Sex and Relationship Education

Andrea Leadsom Excerpts

Tuesday 25th October 2011 Westminster Hall

[Andrea Leadsom (South Northamptonshire) (Con)]

It is a pleasure to serve under your chairmanship for the first time, Mr Amess. I am delighted to have secured a debate on the important issue of what is being taught in our primary schools about sex and relationships. There is no doubt that children need to be taught about sex and how to be responsible and safe, as we try to tackle issues such as teenage pregnancies and sexually transmitted diseases. However, experiences in my constituency, as well as organisations’ campaigns such as “Too much, too young”, have highlighted material being used that is completely inappropriate and that sends out totally the wrong message.

At the moment, schools often ask their local authorities to recommend material, but there is no process for sourcing age-appropriate material; instead, material that may be completely inappropriate is provided by unlicensed suppliers for use in primary schools. At a time when there is widespread concern about the sexualisation of childhood, using sexually explicit and inappropriate materials in primary school classrooms can only make things worse.

The aim of holding this debate is, first, to call on the Government to make sure that material taught in primary schools is appropriate, not sexually explicit and not exploitative of our young children. Secondly, I would like to ensure that school governors are required to be actively aware of what kind of material is being used in their schools and to take a sensible and responsible view on the matter. Thirdly, and most importantly, I want parents to be able genuinely to have their say and to be made actively aware of what kind of sex education is being taught to their children. I want there to be a system whereby parents take a decision on whether to allow their children to be taught sex education and have to opt into the lessons, rather than having to opt out as is the currently the case.

Before I am accused of putting too great a burden on hard-working parents, let us not forget that all of us with school-age children—I have three of my own—are expected to sign up proactively to music lessons and school trips. Therefore why should we not have to proactively sign up to one of the most important learning experiences of a child’s early life?

[Kevin Brennan (Cardiff West) (Lab)]

Notwithstanding the hon. Lady’s point about the opt-out for parents, does she think that all primary schools should teach sex and relationship education?

[Andrea Leadsom]

It should be for the schools, the parents and the governors to make that decision as is appropriate for their school. There is no one-size-fits-all solution.

Moving on, at the moment, parents can only choose to opt out of SRE, and I have been given several examples in my constituency alone of instances where parents have been made to feel extremely uncomfortable for deciding that they do not want their children to attend SRE lessons.

I am a huge fan of our Government’s localism agenda and I want to make it clear that I am not trying to change the way decision-making for SRE is delegated to schools and parents. It is entirely right that we should trust our local communities to run local services and to make the correct decisions. I also absolutely do not advocate censorship and do not want central Government dictating to every school what is appropriate. However, guidance should be given to aid local authorities, school governors and parents in finding the right material to use in SRE in our primary schools.

So what is the best form of guidance? We already have the perfect template that we can follow and implement with minimal distraction or disturbance: that of the British Board of Film Classification. That organisation does an excellent job of classifying films, videos and DVDs, and it has done so since it was set up in 1912. The BBFC gives guidance on what is suitable for certain ages in cinemas and for home viewing. It is important to note that rather than being a body of censorship, the main job of the BBFC is to guide and classify films. Statutory powers on film remain with local councils, which may overrule any of the BBFC’s decisions. Local councils can pass films the BBFC rejects, ban films it has passed and even waive cuts, institute new ones or alter categories for films exhibited under their own licensing jurisdiction.

The BBFC bases its classifications on three main qualifications. First, it considers whether the material is lawful. Secondly, it considers whether the availability of the material at the age group concerned is clearly unacceptable to broad public opinion. It is on that basis, for example, that the BBFC intervenes in respect of bad language. Thirdly, and perhaps most importantly, it considers whether the material either on its own or in combination with other content of a similar nature may cause any harm at the category—in other words, the age—concerned. That includes not only any harm that may result from the behaviour of potential viewers, but any moral harm that may be caused by, for example, desensitising a potential viewer to the effects of violence, degrading a potential viewer’s sense of empathy, encouraging a dehumanised view of others, suppressing pro-social attitudes, encouraging anti-social attitudes, reinforcing unhealthy fantasies, or eroding a sense of moral responsibility.

Those criteria are all directly taken from the BBFC’s categorisation of its own activities. Regarding children, harm may also include retarding social and moral development, distorting a viewer’s sense of right and wrong, and limiting their capacity for compassion. All of those things are taken into account in the BBFC classifications and I would like those criteria to be applied to the material being used in our primary schools to teach SRE. The BBFC, with its 99 years of experience, should be asked to implement such measures.

So why do I think that that is necessary? Currently, schools are teaching SRE to young children with the best of intentions. However, it has been brought to my attention by numerous people in different organisations that some of the material being taught to children as young as five is completely inappropriate. I have seen cartoons of two people engaged in sexual activity with the caption:

“here are some ways mummies and daddies fit together”.

Other images depict two cartoon characters locked in an intimate embrace accompanied by a vivid explanation, using sexual terminology, of the act of intercourse. As well as cartoons, I have been shown a video of two people engaged in intercourse with a child’s voice over the top saying, “It looks like they’re having fun.” I have also been shown leaflets given out to primary school children that give graphic definitions of orgasms, masturbation and prostitution. That is the kind of material being taught to children as young as five and there are accounts of the traumatic experiences of those children, who have been put off having boyfriends and been left thinking, “Do grown-ups really do this? It looks absolutely horrific.”

[Diana Johnson (Kingston upon Hull North) (Lab)]

I am listening very carefully to what the hon. Lady is saying. Has she come across some of the very good materials being used in the classroom that concentrate not on the biology of sex, but on relationships, children being kept safe, appropriate touching and things like that? For a five-year-old, that is much more important than the obsession some people have with the biology of sex.

[Andrea Leadsom]

I completely agree with the hon. Lady on that point. Of course, there is some excellent material. As I said, schools are teaching SRE with the very best of intentions. The problem is that there is no licensing regime and no sense of appropriateness of the material. A wide-range of material is used, with varying amounts of intervention and careful analysis by schools, parents and governors.

[Stephen Gilbert (St Austell and Newquay) (LD)]

My hon. Friend says, on the one hand, that she wants to see a national licensing system and, on the other hand, that she thinks schools should be able to decide for themselves. Are those two positions compatible?

[Andrea Leadsom]

I think that they are. I am not talking about a national licensing regime; I am simply talking about material that is used in schools being rated as age appropriate by the BBFC. By the same token, I do not know if my hon. Friend has any children, but if he does and he wanted them to watch 18-rated videos when they were only 12, that would be down to him as a parent. However, he would take such action with the clear understanding that the BBFC does not consider that to be appropriate for his children. Likewise, I will not show my seven-year-old videos that are above the relevant classification. I take the advice of the BBFC and only show my children things that are deemed to be age appropriate for them. My point is that there is no such guidance where SRE is concerned. At the moment, it is left to county councils, schools, governors and parents to make that decision. Parents and governors are often very busy and do not look at the material that is being shown to their children, and some of it is extraordinarily inappropriate.

[Alison Seabeck (Plymouth, Moor View) (Lab)]

I apologise for missing the beginning of the hon. Lady’s speech; she may well have already answered this question. What discussions has the hon. Lady had with the BBFC about whether it would want to take on this additional work?

[Andrea Leadsom]

I confess that I have not spoken to the BBFC. If the BBFC’s responsibility for rating a particular type of output was changed, I am certain that, as a licensing authority, it would be happy to do that. In a previous parliamentary inquiry on internet porn, the BBFC talked about what it could do to help in relation to inappropriate websites. It would be willing if it was asked, appropriately resourced and paid, so I do not consider that that is an issue. However, the hon. Lady makes a fair point that I will take up with the BBFC if the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) is minded to respond in a positive way.

I, and many parents who have contacted me, find that such material, shown to children as young as five, completely inappropriate. What should we be talking about in SRE lessons?

[Kevin Brennan]

The hon. Lady has cited specific material that she has seen. Will she tell us how prevalent the use of that material is, who produced it and what schools it is used in?

[Andrea Leadsom]

The hon. Gentleman will forgive me for not citing schools, because some are in my constituency and, as I have said several times, schools are teaching SRE with the best of intentions. There is no intention to harm, but I have talked to head teachers in my constituency who have said that they feel that the guidance they have been given is lacking, and that they would have appreciated more instruction on what is age appropriate in this very sensitive area.

Headmasters raised a separate issue, which is that many teachers find it extremely difficult to go through this type of material with very young children. They find it easier to provide something that, in response to the hon. Gentleman’s question, is often produced by television stations. For example, Channel 4 has provided some sex and relationship education, as has the BBC. However, such material is not licensed, so it is left to the discretion of schools, which feel ill-equipped to make the decision, as to what is appropriate for a seven-year-old. The hon. Gentleman will know as well as I do that, unless one happens to have a seven-year-old, which I do, one cannot really project oneself into a seven-year-old’s shoes very easily and decide what is appropriate for them. It would be far more helpful to have guidance from an organisation such as the BBFC, which has been providing guidance for 99 years.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

I congratulate the hon. Lady on securing the debate. Does she agree with me that the starting point ought to be about training teachers? I would not want my grandchildren to have sex and relationship education given by people who were not qualified to do so. Training teachers has to be the starting point. It would then follow that the best packages of education would be chosen.

[Andrea Leadsom]

My hon. Friend makes a good point. That is a significant concern for some schools. They lack confidence in knowing for sure what material is appropriate for each age group. I do not need to explain to the Chamber that that varies with age. What one might show a 13-year-old is vastly different from what one might show a seven-year-old. This is what I am trying to get at—the specific point about age-appropriate material. From the contact I have had, that is a big concern for schools and parents.

[Diana Johnson]

My experience is that in the best schools head teachers buy in experts who know what is age-appropriate and bring in the relevant materials. Is that the hon. Lady’s experience? I saw a very good Catholic school in south London use such expertise not long ago. That would fit with the Government’s agenda around schools buying in services and getting the best expertise they need.

[Andrea Leadsom]

The hon. Lady makes another good point. That could certainly be one way of addressing the problem. However, I still advocate an easy and uniformly good way of dealing with the issue, which is to have some sort of classification of material from which all schools can benefit. As we know, some schools are more engaged with this issue than others. Some head teachers are more knowledgeable than others, and some governing bodies are more proactive than others. We need a level playing field, so that all schools have access to good advice without having to go out and seek the experts. Schools have said to me that access to experts is simply not there. When they talk to their county council about what to do on this subject, it often has no real advice for them, other than to point them in the direction of unlicensed material.

