Education (Environment and Sustainable Citizenship) Bill [HL]

Baroness Bakewell of Hardington Mandeville Excerpts

2nd reading
Friday 16th July 2021 Lords Chamber

[Baroness Bakewell of Hardington Mandeville (LD)]

My Lords, I congratulate the noble Lord, Lord Knight, on his excellent introduction to this important Bill and fully support him in his endeavours to get the Education Act 2002 amended. Ensuring that our secondary school pupils receive an informed message on climate change and the environment is vital. Young people are interested in what is going on around them and engaged in the issues of the day.

However, this does not start at secondary school. All children are curious and develop a love and respect for their surroundings—the animals, insects and plants that inhabit their area—from a very young age. One of their first experiences of engaging with nature will often be pond dipping, a marvellously simple and inexpensive way to bring a sense of wonder to a small child while also engaging with water, always a great favourite. The noble Lord, Lord Randall of Uxbridge, referred to the importance of educating young children in this way.

Clause 1, paragraph (2) (c) contains the phrase,

“instils an ethos and ability to care for oneself, others and the natural environment”.

This is the essence of the Bill and it essentially starts at pre-school, to be carried on into later life. A respect for living creatures, their environment and what it takes to ensure their survival should be a given for all children. Those living in rural areas or with easy access to green spaces have an advantage. For those living in high-density urban areas, more imagination and effort is needed, but the class outing is often a marvellous opportunity to experience nature in its natural environment at first hand.

In previous years, if a farmer had piglets, he could take them into the local school for the children to see. Sadly, health and safety risk assessments have made this a thing of the past. For children and young people to experience the world around them and learn to appreciate the environment and all that it contains, there will need to be an element of risk.

Speaking time is short, and all speakers have covered a wide range of aspects with which I mostly agree, but I want to flag up those children and young people at special schools. I declare an interest as my husband is the chair of governors of a special school. These students will not be the high-fliers that we often see championing the environment. They are nevertheless interested in their surroundings and looking to find their niche in life. Even in urban areas, there will be allotments provided by the local council. Allocating an allotment to a special school can open up a whole area of engaging with biodiversity, the means of looking after and nurturing both plants and animals and growing and eating your own food. Planting a sweetcorn seed, watching it grow, watering and weeding it and then harvesting it, taking it back to school, where it is put on the barbecue, and then eating it with butter brings to life for these young people the journey that is taken by the food that they eat.

The national curriculum is flexible when applied to special schools. Nevertheless, I hope that the Minister agrees that all children should have the chance to engage with studies of the natural environment and the impact that it has on each one of us and how we can benefit from looking after it.