mention that young offender institutions should be included, absolutely for the reasons set out by the noble Baroness, Lady Massey. Above all, we must not exclude people in detention from learning to look after their children.

[Baroness Tyler of Enfield (LD)]

My Lords, I rise briefly to underline the important point made by the noble Baroness, Lady Massey, and in so doing I should declare an interest as vice-president of the charity Relate. I am very supportive indeed of schools playing a full role in preparing children for all aspects of life, and those must include the importance of personal relationships, family relationships and parenting responsibilities. From my experience of running an organisation that helped to deliver relationship education in a large number of schools, as the noble Baroness, Lady Massey, said, it is not always teachers who do the teaching in the classroom. I know of many schools that ask experts in relationship matters to come in from outside because they are trained to do this work. I recall seeing a report from Ofsted which suggested that trained relationship practitioners are more confident and better able to deal with some aspects of relationship education, particularly the more intimate and sexual issues. If teachers have not had the appropriate training, teachers can feel a little less than confident about it. I wanted just to underline that important point.