[David Simpson (Upper Bann) (DUP)]

I congratulate the hon. Lady on securing the debate. It is an excellent idea for outside bodies to come into primary and secondary schools. In Northern Ireland, we have an organisation called Love for Life, which is approved by the health service and the education board to go into schools to teach children about relationships. However, it does not go into primary schools to deal with the explicit details to which she has alluded. Bringing in an outside body is one way of doing it, as I am sure she will agree.

[Andrea Leadsom]

I agree that that has some merit and is worth consideration. Equally, there is a counter argument that for very young children in primary schools, it is a fundamental principle to have one teacher for almost every subject. When introducing such an enormous topic as sex and relationship education to very young children, there is a case for sticking with the teacher pupils know and are often very fond of. To bring in an outside expert, no matter how sensitive and well informed, could be counter-productive in primary schools.

What should we be talking about in schools? We are talking today about sex and relationship education. I agree completely that, when we deal with the issue of teenage pregnancies and sexually transmitted diseases, our schoolchildren have to be aware of those issues and how to prevent them. Sex education is vital. However, relationship education is equally, if not more, important, particularly at a young age. Nowhere in the material that I have seen has there been any emphasis on building relationships. We should be teaching children primarily about relationships. We should be teaching them about emotions and responsibility. Our children need to understand that as well as fun, happiness and contentment, sex and relationships can evoke other feelings, such as jealousy, sadness and guilt. Our children need to understand that sex is almost always better when you are in love, or when you are in a committed relationship. Unfortunately, a lot of what is being taught at the moment does not address those issues.

Finally, I want to consider who needs to have a say in what our children are being taught. I am concerned about the number of constituents who have said to me that they had no idea what was being taught to their children, and that when they found out they were horrified. I have three children. I allowed them to go to their RSE lessons and I have no idea what they were taught. I put my hand up to being a busy mum who was invited in one morning, on a work day, to watch what the children would be watching and who did not take the school up on the opportunity. The expectation that all parents have is that school knows best—it knows what it is doing, is best placed to do this, and that that is great as it gets me out of that extraordinarily awkward conversation.

Many parents have told me that they were completely horrified when they finally found out what their children were being taught. I believe that schools are acting with the best of honourable intentions, and I am not about to lay the blame at head teachers’ doors. Parents must share the responsibility, and there must, therefore, be better communication with them. They need proactively to know what their children are being taught on such a sensitive issue. Only parents can decide whether their child is ready to be taught about this subject. All of us who are parents and grandparents know that children mature at very different ages, and something that one seven-year-old finds funny and entertaining and is mature enough to deal with might not be appropriate for another.

Parents often simply trust schools and assume that they know best. That is no bad thing, but we must help schools to make the best decisions. Teachers and governors must make the decisions about whether material is appropriate, just as parents must be aware of what their children are being taught. We have the assumption that if parents are uncomfortable with the material they can opt out of SRE lessons for their children, but there should be the assumption that parents opt in, particularly for primary school children. Parents have to opt in to music lessons, school trips and even school lunches; no one assumes that they can take a child rock climbing or to a music concert without explicit consent.

[Annette Brooke]

I am concerned that a child living in an abnormal situation, with abuse taking place, will not know what a normal situation or normal touching is. If we have an opt-in, is there not a danger that such a child will have a prolonged life of misery?

[Andrea Leadsom]

My hon. Friend makes a fair point, but the problem with it is that we are saying that to catch the small minority for whom sex education might make a difference to what is going on at home we must inflict potentially inappropriate SRE on all children. I have quite a degree of knowledge of, and have had a great deal to do with, such situations through my nine-year chairmanship of the Oxford Parent Infant Project, a charity that has helped families in potentially extremely dangerous situations for many years. Simply forcing these children to have sex and relationship education at school will not make the difference—turning them into whistleblowers or giving them the ability to stop what is going on at home—and the harm done by inappropriate material could outweigh that potential. We should not inflict that type of material on all our children for the sake of, what I consider to be, a vain hope.

I want to see all material used in sex and relationship education in primary schools licensed and given some kind of classification, and school governors and teachers deciding what is appropriate to teach on the basis of that guidance, and I want parents to be given the appropriate information and the final say on whether and when their child should opt in to SRE.

I would be grateful for the Minister’s thoughts, first on whether a classification system that used the BBFC’s certificates could be implemented for SRE material in primary schools, to ensure that the material was suitable and conveyed the right message and had a guide to what age it was suitable for. Secondly, I would like to hear his comments on a commitment to provide clear guidance to schools that would ensure that not just sex but relationship education was properly taught, including the discussion of emotions and consequences, and of the benefits of love and committed relationships. Thirdly, I would like to hear his comments on a requirement that governors and teachers work together to decide what material is appropriate, and on having a cast-iron guarantee that parents will be properly informed of the full facts about what their children are taught, and be allowed to make the final decision on whether it is the right time for their children to opt in to SRE, rather than their having to opt out. I look forward to his response.

[Diana Johnson (Kingston upon Hull North) (Lab)]

I have listened to the hon. Member for South Northamptonshire (Andrea Leadsom) with interest, and feel that the ideas of a licensing regime and of parents opting in to sex and relationship education ought to be discussed. However, I am not convinced that that is the way to go on this important subject, and I am concerned about examples being cited of inappropriate information or resources being given to very young children. I have yet to be given explicit details of the schools, areas, teachers and materials involved, but I am open-minded, and if that evidence is available I would like to see it. Many comments are made, but where is the evidence that this is a problem in schools? I am concerned that we are not looking at the actual evidence. We should trust our teachers; our teaching profession is better educated and better resourced than it has ever been, and in most of our schools, most of the time, really good work is going on, especially in primaries. Teachers, on the whole, do their best, and use appropriate resources.

In the previous Parliament, there was an opportunity to make personal, social and health education compulsory in all primary and secondary schools, which would have ensured that the subject was given proper consideration and that resources followed. PSHE teachers could have been expected to be properly trained and have the necessary resources to deliver that part of the curriculum. In the last few months of the previous Government, I was the Minister trying to take the measure through Parliament and I was disappointed because we ended up with the Conservative party refusing to back what was a very sensible proposal. There was a specific issue with sex education, but, as the hon. Lady mentioned, there is the opportunity for parents to opt out. A parent can withdraw a child up to the age of 18, and the Government must consider the legal anomaly that that creates, because at 16 a young person can have lawful sexual relations. I hope that the Minister comments on that when he deals with the hon. Lady’s suggestion of opting in, because there is a knock-on effect.

[Andrea Leadsom]

On a point of clarification, I am looking for an opt-in in primary schools, for children up to the age of 11, and I share the hon. Lady’s concern about an opt-out up to the age of 18.

[Diana Johnson]

I am pleased to hear that because this whole area needs to be considered carefully. I am disappointed that the Government have so far turned their face away from addressing the important issue of teaching to produce rounded individuals, rather than narrowly focusing on the academic side. Our schools play an important part in educating children in the issues they will face as they become adults. I accept that the hon. Lady is dealing with primary schools in this debate.

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[Diana Johnson]

My hon. Friend makes an important point. I think that that resource is well used by the teaching profession, and if people are struggling it is one of the websites people can visit.

I visited a Catholic school in south London. Its head teacher was fully engaged with parents, and as a Catholic school it has to ensure that particular sensitivities are addressed. He reassured parents and governors that what was happening in the school was good and fine and that the children were benefiting from it. PSHE is taught throughout the school. Children in the class I visited were given different items of clothing, and an expert who had been brought in was discussing which bits of clothing people would wear. It was fun, interesting and educational, but it had a serious point because they were discussing parts of the body and what clothing was used to cover them. It was age-appropriate and it allowed children to name parts of the body without embarrassment—without sniggering and laughing. The lesson was well organised, and the Catholic church and that school should be congratulated on their approach to SRE and PSHE.

The Department of Education might consider spreading that practice around other schools, but it is important that we begin in primary schools by talking to children about the key issues of relationships, keeping them safe and giving them the confidence to make wise choices. I agree with the hon. Member for South Northamptonshire about inappropriate materials not being used, although I am a little unsure about whether that happens. Most schools do their best and use appropriate material. Teenagers tell us that they wish they had received information much earlier about being confident about their bodies, about relationships and about what is acceptable. A survey recently conducted by one of the big charities showed that a high number of young women were in violent and verbally abusive relationships. I am greatly concerned that we are not giving our young women the confidence to say, “I am a valued human being and I won’t put up with this behaviour.”

[Andrea Leadsom]

I strongly agree with the hon. Lady: we cannot teach the mechanics of sex without teaching the relationship that goes with it. She gives an example of what happens if children are led to think that sex is fun and everyone does it without their being told that there are inappropriate sexual contacts; that they can end up feeling used, dirty and awful about themselves; and that somebody can deliberately put them in that position.

[Diana Johnson]

I think we can agree on that point.

The Government’s national curriculum review of primary education should consider whether this subject should be formally included in the curriculum. I do not want to pre-judge the Minister, but I suspect he will say that it will not be. The vast majority of people accept that giving good information to primary school children can help to deal with problems in secondary school. The rate of teenage pregnancy in my constituency is still too high and there are too many young people in inappropriate relationships. Let us start to deal with this issue early and let us get it right for our young people.

[Stephen Gilbert (St Austell and Newquay) (LD)]

It is a pleasure to serve again under your chairmanship, Mr Amess, following our many deliberations on the Committee that considered the Localism Bill.

I congratulate my hon. Friend the Member for South Northamptonshire (Andrea Leadsom) on securing this important debate. Although I am not a parent, I am an uncle to two children and a godfather to two more. I think we all agree that good parenting is about protecting childhood and preparing children for the future. I should like to explain what that future might be as some young people grow up.

Last year, young people—who form just 12% of the population—accounted for half of all sexually transmitted infections in the UK. Twenty-five per cent. of sexually active 15 to 24-year-olds test positive for chlamydia; 75% of 16 to 24-year-olds report not using condoms when they have sex; in 1990 the proportion of women who reported first intercourse before the age of 16 was about 10%, but 10 years later the figure had doubled to 20%. The equivalent figures for men were 20% and 27%. Teenage pregnancy in the UK has been reducing in recent years, but we still have by far the highest levels in Europe.

Far from trying to move away from teaching sex and relationships, the Government should be doing a lot more to embed this, if Members will excuse the pun, in the curriculum. We talk a lot about the three Rs—reading, writing and arithmetic—but there is a fourth R that is equally important if we are to create happy and confident young people: relationships.

