Education: Personal, Social and Health Education

Baroness Massey of Darwen Excerpts

Wednesday 24th April 2013 Grand Committee

Asked By

[Baroness Massey of Darwen]

To ask Her Majesty’s Government how they will promote Personal, Social and Health Education in schools in order to develop pupils’ skills and knowledge relevant to growing up in the United Kingdom.

[Baroness Massey of Darwen]

My Lords, having finally secured this debate, it is a great pleasure to have so many colleagues speaking in it, and I thank them all, and the Minister, for taking part. I come to this debate with one agenda. All of us are concerned about children and young people, and that they get the best possible chance both in school and in life. I very much look forward to what others have to say and how the Minister will respond.

I want to say at the start that I consider PSHE more of a concept than an actual subject in the curriculum, and I shall expand on that. I realise that things have moved on since we last attempted to hold this debate. There are proposals for the science curriculum, there is to be a curriculum review, and a Statement on PSHE. I know that the Minister understands the importance of PSHE because we have talked about it, and I want to ask him if after this debate he will meet interested colleagues to discuss how we might move forward positively. I know that the PSHE Association is seeking to form a coalition of interested organisations to support PSHE in schools. Would he also be prepared to meet such a coalition? I think that there is some confusion about what PSHE actually is, and I shall be interested to see if colleagues agree and whether they support my perceptions of it.

I shall begin with three brief anecdotes about the importance of PSHE. First, recently I was speaking at a reception held by a large and successful multinational company. I looked at its website to find out what the company looks for in its employees, and I was impressed to see a huge emphasis on communication skills, team work and the fostering of good relationships. That echoes what the CBI has said, which is that young people should be “rounded and grounded” by the time they leave school. The second anecdote is about a primary school in east London. The head teacher, who co-ordinates PSHE in the school, and six of its pupils came to talk to the All-Party Parliamentary Group for Children, which I chair, about their experiences. A few years ago, the school was in trouble as the result of disruptive behaviour, poor achievement and low morale. The new head teacher instituted a programme of PSHE in the school. It now has policies on behaviour, it has been made explicit that respectful behaviour towards others is a cornerstone of school life, and specific lessons are held on, for example, friendship, bullying and helping others. The school is now high-flying and successful. It is not surprising that a report commissioned by the Department for Education in 2012 found that,

“children with higher levels of emotional, behavioural, social and school wellbeing, on average, have higher levels of academic achievement and are more engaged in school”.

The third anecdote concerns meeting a school doctor who said to me, “You know, if you instil good health habits in children, they stick. Also, I know many examples where children have influenced parental health behaviour, like in smoking and diet”. I want to explore what the problem is about the Government making PSHE statutory. I know that it is a clunky and bureaucratic word, and we may want to explore that as well.

There are some myths about PSHE. One is that it is a single school subject such as maths or history, that teachers are not trained to do it, and that until they are trained it cannot be delivered. Another myth, as we all know, is that it is all about inappropriate sex education. Every child should be able to do as well as possible in school. A school that creates an ethos of respect and learning will support such achievement. All teachers in such a school are teaching PSHE, either in the classroom or outside it, which is about kindness, working in teams, listening to others and thinking about how one’s behaviour affects others. Teachers are helping children to gain confidence in their own abilities.

Most subjects, in fact, contribute to PSHE in one form or another—for example, PE, music, English and biology. This is why I have some concerns about the potential diminishing of, for example, art and sport in schools. It is not one thing or the other. It is not just a matter of either being academic or learning personal and social skills. Both should live together and, of course, in many schools they do.

Schools may have specific lessons on, for example, drugs, alcohol, sexual relationships, first aid, healthy eating and internet safety. The lessons may begin with a simple concept in primary school. We know that young children will not appreciate the chemical make-up of certain foods. They can appreciate that fruit is good for you and some things are not. Young children cannot appreciate the niceties of contraception, or the danger of sexually transmitted infections or early pregnancy. They can appreciate that respecting other people and being a good friend makes for good relationships. They can appreciate that some behaviours are risky; after all, we teach them how to cross roads and not to run in corridors.

I recognise that teachers cannot know about many issues related to health education. When I taught it many years ago, we had a programme of visitors, and many schools still have one—St John Ambulance for first aid, the police for road safety, a nurse for sexual relationships and diet, an MP or local councillor to talk about government and citizenship, or guides and scouts on teamwork and volunteering. All this is important stuff.

Every child matters. Every child needs PSHE—some more than others and some desperately. Some schools do a great job. Others, perhaps a minority, are, frankly, not interested. This is why, to protect children and to enhance their education, we need a strong statement from the Government about the importance of PSHE. Schools have for many years delivered PSHE in many different ways. I am asking for all schools to be required to deliver it and ensure that they are doing so, however it is delivered.

We know that PSHE teaches children to think. Is that not what education is about? I know that UNICEF’s Rights Respecting Schools initiative has overwhelming evidence that school ethos can be improved by emphasis on relationships and behaviour. We know that children grow and change. Inputs should be made every year as they gain knowledge and experience, such as in English and maths. Pupils need to discuss these issues. They live in a complex world—life is very complex nowadays for children. The internet is wonderful but has its drawbacks, as we all know. Children need the skills to make informed decisions.

What I mean by statutory PSHE is two-fold. First, every school should have a policy and ethos that parents and pupils understand about what kind of relationships and behaviours will be promoted in that school. Secondly, every school should ensure that there is a programme, year on year, for every child in which they can learn, according to age, about drugs and alcohol, first aid, the importance of healthy food and exercise, sex and relationships, risky behaviour and so on. Parents, governors and inspectors would understand this.

Do the Government understand that for some children feeling safe in school and developing self-respect and confidence are precursors to being able to learn and achieve? Do the Government realise that certain health behaviours, such as obesity, are so risky that they will cost the country millions of pounds to deal with in the future? Such health behaviours can be prevented or mitigated, partly, in school.

I will briefly restate my case. First, statutory provision for PSHE does not mean a prescribed programme. Statutory means that every school is expected to deliver a clear statement on behaviour and ethos. Secondly, every school is expected to ensure that, year on year, pupils will be entitled to learn about what constitutes a healthy lifestyle. It is not really that complicated. There are examples of excellent practice. I am asking simply that all pupils in all schools should have the right to this programme of PSHE. Again, I thank noble Lords and look forward to the debate.