Relationships Education: LGBT Content
Debate between Andrea Jenkyns and Damian Hinds(4 months ago)
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The Minister for Schools (Damian Hinds)
It is a great pleasure to see you in the Chair, Mr Dowd—in my case, for the first time—and a pleasure to be here for this well-attended debate in Westminster Hall. I thank my hon. Friend the Member for Carshalton and Wallington (Elliot Colburn) for opening the petition debate on whether lesbian, gay, bisexual and transgender content should be included in relationships education in primary schools. I also thank the petitioners involved in the two petitions.
The subjects are, as my hon. Friend the Member for Gravesham (Adam Holloway) said, sensitive. We have heard different perspectives and had a passionate but respectful and reflective debate informed by constituency experiences and, in multiple cases, colleagues’ own personal experiences, which they have shared today. I thank everyone who has taken part: my hon. Friends the Members for Carshalton and Wallington, for Gravesham, for Darlington (Peter Gibson), and for Don Valley (Nick Fletcher); the hon. Members for Rotherham (Sarah Champion), and for Brighton, Kemptown (Lloyd Russell-Moyle); the right hon. Member for Exeter (Mr Bradshaw); and the Opposition spokesperson, the hon. Member for Newcastle upon Tyne North (Catherine McKinnell). I also thank those who took part through interventions.
When we brought in the relationships, sex and health education statutory guidance from September 2020, it was the first update to that guidance for 19 years. In the intervening period, a lot had changed. A lot had changed in our society, and the law had changed in important ways. Technology and new media had changed, and continues to change, both what happens in our society and what our children are exposed to in ways that continue to develop.
It is essential to support all pupils to have the knowledge they need to lead happy, safe and healthy lives, and that they are able to understand and respect difference in others. That is not just my view. It also comes from extensive engagement with teachers, parents and others: we issued a call for evidence and a consultation on RSHE back in 2018. Colleagues across the House have repeated it, including my hon. Friend the Member for Darlington who did so rather powerfully.
High-quality, evidence-based and age-appropriate teaching of RSHE can help to achieve exactly what I have just set out. It can prepare pupils for the opportunities and the responsibilities of adult life, and it can promote pupils’ spiritual, moral, social, cultural, mental and physical development. In that context, we want all children to understand the importance of respect for relationships and the different types of loving and healthy relationships that exist in our society.
In primary schools, age-appropriate relationships education involves supporting children to learn about what healthy relationships are; about mutual respect, trustworthiness, loyalty, kindness, and generosity; as well as, crucially, keeping safe both online and offline. That then provides the basis for relationships and sex education at secondary school, where pupils are taught the facts around sex, sexual health and sexuality, set firmly within the context of relationships.
We do need to strike the right balance. We do not want teaching inadvertently to fast-track children into engaging in, or exploring, adult activities, rather than enjoying childhood and being children. To teach young people about same-sex relationships does not mean teaching children in primary schools about sex.
It should focus on teaching children that society consists of a diverse range of people, that families come in many shapes and sizes, and that it is all right to be different. Some children in the classroom may, of course, have lesbian, gay or transgender family members and will rightly want to feel included in lessons about positive, healthy and trusting relationships.
Crucially, if this content is not covered in the classroom, it does not mean that children are not going to come into contact with it. Most frequently, they will either turn to their peers—in fact, they do not even have to turn to their peers; they will get it from them anyway—or to the internet. My hon. Friend the Member for Carshalton and Wallington reiterated the fact that, as we all know, that can be a dangerous and distorted place. The RSHE statutory guidance is clear that it is for schools to decide at what point in their pupils’ education it is appropriate to cover content related to LGBT—
Dame Andrea Jenkyns
Eighteen months ago, when I was very briefly in the DFE, I raised with civil servants my concern over constituents not being able to see the actual materials and being shown a summary only. I was reassured then that all schools would be emailed to say that materials must be shown to parents if requested. It was not done while I was there. Can the Minister confirm whether it has been done since?
Damian Hinds
It has, and later in my remarks I will come on to this very matter. As I was saying, the statutory guidance is clear that it is for schools to decide the point in their pupils’ education at which it is appropriate to cover matters related to LGBT.
Oral Answers to Questions
Debate between Andrea Jenkyns and Damian Hinds(1 year, 9 months ago)
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Damian Hinds (East Hampshire) (Con)
At the end of the first full T-levels cycle, can I commend colleges, including Alton College in my constituency, for their work with employers? What more can be done by Ministers across Government to encourage more employers to come forward and offer industry placements to invest in the talent pipeline, both for their own good and for the good of our entire economy and society?
The Parliamentary Under-Secretary of State for Education (Andrea Jenkyns)
I thank my right hon. Friend for his question, and I also thank his college. Colleges and sixth forms have been doing amazing work in rolling out T-levels. It is amazing, and I will just give an example before I go on to his question—
Oral Answers to Questions
Debate between Andrea Jenkyns and Damian Hinds(5 years ago)
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Andrea Jenkyns (Morley and Outwood) (Con)
The Secretary of State for Education (Damian Hinds)
Assessment means that we can ensure that pupils everywhere are getting the standard of education that they should. Of course we want pupils to do their best but that should never be at the expense of their wellbeing.
Andrea Jenkyns
Congratulations, Mr Speaker.
I recently visited a primary school in my constituency rated good by Ofsted since 2005. The headteacher brought to my attention the level of difficulty and stress that key stage 2 children face when undergoing SATs. Will the Secretary of State meet me to discuss how we can minimise exam stress for young children and would he like to complete one of the old tests with me?
Damian Hinds
I am not just saying this, but as it happens I last did one of the SATs papers—SPAG, or spelling, punctuation and grammar—on Thursday or Friday last week. As I said in an earlier answer, the point of the assessments is to assess schools and make sure that wherever children grow up they get the standard of education that they deserve. The SATs are not about testing children, and they are not public exams that will stay with children into their adult life. They are not like GCSEs: nobody in a job interview will ever ask, “What did you get in your SATs?” We trust schools and teachers to administer SATs in an appropriate way so that stress is not put on to children. I meet many teachers who do exactly that.
Oral Answers to Questions
Debate between Andrea Jenkyns and Damian Hinds(5 years, 4 months ago)
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Damian Hinds
We are proud of our record in reducing the attainment gap in England, but I recognise that one always needs to go further. That starts, of course, in the early years. We are seeing progress at every stage, but there is always more we can do.
Andrea Jenkyns (Morley and Outwood) (Con)