We know that good SRE gives children confidence. It teaches them about their body—how it changes as they grow up—and it gives them the self-awareness and confidence to start to combat some of the sexualised imagery and body fascism prevalent in so much of our media today. It helps to safeguard them by equipping them with the skills to negotiate safe sex and decent relationships—to understand, as my hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) said, when their relationship would not be considered normal and, at an extreme, when it might be considered abusive. It also helps them later, through biology lessons and other parts of the secondary school curriculum, to understand how to negotiate the kind of safe sex that will help to stop them from becoming one of the statistics we have all read about. I agree with my hon. Friend the Member for South Northamptonshire that SRE must be appropriate and sensitively delivered and that we must ensure that schools do not use inappropriate material, but I cannot agree with the “Too much, too young” campaign, whose tips on actions for parents at the back of its campaign material include seven ways of monitoring their child’s SRE, but do not include one positive way of talking to children about relationships and the consequences of unprotected sex.

That is quite ironic. Mr Amess, you may remember that The Specials had a number one record in 1980 called “Too Much Too Young”. I will not sing it, but it ends with the following lyrics:

“Ain’t you heard of contraception

D’you really wanna programme of sterilisation

Take control of the population boom

It’s in your living room

Keep a generation gap

Try wearing a cap.”

In the 1980s, when teenage pregnancies were rising significantly, that political song of the time said to a generation that relationship counselling and education needs to be embedded much further into the curriculum.

[Andrea Leadsom]

On a point of information, what do those song lyrics say about relationship education? Absolutely nothing, surely. That is a complete trivialisation and part of the problem, not part of the solution. There is no relationship guidance in those lyrics.

[Stephen Gilbert]

I am grateful for my hon. Friend’s point. I am trying to make the point that the consequence of not embedding relationship guidance at primary school level leads to the consequences of teenage pregnancies and the rise in sexually transmitted infections that so damage our society. We have to make this a continuous process, which is why I agree with Opposition Members who asked the Government to put the programme on a statutory basis.

It is a shame that debates such as this perpetuate some myths. The first is that sexual relationship education does not work. It does work, when it is established, properly resourced, appropriate and embedded in the curriculum. The second is that it leads to young people engaging in more sexual activity. All the evidence is to the contrary. Continuous, proper sexual relationship education actually helps people better negotiate the point at which they want to take part in sexual activities.

We have the notion, mentioned by my hon. Friend, that parents are excluded from the process, that somehow they do not have the opportunity to monitor and consider what their children are exposed to. Most surveys suggest that eight out of 10 parents think that their children should be receiving sexual relationship education. I think 0.04% choose to opt out at the moment.

[Andrea Leadsom]

I have to make the point again. I do not want to show one-upmanship—having three kids to my hon. Friend’s none—but the fact is that most parents now work. Therefore, when the school invites them in on a Monday morning to come to see what the children are to be taught—when they have an important meeting with their boss—the tendency is to think that school knows best and to let it go ahead. I agree with my hon. Friend in principle that parents have the chance, but in reality life gets in the way. That is why it is important to ask parents to engage and not just, by default, go along with whatever is being taught.

[Stephen Gilbert]

Again, I think my hon. Friend is trying to find disagreement where there may be none. As I said earlier, I think the materials should be appropriate and they need to be monitored. I like her suggestion of a classification system. However, I do not like her suggestion that parents could opt out of something that is so important and such a fundamental part of being a fully functioning human being in the 21st century.

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[Pamela Nash (Airdrie and Shotts) (Lab)]

It is a pleasure to serve under your chairmanship for the first time, Mr Amess.

I start in the unusual situation of agreeing with everything said by the hon. Member for St Austell and Newquay (Stephen Gilbert). I congratulate the hon. Member for South Northamptonshire (Andrea Leadsom) on calling the debate, which is crucial and timely. It is right to discuss the matter now while the Government are reviewing the PSHE curriculum.

I also speak in the capacity of chair of the all-party group on HIV and AIDS, which has long campaigned for mandatory sex and relationship education at primary and secondary level. Its members are drawn from all political parties and we are extremely concerned about the rising levels of HIV infection in the UK, and the subsequent impact on public health. It is predicted that in 2012, the number of people in the UK who are HIV-positive will hit 100,000, a quarter of whom are unaware of their status. New HIV diagnoses in young people have risen by 48% in the past decade. That is horrendous.

My generation just missed the extremely successful Tombstone campaign in 1986. When I speak to my friends about HIV, it is not at the top of their list of priorities; they do not think it can affect them. The Minister recently told the Lords Select Committee on HIV and AIDS in the UK:

“When you have a survey that says one in four children are not taught about HIV, which is a deadly disease which can be simply avoided and simply caught, a lack of knowledge in this area is unforgiveable in our school system.”

A basic knowledge of HIV is essential to all our young people. HIV sadly remains a highly stigmatised condition, with the National AIDS Trust finding that one in three people diagnosed with HIV have experienced HIV-related discrimination. Research has shown a strong association between poor understanding of HIV and stigmatising attitudes. Good, comprehensive sex and relationship education would help to improve understanding of HIV, dispel myths and thus reduce stigma.

Lord Fowler’s recent Committee in the House of Lords reported that current policies to tackle HIV in the UK are “woefully inadequate”. One in four young people did not learn about HIV at school, which was condemned by the Minister. Young people simply are not learning the facts about HIV and AIDS, and that has to change if we are to make any headway in reversing the number of new infections.

I shall move on to the “Too much, too young” report, already mentioned. The hon. Member for South Northamptonshire is a known supporter of the report, which she launched earlier this year. Unfortunately, many of its claims are at best alarmist, if not simply false. The campaign suggested that children as young as five are being shown explicit cartoons and taught about sexual pleasure. If we look at the small print in the report, which I have with me, it is clear that the majority of that imagery is actually suggested for older children. I have found no evidence that younger children have seen such material. The sexual health charities that I have spoken to, including the National Aids Trust, the Family Planning Association, Brook and the Terrence Higgins Trust, are not aware of any school where that has taken place. Furthermore, they would never endorse that type of teaching.

All schools currently have the right to decide which resources to use when teaching children about sex and relationships, and have the right to consult parents and governors to decide which materials should be used. The suggestion that the materials that have been referred to are used as a matter of course, or that sex education campaigners would like materials to be imposed on schools is misleading and misrepresents the excellent work that many of those organisations do in campaigning for comprehensive, high-quality and age-appropriate sex and relationship education for all children.

We might like to live in a time when children did not grow up so quickly and their “innocence” was preserved until a later stage in life, but unfortunately that era, if it ever existed, is long gone. Children are curious about sexual relationships. We cannot and should not shield them from all the influences of the modern world. If they want information, they will find it from another source: teen magazines, the internet and gossiping friends in the playground.

In a survey by UNICEF and the Terrence Higgins Trust, three quarters of young people said that they used the internet to obtain information about sexual health. That risks children receiving inaccurate information. My fear about the suggestion by the hon. Member for South Northamptonshire of opt-in sex and relationship education is that many children would miss out. They would not receive sex and relationship education at home; indeed, they might be in a damaging and abusive situation at home.

I have no interest in promoting specific sexual behaviour or introducing concepts to children before they are ready to hear about them. Children are naturally inquisitive and will ask when they are ready to be taught. Primary school sex and relationship education is essential for laying the foundations to ensure that, when old enough, young people receive good sex and relationship education that gives them the information they need to make the right decisions to protect their health and well-being. Given that we have the highest rate of teen pregnancy in western Europe—it is falling, but slowly—it is clear that we are not getting that right, so I welcome the current Government review.

I want to raise a point about homophobia and the positive role that sex and relationship education at an early stage can play in tackling homophobic bullying, which has never been more prevalent in our schools than it is today. A recent YouGov poll found that nine in 10 secondary school teachers and 40% of primary school teachers have witnessed children being subjected to homophobic bullying in their schools. In addition, 75% of primary school teachers have reported hearing the word “gay” shouted as an insult in the school playground. Such words are used commonly by children, without comprehension of their true meaning, as a form of abuse. If children are not taught from a young age about the different possibilities of relationships and about the normality of same-sex relationships, it is not surprising that they grow up with those prejudices. To become active, appropriately behaved citizens, children must learn at that age about the possibilities of different relationships.

As pupils generally start puberty at the later stages of primary school, it is important that schools have an open and intelligent approach to same-sex issues. Basic HIV education should be taught in an environment where same-sex relationships are normalised, not stigmatised or off-limits.

In a recent report by Stonewall, a London primary school teacher is quoted as saying that

“the younger it is addressed…the more receptive the children are to believing that other ways of life are acceptable. You don’t have to shove it in their faces, just teach them that some people have other ways of life and it is just as normal as the ways of life they are familiar with.”

[Andrea Leadsom]

There is an age below which children have no concept whatever of sex, so I cannot agree with the hon. Lady. A four or five-year old has no concept of what on earth sex is about. Until children are pre-pubescent at the very least, they cannot get their heads around it, so to talk to them about different sorts of sexual relationship would be entirely pointless and probably quite frightening.

[Pamela Nash]

I thank the hon. Lady for that intervention, but her earlier remarks showed how strongly she feels about the importance of relationship education and how sex and relationship education should be paired together. I suggest that homosexual relationships are separate from sex education and sex.

[Pamela Nash]

I completely agree.

[Andrea Leadsom]

I just want to clear this up. I am saying that people should absolutely talk about relationships, but not sexual relationships, because below a certain age there is simply no point. I agree with the hon. Lady that there is a need to talk about relationships, but there is no need to talk with very young children about sex.

[Pamela Nash]

I thank the hon. Lady for that intervention, but I am not clear about the difference she is getting at between relationships of another sort and sexual relationships. My understanding from what she said earlier is that she is happy for people to talk about heterosexual relationships. I am happy to take another intervention to clarify the issue.

[Andrea Leadsom]

I thank the hon. Lady for her patience in giving way. I am specifically talking about very young children. For them, the focus needs to be on the relationship, not the sexual act. That is where a lot of the material being shown to children now is simply inappropriate, because they really do not get it. There is a point below which a child is not old enough to conceptualise what the act of sex means. I agree with the hon. Lady that it is entirely appropriate to teach that sometimes men love other men, but it is not appropriate to teach what sometimes men do with other men, for example. That is where I am drawing the line. I am saying that the relationship side can be separate from the sexual side at a very young age.

[Pamela Nash]

I thank the hon. Lady for that explanation. I am talking about relationships. I suggest that no images of sex between a man and a woman, between two men or between two women should be shown to very young children, of four or five. However, I do think that it is appropriate to teach young children about relationships, including same-sex relationships.

[Mr George Howarth in the Chair]

--- Later in debate ---

[Kevin Brennan (Cardiff West) (Lab)]

We have had a good-natured, interesting and informative debate. I am the father of a 17-year-old daughter, so I think about the issues in question as a parent, as well as a politician. I congratulate the hon. Member for South Northamptonshire (Andrea Leadsom) on securing the debate. She raised some interesting new ideas, including using the British Board of Film Classification to put a kind of health warning on to materials that could be used in schools for sex and relationships education. Departmental guidance about such education is clear; the hon. Member for Congleton (Fiona Bruce) read some of it out, and I wonder whether we need to nationalise—that in effect is the proposal—the classification of materials for use in schools. That seems to be the opposite of localism.

The hon. Member for South Northamptonshire said she knew of schools in her constituency that use inappropriate materials, and she went on to cite the materials, but did not say who produced them or name the schools where they were being used. There is a problem in the debate, which reminds me of the debate going on when I was a teacher in the 1980s about the teaching of homosexuality in schools, and the encouragement of children to engage in homosexuality. It was often said that that went on all over the place, and that homosexual lifestyles were being encouraged. With no evidence, the Government of the day turned that into legislation—section 28 of the Local Government Act 1988. I talked with a young male teacher who was gay, and he lived in fear of revealing his sexuality because of such legislation. If we are to have this debate, let us cite the evidence, and make that evidence clear. If inappropriate things are happening and inappropriate materials are being used for young children, that should be stopped. We can all agree about that.

[Andrea Leadsom]

The hon. Gentleman will recall that I said that I have the evidence but was not prepared to mention specific schools in the Chamber. He will know that the relationship between schools and parents is delicate. I can provide evidence, but will not do it on the record, for good reasons. He is being mischievous in suggesting that no evidence exists, simply because I am not prepared to have it mentioned in Hansard.

[Kevin Brennan]

My view is that the hon. Lady should put it in the public domain. If she thinks that inappropriate practices are going on in our schools, wherever they are in the country—my or her constituency, or anywhere else—and that children are being exposed to materials that could damage them, that is an important matter, of public concern, which should be in the public record. I am sorry to disagree with her, but that is how it should be.

The hon. Lady also suggested that parents should be able to exercise an opt-in with respect to sex and relationship education. My hon. Friend the Member for Kingston upon Hull North (Diana Johnson) has pointed out that there is an opt-out, which extends to the age of 18, which is an anomaly. My hon. Friend, who was an able and successful Minister in the Department for Children, Schools and Families, tried to address that anomaly, by reducing the age to 15—although she did not quite get the relevant measure passed at the end of that Parliament—so that children could have the opportunity of a year of sex and relationship education before reaching the age of consent and what was at that time the school-leaving age. That seemed to me to be an entirely sensible proposal, but it was lost in the wash-up, as my hon. Friend pointed out, along with the proposal to make sex and relationship education a compulsory part of the primary curriculum.

An opt-in system would be inappropriate. The opt-out is available, and it provides parents with the necessary protection if they are concerned about what their children are being taught. Some argue that there should be no opt-out, and I think that the hon. Member for St Austell and Newquay (Stephen Gilbert) was arguing that, but I do not agree.

My hon. Friend the Member for Kingston upon Hull North said that we need to source the evidence if we are to make accusations about the material being used in schools. If there is an accusation of widespread use of inappropriate materials for sex and relationship education we should know about it. She also pointed out the danger that, if there is insufficient sex and relationship education, young women will not be taught sufficiently to be confident about themselves and their ability to take control of their relationships, whether sexual or other personal relationships. I would add—and I am sure that my hon. Friend would agree—that it is important for young men to be taught about appropriate behaviour. When I was a Minister in the Department for Children, Schools and Families, we heard a lot of evidence from charities about the effect of the more widespread availability, in the age of the internet, of hardcore pornography, and its influence on the practices of young men, and their expectations of young women in a sexual relationship. If young men see that material in their daily lives they need to be taught that that is not necessarily how a relationship should develop. That is where sex and relationship education in school can be important—in helping young people to develop healthy, good relationships.

--- Later in debate ---

[Mr Gibb]

No. We have made it clear that we do not intend to change legislation on the matter. When children are in full-time education, the rights of parents are important in how their children are brought up.

The review of PSHE fits within the schools White Paper strategy of devolving power and responsibility to schools and of trusting professionals. The vast majority of primary schools provide SRE, and it must be done in a way that provides the right teaching at the right time.

In developing policy, we have looked at the evidence available. In 2010, Ofsted published a report on PSHE, which found that some aspects of SRE were less well taught, particularly relationships. More positively, it found that in about two thirds of the primary schools visited, teachers used a range of resources effectively, including computers and story books, to enable pupils to discuss issues without embarrassment. Previous inspection evidence reported by Ofsted in 2007 showed that schools judged as being particularly effective providers of SRE had developed successful and constructive links with a range of support services, which could advise young people on a variety of issues and respond to their needs.

Many schools draw on expert help, as was alluded to in the debate, for aspects of PSHE in which they do not have expertise, inviting professionals such as school nurses to give sex education lessons, or external organisations that use drama to explore sensitive issues. Research from Sheffield Hallam university found that school nurses were involved in the teaching of SRE in 45% of primary schools that taught it, and other external organisations were involved in 22% of schools. That research looked into different aspects of PSHE in primary and secondary schools, including SRE.

The researchers conducted a nationally representative survey with more than 900 primary schools and around 600 secondary schools. The study looked at which aspects of PSHE were taught and how frequently. In primary schools, more than 50% taught all elements of PSHE and 40% taught some elements. More than three quarters taught emotional health and well-being every week. Other aspects, such as diet and safety, were taught at least once a term by two thirds of primary schools. Three quarters taught SRE once a year or less often, with similar coverage on personal finance, enterprise and drugs education.

The study also examined aspects of PSHE in depth with nine primary schools. It found that the schools most valued official sources of support for planning or for signposting other resources. Teachers valued resources that were easy to use, enjoyable and engaging for pupils, which responded to pupils’ needs and were relevant to the context of the lessons. One of the key aims of the PSHE review is to identify the support that teachers need to provide high-quality teaching. The use of resources and expert support for schools are critical in that regard.

I am aware of the Christian Institute’s booklet, “Too much, too young”, which was referred to by my hon. Friend the Member for South Northamptonshire. It raises the question of which teaching materials are appropriate for school children. A search of a number of the local authority websites cited in the booklet did not reveal any that had a list of SRE resources recommended for primary schools, although some had an intranet that could not be accessed externally by officials.

Local authorities tell schools about available resources in a number of ways, which may include directing them to websites where SRE resources are listed. The Sex Education Forum website has a list of resources, which includes some of those cited by the Christian Institute booklet. The Sex Education Forum website clearly advises professionals to make their own choices about which resources to use and does not endorse the resources on the list. The website also provides a list of questions to help teachers choose and use a resource.

[Andrea Leadsom]

Does my hon. Friend acknowledge that unless one happens to have a seven-year-old who has exactly the same mental capacity as every other seven-year-old, one cannot decide what is absolutely right for all seven-year-olds in a class? It is extremely difficult for an adult to decide what might terrify a seven-year-old, particularly as children are not all the same. Does my hon. Friend agree that some form of uniformity, by making better classification, would be extraordinarily helpful in decision making?

[Mr Gibb]

I will come to that and the other points made by my hon. Friend in a moment.

The questions on the website include the following. Is the resource consistent with the values set out in the school’s SRE policy? Is it appropriate for the age, ability and maturity of the children? Have parents been consulted? Will the resource be used in its entirety or will it be more appropriate to adapt it and select from it?

The hon. Member for Kingston upon Hull North (Diana Johnson) asked whether such material was being used in schools, so I will talk to the Sex Education Forum and to my hon. Friend about the materials, how their content is decided and how they are used in schools. I think the SEF, with its wide range of member organisations, including those representing children and youth, faith groups, health, parenting and families, should have a perspective on such matters. I also want to explore how the range of resources available influences practice in schools, and I will talk to the makers of BBC Active and Channel 4’s “Living and Growing” resources to understand how such resources are selected for particular age groups and how parents are involved.

My hon. Friend and others raised entirely legitimate concerns in the debate, and we must ensure that parents are listened to. There are safeguards in place to protect children from inappropriate materials. First, governing bodies have a statutory responsibility to ensure that schools have a policy on sex education, which, as a minimum, should give information about how sex education will be provided, any sensitive issues that will be covered and who will provide it. Secondly, local authorities, school governing bodies and head teachers must have regard to the Secretary of State’s statutory, “Sex and Relationships Education Guidance”. Paragraph 1.8 states:

“Materials used in schools must be in accordance with…the law. Inappropriate images should not be used nor should explicit material not directly related to explanation. Schools should ensure that pupils are protected from teaching and materials which are inappropriate, having regard to the age and cultural background of the pupils concerned. Governors and head teachers should discuss with parents and take on board concerns raised, both on materials which are offered to schools and on sensitive material to be used in the classroom.”

My hon. Friend also proposed the licensing of materials, potentially by the British Board of Film Classification. I can readily understand her wish for materials—

Munro Report

Andrea Leadsom Excerpts

Thursday 9th June 2011 Commons Chamber

[Tim Loughton]

The hon. Gentleman is right. An understandable result of what happened with baby P is that social workers have become more risk averse. If it is a marginal decision, they might take the child into care just in case, whereas if they have the time, space and appropriate tools and applications to deal with that family, it might be possible to keep it together rather than break it up.

I have set out Professor Munro’s recommendations for reform. Rightly, they address every aspect of the system. Rightly, they place the child at the centre. And rightly, they have as a basic principle the importance of placing trust in skilled professionals at the front line. It is of course the case that there are vulnerable children outside the immediate child protection system, and we need to improve radically how they are supported and make sure that they have a voice.

One of the main groups of such vulnerable children, for which I have responsibility, is of course children in care. With more than 64,000 children in care at the moment, we need to improve all aspects of their lives, including placement stability, education, health and the transition to adulthood, which are all priorities for Government and the wider sector. If we get Munro’s proposals right, there will be benefits for all those involved in children’s social care, not just those at the acute end of child protection.

From 1 April, we introduced a new statutory framework for looked-after children, which is far more streamlined, coherent and clear about the “must dos” for local authorities. In particular, we have brought together the care planning regulations and guidance into one volume, which should ultimately help councils put together better care plans. Less is often more. We have also strengthened the role of independent reviewing officers so they can challenge poor care plans, and make sure children’s voices are at the heart of all reviews. We have given clear steers in the revised fostering guidance about how local authorities should support foster carers and children better. The revised transition guidance makes it clear that young people should leave care only when they are ready and have a strong support package in place.

I have also written to every local authority about foster carers being encouraged to treat foster children in their care no differently from their own children. In March, I launched the foster carers’ charter, which sets out clear principles for the support that should be available, what foster carers can expect and what foster children can expect of their carers.

I also launched earlier this year the Tell Tim website so that carers and, in particular, children and young people in care can let me—as the Minister responsible—know directly what they think is working well, what improvements they think need to be made or what is going wrong. I have also set up reference groups so that I can hear from foster children, care leavers, adopted children and children living in residential homes. Just this week, I met my regular group of young people who have left the care system, who recount their often moving and relevant experiences of what is going wrong in the system. We could all learn a lot if we spent more time with the children who are still being failed because, through no fault of their own, they have become part of the care system.

As hon. Members will be aware, some children and young people—including young runaways—become victims of sexual exploitation. The report published by Barnardo’s in January, “Puppet on a String”, highlighted the scale and severity of this horrific abuse. I pay tribute to Barnardo’s work and expertise in this area and I especially congratulate Anne Marie Carrie for hitting the ground running in her first few months at the helm of Barnardo’s.

The Government are determined to do everything possible to stamp out this abuse and safeguard vulnerable children and young people. Recent events brought to light in the midlands through Operation Retriever and the other ongoing police investigations underline the extent of this insidious abuse. As the lead Minister in this area, I have been urgently considering, with my colleagues at the Home Office, Barnardo’s and other national and local partners, what further action should be taken. The Government are now committed to working with partners to develop over the summer an action plan to safeguard children and young people from sexual exploitation. This will build on existing guidance and our developing understanding of this dreadful abuse, including through local agencies’ work around the country. It will include work on effective prevention strategies, identifying those at risk of sexual exploitation, supporting victims, and taking robust action against perpetrators.

Another area where excessive central prescription has had unintended consequences, leading to risk aversion rather than risk management, is in vetting and barring. The Government believe that children will be better protected if we move away from unnecessary and top-down bureaucracy towards more responsible decision making at a local level. It is vital to balance the need to protect the vulnerable against the need to respect individuals’ freedoms, and not to create a system that imposes unnecessary burdens on individuals or organisations. That is why the Government undertook a review of the barring and criminal records regimes in order to scale them back to common-sense levels. We need to get away from a system that has unintentionally driven a further wedge between children growing up and well-meaning adults who come forward genuinely to offer their time to volunteer and to work with young people. They have been deterred from doing so by all the regulation.

I spoke earlier about the action we were taking to improve the lives and prospects of children in care. For many of those children, adoption will be the most appropriate outcome, which is why in February I issued new guidance with a call to arms to local authorities to re-energise their efforts on adoption and improve front-line practice. This refreshed and improved statutory guidance will be an important element in the Government’s programme of reform aimed at supporting adoption agencies in removing barriers to adoption, reducing delay and continually improving their adoption services.

[Andrea Leadsom (South Northamptonshire) (Con)]

Does my hon. Friend agree that it is essential, when adoption is the best answer, for it to take place before the baby is two in order to give that child the greatest chance of bonding with the new family?

[Tim Loughton]

My hon. Friend, who has great expertise particularly in dealing with young children and in the whole area of attachment, knows how important it is that a child growing up is able from an early age to bond with, and develop an attachment to, parents or carers. We know from all the statistics that young children who are unable to grow up safely with their own parents benefit from adoption, where appropriate, at an early stage. If we can find them an appropriate adoptive placement, their chances of growing up as normally and conventionally as if they were with their own parents are greatly heightened, and they will have a better chance of catching up with their peers who are lucky enough to be able to grow up with their parents, so she is absolutely right.

--- Later in debate ---

[Toby Perkins]

My hon. Friend is absolutely right. The problem is not just 10 or 15 years down the line; it is more immediate. When we know that there are social work vacancies around the country, it seems bizarre that newly qualified people in this sector are finding it difficult to find work. Professor Munro’s recommendations on practice and assessment years at the early stages will make a significant difference—at least, I hope they will. My hon. Friend is absolutely right about the considerable anecdotal evidence that newly qualified social workers are finding it difficult to find work. I hope that the proposed measures in the report will be followed through, as it is vital that people should choose to work in this area. As the Minister has said, we want to make social work an attractive career option for talented people leaving university, but if those people find it hard to find work as a social worker, that is going to become more difficult.

[Andrea Leadsom]

Does the hon. Gentleman agree that one way to support new young social workers freshly out of university would be to provide a better end-to-end network of support, taking into account what is already available in children’s centres and other therapeutic services that could be available in a package, which could help to provide the network of support that social workers desperately need?

--- Later in debate ---

[Toby Perkins]

As I said, we take advice from specialists in the profession and many people within the social work field are deeply concerned about that issue; page 61 of Professor Munro’s report alludes to those concerns. Of course transparency is important, and it is precisely for that reason that we would like an organisation that is seen as independent continuing the evaluation of serious case reviews. However, alongside that important transparency, we need to deal with key issues relating to the protection of anonymity of both professionals and people within the families. It has been relatively easy for people in local areas to identify who has been alluded to in many of the serious case reviews. In one example that I was told about by a social work professional, a serious case review referred to a relative of a soldier serving on the front line. If that review had been published in full, a difficult situation could have been caused for someone who was already in a difficult position. Although I share the hon. Lady’s idea that transparency is important, and it is for precisely that reason that an independent review of the evaluation must remain a part of the system, I question whether this approach will aid learning and will instead reduce people’s willingness to get involved.

Much of this review is dedicated to the importance of improving the quality of social work training and the continuous professional development journey that social workers go on, yet worrying signs are already emerging about councils reacting to the savage cuts forced on them by cutting back on CPD and training. We also share Professor Munro’s alarm about the evidence of cuts to early years provision. Some 25% of Children England member organisations are experiencing cuts of more than a quarter of their income—for them it seems as if the big society is rapidly shrinking. The Minister needs to stand up for early years funding if the measures on sharing responsibility for early help set out in this report are to be more than warm words. Continued denial about the scale or fact of the cuts will simply suggest that the Government are not serious. It is particularly worrying that areas with the highest level of deprivation and the highest demands on social services are the very ones that have seen the largest Government cuts.

[Andrea Leadsom]

rose—

[Toby Perkins]

I will just make this point and then I will be happy to allow the hon. Lady to intervene.

I have referred to the survey that we sent to every director of children’s services in England on the state of safeguarding services. We had an excellent response from a significant proportion of local authorities and a number of patterns emerged. Local authorities are trying desperately hard to protect spending on safeguarding, and we salute them for that. However, despite that commitment, 36% of local authorities expected case loads to increase this year and only 10% expected them to fall. One assistant director of children’s services explained the paradox of statutory guidance.

Before I move on any further, I will allow the hon. Lady to intervene. I was trying to find a natural pause, but the words just flowed so wonderfully that I could not stop.

[Andrea Leadsom]

I am very grateful. In this time of financial austerity, is it not more important than ever to get good value for money by focusing on prevention rather than having the massive costs, further down the line, of taking children into care?

--- Later in debate ---

[Andrea Leadsom (South Northamptonshire) (Con)]

The greatest risk of dying a violent death is when you are less than one year old. And the greatest risk comes not from strangers, but from those who are closest to you in your own home—those who should love you and take care of you. Social workers are in the front line of the battle to protect babies and children. The importance of caring, motivated and well-trained social workers just cannot be overestimated. Frankly, if we do not recognise the massive potential of a good social worker to turn around life chances for babies and children in vulnerable families, we shall get the society we deserve.

I congratulate Professor Munro on her comprehensive report on what is generally recognised to be a difficult and troubled area. I want to focus today on recommendations 10 to 13 of that report, because I have spent the last 10 years of my life developing a passion for and a detailed understanding of why she may have made those points.

Recommendation 10 states:

“Government should place a duty on local authorities and statutory partners to provide sufficient early intervention services for those children and young people who do not meet child protection thresholds”.

That, to me, is the key recommendation, and I can encapsulate why in the shortest of slogans: prevention is kinder and cheaper than cure. Supporting vulnerable families and enabling them to form a secure bond with their babies in the first two years of life has profound consequences for society. Can anyone here imagine what the relationship is like between a mother and her baby if she would allow her boyfriend to stub out cigarettes on her little boy, as happened in the case of baby Peter? No, none of us can quite get our heads around what on earth possessed a mother to so violate the nurturing role of parent and carer as to allow her own need for a boyfriend to overrule the tigerish instinct of a mother. For my own part, I am quite sure I would kill rather than let anyone harm my children like that.

What makes one mother or parent neglect, abuse or even kill her own child, while another would kill to protect her child, is simple: the quality of the attachment between the carer and the child. This attachment begins during pregnancy, and its development is most critical during the first two years of a baby’s life. We could call it the Harry Potter syndrome. Harry was loved and nurtured by his parents until Lord Voldemort murdered them when Harry was two years old. He then suffered unspeakable cruelty and neglect at the hands of his uncle, aunt and cousin, but through it all he kept his unshakable sense of self-worth, personal resilience and his ability to make friends and form strong relationships. Those qualities are the reward for secure early attachment between baby and adult carer.

That is not just an entertaining story; the scientific evidence is overwhelming. When a baby is born his brain is significantly underdeveloped, but between six months and 18 months, as a result of the stimulation of a loving relationship, of peek-a-boo games and silly baby-language chatter with mum, the brain puts on a massive growth spurt and the central frontal cortex—the part of the brain that enables empathy and deals with social interaction—starts to develop at an astonishing rate. Conversely, the baby who is neglected, abused or treated inconsistently by uncaring adults will fail to develop a healthy frontal cortex. His ability in later life to form strong relationships with friends, a partner, work colleagues and so on will be severely impaired—and for a girl baby who does not form a secure bond, the incredible tragedy is that without help, she will struggle to form a bond with her own babies in later life, and so the cycle of misery is perpetuated through the generations.

It is at the critical end of the spectrum of poor attachment that the social worker is the key to the outcome for the child and the family. Where a baby is severely neglected or abused, the development of the frontal cortex may simply never happen. Babies left to scream for hours at a time suffer other problems as a result of having constantly raised levels of the stress hormone. Those babies develop a tendency towards high-risk-taking behaviour, drugs, violence and self-harming. Our prisons, streets and psychiatric hospitals are full of the evidence of poor early attachment. It is in these cases—the most difficult to resolve—that social workers often represent the only chance of survival for the family. However, their challenges are manifold. How can they identify those particular cases? How can they tell if the problems are temporary or life-threatening, and how can they be supported in what is an almost impossible task?

I put it to my hon. Friend the Minister that providing parent-infant psychotherapy will dramatically change the work load of social workers and the amount of support available for these vulnerable families before those problems happen. I wanted to give you a perfect case study, Mr Deputy Speaker, but time does not permit, so you will have to take my word for it that the Oxford Parent Infant Project, a charity that I have chaired for the past 10 years, provides an enormous amount of life-saving support for families in Oxfordshire by working with social workers to reduce their work load, to provide them with the support they need and to help these vulnerable children. OXPIP also provides training in the crucial understanding of parent-infant relationships. What is so sad, to my mind, is that for many of those who attend, it is a “road to Damascus” moment. Previously they had no understanding of brain development, the critical importance of early attachment and the possible interventions.

I would like to leave my hon. Friend with these two thoughts: first, we need to provide parent-infant psychotherapy across children’s centres in the UK, and secondly, we need to improve significantly the quality of education not just for social workers but for everyone who works with babies.

Sure Start Children’s Centres

Andrea Leadsom Excerpts

Wednesday 27th April 2011 Commons Chamber

[Michael Gove]

The consequence of the Government’s actions is that we have ensured, as both Anne Longfield and Anand Shukla have pointed out, that there is enough money to maintain that network. In addition, under Conservative leadership, Hammersmith and Fulham has been singularly successful in reducing the council tax burden on its ratepayers, and in diversifying the sources of funding it receives to support education and care for children and young people. It is a superb local authority. Instead of continually talking down the service that is provided by public servants in Hammersmith and Fulham, it would be nice to hear from the hon. Gentleman some sunny, uplifting words, rather than grim predictions of disaster, which as we have just heard, turn out never to be true.

[Andrea Leadsom (South Northamptonshire) (Con)]

Will my right hon. Friend join me in congratulating Northamptonshire county council on deciding to go ahead with its plans for 50 children’s centres in the county, and on its support for my proposals to introduce a Northamptonshire parent-infant project in children’s centres, which will provide a parent-infant psychotherapy service for the families most in need who are struggling to bond with their new-born babies?

[Michael Gove]

I am delighted to congratulate Northamptonshire, where not a single children’s centre is closing. It is also the home of the innovative Pen Green children’s centre. More money is coming from central Government to help that council to develop news ways of providing support for children in their earliest years.

Oral Answers to Questions

Andrea Leadsom Excerpts

Thursday 31st March 2011 Commons Chamber

The Secretary of State was asked—

[Andrea Leadsom (South Northamptonshire) (Con)]

1. What plans he has to encourage small and medium-sized businesses to take on apprentices.

[Justin Tomlinson (North Swindon) (Con)]

5. What plans he has to encourage small and medium-sized businesses to take on apprentices.

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

Last week, this Government announced a new £75 million programme of training and other targeted support focused specifically on small and medium-sized enterprises to help them access advanced and higher-level apprenticeships. We also announced on Monday that we will be working to reduce bureaucracy for SMEs, making it easier for them to take on those new apprentices.

[Andrea Leadsom]

Will my hon. Friend join me in congratulating the Silverstone motorsport college on its outstanding Ofsted report and on the fact that 50% of its motorsport technicians get apprenticeships in this high-tech, innovative industry? What more can he do to support increasing apprenticeships in this area?

[Mr Hayes]

In anticipation of my hon. Friend’s question, and because I know of her passionate interest in and advocacy of this subject, I have asked the National Apprenticeship Service to take further the work that I know she wants to be completed on offering a new motor race technician qualification. We will do that work, because we understand the points she makes, the value of that industry and its importance to our whole country.

Oral Answers to Questions

Andrea Leadsom Excerpts

Monday 21st March 2011 Commons Chamber

[Michael Gove]

Citizenship runs through everything we do at the Department for Education.

[Andrea Leadsom (South Northamptonshire) (Con)]

Is my right hon. Friend aware of the great concern of some parents about the inappropriate material being shown to their five-year-old and seven-year-old children under the guise of sex and relationship education? Will he take steps to start a licensing regime to ensure that the material being shown is age-appropriate?

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

I share some of my hon. Friend’s concerns and I know that she has written to the Secretary of State on the matter. She will be aware that we are currently reviewing personal, social and health education, of which sex and relationship education is a key part. It is crucial that whatever we do should be age appropriate. I would welcome her further input into the review as it proceeds.

Sure Start Children’s Centres

Andrea Leadsom Excerpts

Wednesday 2nd March 2011 Commons Chamber

[Andrea Leadsom (South Northamptonshire) (Con)]

It is a huge pleasure to follow the right hon. Member for Birkenhead (Mr Field). I feel at least as passionately as he does about the need for early intervention and about the need to support the youngest in our society, and I wish to use this speech to press for far more evaluation of what works. I absolutely agree with the right hon. Gentleman, who I am pleased to call a friend, on the need for children’s centres to be far more at the heart of children’s services generally. I absolutely agree with his suggestion that people should go to such a centre to register for child benefit and for initiation ceremonies to welcome their child into the world. Such things are all crucial to ensuring that Sure Start children’s centres are at the heart of everything to do with infants and their families—that is incredibly important. I welcome the Government’s intention to introduce far more health visitors, because that will strengthen the ability of children’s centres to meet local needs.

I also congratulate my hon. Friend the Member for Beverley and Holderness (Mr Stuart) on his words and on his recommendation that the Government think carefully about whether we want this to be a purely localist agenda or whether there needs to be some universal, centrally driven remedy on children’s centres. I believe that localism is key, because local communities know best how to deal with the issues in their area, and I wish to talk a little about my experience of Sure Start.

[Mr Frank Field]

The hon. Lady talks about the importance of localism, but one of the report’s recommendations is that central Government ought to say that Sure Start ought to buy in more services from outside organisations. There is a balance to be struck between allowing local bodies to do anything, which might just be to keep things as they are, and an approach that engages some of the best organisations, which so far have not got much of a look in from Sure Start funding.

[Andrea Leadsom]

The right hon. Gentleman is absolutely right. As I said at the outset, I wish to make a plea for better evaluation of what works. My hope, although not my direction, is that more Sure Start children’s centres would therefore follow best practice.

From 2001 to 2009, I was chairman of the Oxford Parent Infant Project—OXPIP—which is a children’s charity operating around Oxfordshire. In the past year, it has become co-located with the Rose Hill Sure Start children’s centre. When I first became its chairman, OXPIP helped families who were struggling to bond with their newborn babies and provided psychotherapeutic support for families who were simply desperate. I am talking about people who are perhaps suicidal or about to harm their baby, who are desperately depressed and who simply cannot cope. OXPIP helps those parents to get over that, to build a secure attachment with their babies and to move on confident of being loving parents as part of a loving family. OXPIP’s results have been truly astonishing and there is a desperate need to evaluate quantitatively the work of such organisations, so that such best practice can become widespread in children’s centres.

In 2001, the Rose Hill Sure Start children’s centre was just starting out, as was OXPIP, and in those days it was all about creating a large building and it had a large budget. It was focused on outreach and putting lots of resources into play. My hon. Friend the Member for Beverley and Holderness made the good point that it has taken a lot of time to get children’s centres to the point where they are really effective, they know what works and they know where the best value for money lies, so it would be a great shame now to try to form any sort of revolution in children’s centres and end up throwing away all the good stuff that has come out of that long term of experience.

In those early days, OXPIP was a charity with very little funding, no statutory money whatever and only the money it could raise through its own efforts. We were successful in getting a significant and ballooning lottery grant, so we had three years of ever-rising income from which we could build on our platform. The sad fact was that the Sure Start children’s centre would not even cover the cost of providing a service. It wanted to engage OXPIP’s services, but only at a flat rate that did not reflect the true cost of providing it. We therefore had a ridiculous scenario in which a charity that was living hand to mouth and was totally dependent, in the early days, on the good will of volunteers was subsidising a Sure Start children’s centre that had a huge budget and that did not seem to understand that OXPIP’s work really defined what Sure Start was all about—providing children with a sure start in life.

From that day to this, 10 years on, we have gone from strength to strength. As I have said, in the last year OXPIP has co-located with the Sure Start children’s centre, and that has been a complete success story. They have many different approaches regarding the different backgrounds of the many diverse nationalities and cultures found in Oxford. They provide support to fathers, mothers, grandparents, foster parents and adoptive parents, and many different services. Now that OXPIP, of which I remain a trustee, is co-located with Sure Start, we can focus on providing psychotherapeutic support for families who are really in difficulty. That has worked very well. I wanted to share that experience with hon. Members because I feel that Sure Start children’s centres have come a very long way and it is terribly important that the Government seek to improve on that and to provide more evidence about what works best, rather than interfering with and possibly damaging it.

[Stephen Lloyd (Eastbourne) (LD)]

I concur with much of what my hon. Friend and other hon. Members on both sides have said about Sure Start being a tremendous success. It is now bedding down and although I have some anxieties about local authority flexibility, I think it is broadly going in the right direction. One thing I am particularly pleased about is the increased entitlement to 15 hours a week for all three and four-year-olds. My view—I think that everyone who has spoken so far has said this—is that the more children from disadvantaged areas we catch early the better and that the entitlement for all three and four-year-olds will make a real difference. Does my hon. Friend agree?

[Andrea Leadsom]

I thank my hon. Friend for that timely remark. I was going to resist the temptation to talk about early infant brain development, but I shall just spend 30 seconds on it now. I absolutely agree with him, but I feel that the money should be focused on nought to two-year-olds for the simple reason that a baby’s brain development is at its peak rate at between six and 18 months. That is when the frontal cortex grows as a result of a secure attachment to a loving carer. That loving attachment enables that part of the brain to put on a healthy growth spurt, giving the child the capacity for lifelong mental health even before they are a toddler. In the absence of such an attachment, intervention when the child is three or four is too late, so I absolutely agree that the extra money for the early years is important, but I think it is coming in too late and I would rather it was focused on the nought to two-year-olds to support families at a time when the outcomes for their baby matters so desperately. Once a baby reaches two years old, that opportunity is significantly reduced, so anything we do after that is already too late.

[Bill Esterson]

The hon. Lady makes a very good point about the brain development of young children, which is made very strongly in the report of my hon. Friend the Member for Nottingham North (Mr Allen), as I am sure she is aware. Given the point that she and others are making about the importance of Sure Start and early intervention generally, will she comment on the impact of removing ring-fencing? In Sefton, there is a 12.9% cut, as there is in the constituency of my hon. Friend the Member for Hammersmith (Mr Slaughter) in the borough of Hammersmith. The impact of that, along with all the other huge cuts, particularly in inner cities, has made it very difficult for councils to protect these services. Will she comment on the link between that and the need to protect services centrally if we are seriously to have a national strategy on protecting Sure Start and on early intervention?

--- Later in debate ---

[Andrea Leadsom]

Yes, I thank the hon. Gentleman for his comments. I am a firm believer in localism. My experience of Sure Start centres is that they evolve in a way that suits their community, and it is for county councils to support that need as necessary in their community. I am not a big fan of centralism or, indeed, of ring-fencing for that very reason, so I share his concern about the decisions that councils may be taking to cut those services, which I very much regret. Having said that, there is enormous room for improvement in Sure Start children’s centres, which could become more effective. Those centres need to focus strongly on that because otherwise the incentive for councils to continue to fund them at current levels simply will not be there.

That brings me to my final point, which is about the call for better evaluation. OXPIP, the charity that I have been closely associated with for many years, has always had rave reviews from social services, health visitors, GPs and families in Oxfordshire, where it operates, but we have not been able to have a random control trial, which is the gold standard in quantitative evaluation because of the ethics of intervening with one group but not another. What about the outcomes for the group of families whom we know are in difficulty but do not help? The ethics around this issue mean that quantitative evaluation is a problem. If the Government are to do anything to help Sure Start children’s centres to make the right decisions and to make progress in the most effective areas, they need to put resources into serious studies about how effective different early intervention programmes are. I strongly support the work of the hon. Member for Nottingham North (Mr Allen) in looking into those issues and in trying to evaluate which programmes are more helpful than others.

[Ben Gummer (Ipswich) (Con)]

I completely agree with my hon. Friend. I have been spending a lot of time in primary schools in my constituency in the past 10 months and reception teachers have told me time and again that they can almost tell which Sure Start centres are doing good work and which are not really adding much value. However, that is the extent of their knowledge because the evidence is anecdotal. We really need some proper evidence so that Sure Start centres can be evaluated and best practice can be spread.

[Andrea Leadsom]

That is exactly right. County councils and directors of children’s services are very aware of the potential value of Sure Start children’s centres. My director of children’s services in Northamptonshire would love to get even more value out of them and would welcome better research showing what would work better, rather than having to go it alone in those areas.

Let me conclude with a small plug. I plan to launch a pilot scheme in 2011 for a Northamptonshire parent infant project that will mirror what OXPIP has been doing so successfully for 13 years in Oxfordshire. Working closely with children’s centres in Northamptonshire, I hope to show, prove, demonstrate, document and evaluate the value of really early intervention services in making a real difference to the quality of families’ lives.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

It is a pleasure to follow the excellent speech of the hon. Member for South Northamptonshire (Andrea Leadsom). I was strongly tempted to intervene at the critical point near the end of her speech when she put her finger on the real problem of localism—when she talked about the pilot that did not go ahead because of the ethics of intervening with one group but not another. The issue we are debating directly concerns children’s centres and the information that flowed from an inquiry of the Select Committee on Children, Schools and Families when I chaired it. That inquiry went back to March 2010 and I think that you might even have given evidence to it, Madam Deputy Speaker, wearing a different hat. Central to today’s discussion is whether we should have a service that guarantees certain things for every poor child in the country or whether we should leave it up to the randomness that comes when different councils with different majorities or no majority, which may lack funding and which may be urban, suburban or rural, are left to take those decisions. I come from an old-fashioned school of thought, which I hope will come back into fashion, that believes in giving guarantees to every child in the country.

Let me take the House back briefly to when I became the Chair of the Select Committee, 10 years ago. The very first inquiry was into early years. We were the first Select Committee ever to hire a psychologist, because we wanted to understand the development of a child’s brain. Everything that has been said in the debate touches exactly on that.

We were lucky enough to engage three special advisers to the Committee, led by Kathy Sylva, the wonderful former head of children’s services in Oxfordshire. Kathy Sylva did that original research showing that by 22 months a child’s brain has developed to such an extent that it is extremely difficult to compensate later for lack of stimulation during those 22 months. Members in all parts of the House—no party political points here—understand that early years intervention is critical. We must also agree that there have been some difficulties since we produced our report last March. Such a time lapse is a great advantage, because we are able to see what has happened.

Many of the 3,500 Sure Start children’s centres are new and had only just been completed when we finished our report, just before the general election. Some were older, but all centres need time to put down roots. When we are experimenting with social policy, especially in such an important area, we must bear it in mind that children’s centres need time to respond to the local community and to change their shape and nature as demands on them are made and they become better known by good professionals working in the community. There is no doubt that the maturation process is important. As all of us in the educational world know, with the best intentions, it is difficult when national policies are rolled out.

Pilots may show that something works excellently on a small scale. I have been reflecting on that. One of the few times that I failed to get a witness to come before the Select Committee was when we asked Jamie Oliver. By the time we got through his press and publicity machine, his managers and his agents, we gave up trying to get him, even to speak about school meals. We did a school meals investigation before Jamie Oliver had made his programme. Tonight there will be a Jamie Oliver programme on television about his ideal school.

I learned a lesson last summer. I took my daughter, who at that time was heavily pregnant with twin boys, and my wife to a Jamie Oliver restaurant in Kingston, and it was one of the most disappointing meals that I have ever had. I had eaten in his restaurant Fifteen and I would recommend it to anyone. It is a flagship restaurant and was a wonderful experience, but when the Jamie Oliver offer is rolled out around the country, we see the difficulties that I found in Kingston upon Thames in the summer, as we have in education when we roll out children’s centres. The pilot looks wonderful and we think we can roll it out in 100 or even 500 centres. The reason our Government moved from 500 Sure Start centres to 3,500 was that most of the poor families in our country live outside the 500 poorest wards.

[Andrea Leadsom]

Surely that is an argument for localism in the case of children’s centres.

[Mr Sheerman]

Sorry, I disagree. It is a call for greater management. When an idea is rolled out and franchised, it is essential to ensure that there is a set of standards, that people know that they are expected to reach those standards, and that those standards are delivered. May I point the hon. Lady to the remarkable work of Lord Baker when he was Secretary of State? He picked up the challenge of Jim Callaghan’s Oxford speech to Ruskin, in which Callaghan said that we needed an inspectorate to check on quality, testing and assessment to find out how children were progressing, and a national curriculum. Jim Callaghan never did anything about it, because he did not have a majority or any money. Ten years later Ken Baker did it. He knew that we had to be able to deliver nationally to a national standard.

--- Later in debate ---

[Matthew Hancock]

That is why it is important to have a specified national minimum level of provision, and then allow councils to ensure that they meet—and, one hopes, exceed—that level. The reason for allowing local innovation and flexibility with a national minimum level is to enable different approaches to be taken in different places, so that best practice can emerge. That lets local councils and people deliver in the way that is most helpful and appropriate to local people, but it is also about ensuring that instead of a centralised, bureaucratic system, we have a local system that responds to local need.

We heard earlier from the hon. Member for Huddersfield (Mr Sheerman) that we need better management, but we have had a centralised system for years. As a member of the Public Accounts Committee I am obviously well aware of National Audit Office reports, and, sad to say, the NAO found that the amount of formal child care among the most disadvantaged fell between 2004 and 2008. Instead of leading to more provision for those people, the centralised approach actually led to less, so let us try a different way.

[Andrea Leadsom]

Does my hon. Friend agree that if we had too centralised a system, we would lose the excellent work of many voluntary sector organisations in specific areas, such as the charity with which I have been involved in Oxfordshire, OXPIP? We would not have the opportunity to introduce local services to meet local needs.

--- Later in debate ---

[Matthew Hancock]

Of course qualifications are meaningful, but does the hon. Gentleman claim that no person without the formal paper qualification is up to the job? I do not think so. Of course, a qualification is part of someone’s resumé and experience, but we should not be so bureaucratic about the piece of paper. We should look at the person’s ability and qualifications through their history.

[Andrea Leadsom]

I thank my hon. Friend for giving way again. On qualifications, in the charity with which I am involved there are people with PhDs in psychotherapy, and paediatricians, who have decided to move to working with the very young. It is nonsense to say that having a specific piece of paper uniquely qualifies someone to support early years.

[Matthew Hancock]

I agree wholeheartedly.

There is a consensus—I am glad that there is—about the need to focus resources on early years. There is much more difficulty with actually doing that, and several people will the ends without willing the means. I regret it when the subject becomes a political football, because almost all of us agree about the ends. Before the election, the right hon. and learned Member for Camberwell and Peckham (Ms Harman) went to Ipswich and said that Sure Start centres would be closed there. However, they are all open. It was a mistake to make that prediction, and she should withdraw it. Similarly, it is a mistake for the Labour party to argue that the amount of cash for the early intervention grant is falling when it is being kept flat. We should work together to achieve the ends, about which we all agree, in the difficult circumstances that the Government did not bring about, to ensure that we serve our children best and improve their life chances, cognitive abilities, skills and happiness. We should not create a political football, saying that we agree about the ends while disagreeing on the means to achieve them.

Building Schools for the Future

Andrea Leadsom Excerpts

Monday 14th February 2011 Commons Chamber

[Michael Gove]

That is an understandable response from the hon. Lady, but the judge was clear that only the local authorities that received a specific form of approval after 1 January and that took part in this action were governed by it, and that no other local authority should consider that it is in time or within its rights to bring a judicial review.

[Andrea Leadsom (South Northamptonshire) (Con)]

Will my right hon. Friend explain why, in spite of having schools with the same leaky roofs, dilapidated classrooms and overcrowding as those described by many Opposition Members, my constituency was told that there was no chance of even being considered for a BSF project for the next five to 10 years?

[Michael Gove]

My hon. Friend repeats a concern that many hon. Members on both sides of the House have expressed—that the process by which individual schools and local authorities were selected for entry into Building Schools for the Future, even though it might have been conceived idealistically, in the end was not seen as fair. We need to ensure that the successor scheme guarantees that money is spent effectively and efficiently on those in the most need.

Disadvantaged Children

Andrea Leadsom Excerpts

Thursday 20th January 2011 Commons Chamber

[Andrea Leadsom (South Northamptonshire) (Con)]

Of all the fascinating and important topics that we discuss in the Chamber, none is more important than this, and it is perhaps the topic about which I personally feel most passionate.

You may observe, Mr Deputy Speaker, that I am wearing red. You may also observe that, although we are not allowed props, I am wearing a piece of clothing that I am allowed: a hat, which I wish to take off to the Opposition for having had the compassion to create the Sure Start centres. That is enough theatre; although all Members would agree that there is much to be done to improve Sure Start centres, they represent a huge move in the right direction, and the fact that there is so much consensus across the House on the need to focus on the earliest years is immensely positive.

I want to describe my experiences as chairman for 10 years of a charity called OXPIP—the Oxford Parent Infant Project. It is based in Oxford, and is now co-located with Rose Hill children’s centre, an incredibly important centre in one of the most deprived areas in the country which has been operating for a long time. During my 10 years as chairman, OXPIP has focused, throughout Oxfordshire, on delivering psychotherapeutic support for families who are struggling to bond with their newborn babies.

I shall now give a short master class in early infant brain development, which is mentioned in the reports from the right hon. Member for Birkenhead (Mr Field) and the hon. Member for Nottingham North (Mr Allen) on early intervention. This really is the key to mending our society, creating the society for which we all strive, and solving many of the problems that we end up firefighting in politics.

When a baby is born, he has only the “fight or flight” instinct, rather like an animal. He does not possess the social part of the brain, the frontal cortex, which enables us to form relationships, see the world as a good place, and have hope and aspiration. That part of the brain develops later, and the peak period of its development occurs when the baby is between six and 18 months old. It develops as a result of secure attachment to a principal carer, who is normally the mum but could be the dad, the nanny, the granny or even the next-door neighbour. That first important relationship establishes the baby’s lifelong mental health opportunities.

If a baby is neglected, abused or unloved during the first 18 months or two years of its life—or, worse still, is treated inconsistently—its neural pathways and brain development will reflect that, not just for the moment but for the rest of its life. Leaving a baby to scream and scream will have two profound impacts on that baby. I am not talking about our desire to leave the baby to cry for a while because we are sick and tired of marching him up and down; I am talking about leaving him to cry night after night.

First, the baby’s level of cortisol—the stress hormone—will be considerably raised. If it remains raised for a long period, it will reach a danger point, and will start to damage the baby’s immune system. Secondly, the baby will develop a higher level of tolerance to its own stress hormone. Whereas you or I might be excited by a good hand at cards, a baby with a high tolerance to its own stress level might, in later life, feel the need to beat someone up, spray-paint something, or become involved with drugs in order to get the kick that we might get from a hand of whist. There is a real scientific reaction to constant high levels of stress experienced at a very young age.

If a baby does not experience that secure attachment during the peak period of development of his frontal cortex, his brain development will be damaged over time, and that damage will be permanent. So the baby who is constantly neglected will grow up thinking that neglect is a feature of life and will have a higher likelihood of being depressive, possibly throughout life, of feeling a failure and of being unable to make friends. Likewise, people who are abused and treated inconsistently have a chance of being unable to form decent relationships in later life. All these things are, of course, on a spectrum: some horrifying statistics suggest that 40% of five-year-olds in this country are not securely attached. Of course not all those people will go on to have problems of violence, depression or drug taking, but some of them will. John Lennon said “All you need is love” and that could not be truer, as a growing raft of scientific evidence demonstrates.

A fundamental problem is that if a girl does not form a secure attachment to her mum as a baby, she may lack the physical brain ability to empathise with her own baby when she goes on to have one. So we end up with a cycle of misery that passes down through generations. The ability to feel that the world is a nice place, to get on in life, to form lasting relationships and so on also affects someone’s chances of a decent job and, lo and behold, their prospects in the workplace, their prospects for having a long-lasting relationship and so on. So that cycle of misery is a bit chicken and egg: does the poverty come first or does the lack of attachment come first? We are not putting nearly enough focus on the importance of early attachment and on providing that support.

For the past 12 years, OXPIP has been providing psychotherapeutic support for families and their babies who are struggling, and we have had astonishing results: babies have been taken off the child protection list; countless families have said that they had not realised just how they were reliving their own earliest experiences with their own families; and we have managed to break that cycle of deprivation. From a political point of view, prevention is not only so much kinder, but so much cheaper than cure. So I wish to conclude by issuing a call to action. There are things that the Government can do, and I wish to make some very specific recommendations.

First, I agree completely with the hon. Member for Slough (Fiona Mactaggart) on the desperate need for more evidence. OXPIP has been working for 12 years but we have always failed to get any proper quantitative research done because of the ethical problems involved in leaving one group to suffer while interventions are made with another group. We have somehow to get around that and find ways to build up the evidence. I am planning to launch NORPIP—the Northamptonshire parent infant project—this year, with support from the director of children’s services, and I hope to use that as a model for how this can be done across the country.

Importantly, the children’s centres must be brought to the centre of all policy making. The right hon. Member for Birkenhead made the great suggestion—I am not sure whether it was to me or whether it is in his paper—of making people sign up for child benefit in a children’s centre, to ensure that they are not stigmatised in any way. Most importantly, the Government need to re-examine the adoption legislation to ensure that babies can be adopted before the age of two, because any time after that is simply too late. Training for health visitors and midwives in the crucial importance of early attachment, improving nursery protocols to focus on the attachment needs of babies, and parenting training in classes can also all prove so valuable. I wish to finish by saying that cross-party support is key and I am so glad that we are seeing an example of it today.

--- Later in debate ---

[Neil Carmichael (Stroud) (Con)]

It is a great honour to follow my hon. Friend the Member for Warrington South (David Mowat). He has given the coalition Government a proper test, and rightly so, because it is important that they should have such a test. The phrase “disadvantaged children” is not an attractive one, and we should be embarrassed by the fact that we have to talk about it so often in this country. It certainly embarrasses me and often has. The experience of meeting a young person who is unable to communicate properly, or read and so forth, can be heartrending. One has only to think of the waste that we allow to happen, with so many people who could do so much being left behind. We really need to address the whole issue of disadvantaged children.

Social mobility is critical. We want a mobile society, and that mobility depends on everyone being able to move around. They cannot do so because there are too many roadblocks. I shall refer to a few and suggest some ways in which we might deal with them.

First, we have rightly talked about education, but too many children leave the education system without being equipped to communicate properly and without the confidence to get around and about their lives. Therefore, we must ensure that the education system makes sure, at the very least, that all children can read, write and communicate properly. If we do not do so, we will obviously fail them, but we will fail society as well, and, as a member of the Education Committee, one thing that I constantly worry about is how we ensure that our schools system delivers such results.

The pupil premium and so forth are very important, and we must encourage all those who are entitled to collect it to do so. The question of stigma often arises, however, so we need to think about that in terms of the policy. The very fact that we need the pupil premium is a measure of our failure, but we have talked about measures throughout the debate, or at least while I have been present, so let us recognise that we have to deal with a big measure.

Secondly, education is critical, but there are other roadblocks. I am struck by the fact that we do not deal holistically with early years issues. That is why I was so impressed by the work of the right hon. Member for Birkenhead (Mr Field). Alongside all the usual issues, the health of a young person also matters, so we have to ensure that, in the foundation years, as described in the right hon. Gentleman’s review, we consider not just education, but health care and other factors. We need an holistic approach at that level.

My third point, which strikes me every time I go abroad, especially when I focus on planning and housing development, as I did before becoming a Member, is the importance of a child’s environment. That includes the quality of their homes, the way in which they play and interact with each other, and how families interact with each other. I have been to some fascinating places, in Rotterdam for example, where local communities with really well designed housing developments come together, look after each other, spot problems, allow families to develop and ensure that fewer children are disadvantaged. It is, therefore, important for us to think about the environment. Too much of our housing just does not allow such family life or social development between families, so I want to ram home the point that we have to improve our planning system.

I have talked about education because I am on the Education Committee, but we need to highlight a few more issues that have cropped up during its work. One issue is the number of children who care for somebody else. We cannot expect that to be good for them or for anybody in their near neighbourhood; it is totally wrong. The hon. Member for Wigan (Lisa Nandy), who is also a member of the Committee, rightly rammed home the point that it is unacceptable to ignore that group in the context of school discipline, but it is unacceptable to ignore it in any context. We have to calibrate the problem and ensure that we start to do something about the fact that more than 10% of children scuttle back home after a day at school to look after somebody in their household. We need to address that problem, do we not?

Also on the subject of education, we have to think about the early years and encourage proper care and attention for the child as well as where they come from and the family framework in which they are involved.

That brings me to another example from Europe that we need to consider. On the continent we often see the extended family approach, but we do not see it here. We should be encouraging people to think more in terms of their whole family and its different generations. That is linked to other points that I made about planning, health care and education.

We have to be far more inclusive and holistic, and much more demanding that our institutions and charities co-operate with each other to share information more effectively and ensure that local government stops being so silo-based.

[Andrea Leadsom]

I should like to draw my hon. Friend’s attention to the charity OXPIP, with which I have been involved for a long time and which works well with the children’s centre in Oxford. There is great potential for the voluntary sector to work closely with statutory agencies to deliver exactly the sort of help to which he is referring.

[Neil Carmichael]

I thank my hon. Friend. That is a very important example of what is necessary, but we need to see it across the piece.

Government can talk about what they want to happen, but ultimately we have to ensure that it does happen. Delivery is crucial, as is measuring, assessing and understanding the problems. If we do not know what is happening after we have said that something should happen, we are failing completely. We must be holistic, check up, and never, ever take our eye off the ball.

Education Maintenance Allowance

Andrea Leadsom Excerpts

Wednesday 19th January 2011 Commons Chamber

[Andy Burnham]

I am aware of that, as I represent a neighbouring authority area. It shows that some Liberal Democrats at local level have more guts than some of their colleagues in this place, because they are prepared to say what is right and what is wrong and to stand up for the young people in their area who they know will have their dreams shattered if this help is taken away from them.

[Andrea Leadsom (South Northamptonshire) (Con)]

Does the right hon. Gentleman agree that it is entirely possible that an alternative, more targeted approach to providing support for young people might provide a better solution while still meeting the needs of deficit reduction?

[Andy Burnham]

The Government talk of an alternative scheme, but it is a tenth of the size of EMA, which they have closed to new applicants. They have never made a statement to Parliament or set out any details of that alternative scheme. It has taken Labour Members to bring those Ministers here to account for themselves this afternoon, and that is quite disgraceful. We do not have an alternative to judge EMA against, and EMA is a scheme that works.

Oral Answers to Questions

Andrea Leadsom Excerpts

Monday 20th December 2010 Commons Chamber

[Michael Gove]

We have secured funding for an additional 75,000 apprenticeships beyond those that the previous Government secured. As a result of that additional investment, we will be making sure that young people have a better chance than they had under the previous Government.

[Andrea Leadsom (South Northamptonshire) (Con)]

8. What steps his Department is taking to ensure that children’s centres meet the needs of new parents.

[The Minister of State, Department for Education (Sarah Teather)]

The early-intervention grant contains enough money to maintain the network of Sure Start children’s centres so that they are accessible to all and supporting families in greatest need. Local services, including outreach, family support and health have a critical role in linking new families to centres that use evidenced-based programmes. The Department of Health will shortly provide more detail on its plans to recruit 4,200 extra health visitors to provide increased support to all families.

[Andrea Leadsom]

Does my hon. Friend agree that the most profound impact on a baby’s life is its earliest relationship with its parents or carers, and that the best thing that Sure Start children’s centres can do is to provide support for those new parents in forming those relationships that will lead to lifelong mental health?

[Sarah Teather]

I absolutely agree. That is why the Government are committed to recruiting so many new health visitors. It is also why we have doubled the family nurse partnership programme, which particularly supports very young families who are vulnerable and has been shown to have a dramatic impact on child development and that bond between parents and child.