Academies Bill [HL]

Baroness Perry of Southwark Excerpts

Wednesday 7th July 2010 Lords Chamber

[Baroness Walmsley]

My Lords, I heartily agree with the vast majority of what has just been said by the noble Baronesses. The House knows my view that good quality teaching in PSHE should be the right of all children under the UN Convention on the Rights of the Child. The knowledge and skills covered by the phrase, "Personal, Social, Health and Economic Education", cover all the important things that prepare children for life beyond and within the school, whether they are future rocket scientists or future waste disposal operatives. They are all human beings and deserve our help and support to lead a happy and fulfilled life. That is what PSHE does. It goes far wider than just sex and relationship education, important though that is.

As the noble Baroness, Lady Massey, has mentioned, evidence has shown that schools which do PSHE well also benefit from improved behaviour and learning in other subjects. They are happier schools containing happier, safer and more confident children, which is what I want to see. My ambition within this coalition is to use my passion about this matter and the new influence that I hope I have among both my noble friends and my honourable friends to bring about a step change in the quality and quantity of this sort of learning for all children in all schools.

I am already working with the PSHE Association and others to produce a brief which I will submit to Ministers for the forthcoming curriculum review. It will go far beyond this amendment in two ways. First, it will cover all schools and not just academies. Secondly, it will contain many of the best elements, which, by the way, found support from all around the House, of the original version of Clauses 11 to 13 in the Children, Schools and Families Bill, which were so altered immediately prior to the general election.

That measure, which was deleted from the Bill, listed the areas of learning to be covered but, very importantly, also listed a set of principles that should underpin the teaching. These were, first, that the information taught should be accurate and balanced; secondly, that it should be taught in a way that is appropriate to the age of the pupils concerned and their religious and cultural background and reflect a reasonable range of religious, cultural and other perspectives; and thirdly, PSHE should be taught in a way that promotes equality, encourages acceptance of diversity and emphasises the importance of rights and responsibilities.

In complying with these principles, the school would by definition have to work closely with parents and communities, which is right and proper. These principles are fundamental to delivering the rights that I believe all children have and I know that the noble Baronesses, Lady Massey and Lady Gould, agree with me about that. I congratulate the former Labour Government on putting together something that is so right. I give credit also to those who have worked so hard outside this House, some since the 1960s, to obtain these rights for all children. I am a mere newcomer to this campaign.

However, if we have come so far, we need to get this matter right and I very much regret that I find the simple amendment in the name of the noble Baroness, Lady Massey, wanting in all respects about the principles that I have just listed. I realise why she has made it so simple, but this is not a simple matter. I believe that the earlier approach of the former Labour Government, following extensive consultation, was better. That is what I will seek from within the coalition to achieve for all children and that is why I cannot support this amendment, although I support the aim of the noble Baroness, Lady Massey.

I would ask her not to press this amendment, but to work with me to influence the coalition Government in their curriculum review. We would not be starting from scratch. We already have a very good model, but, in a matter as sensitive as this, we must take all parts of the community with us. This would give us an opportunity to do that.

[Baroness Perry of Southwark]

My Lords, I follow my noble friend Lady Walmsley with great warmth. What she has said is very dear to my heart and I agree with everything. There are very strong feelings about the content of any part of the curriculum. After all, the curriculum is the heritage of knowledge and skills that we pass on to each generation. Everyone has their own strong feelings about what that should be. PSHE arouses particularly strong feelings because it deals with so many of the very sensitive areas of our personal and social lives.

As has been abundantly clear in what my noble friend and the noble Baroness, Lady Massey, have said, PSHE is already widely established in our education system. It is taught in virtually every school and there is already a large cadre of several thousand teachers who have registered themselves as qualified to teach the subject. I commend the enormously good work being done by so many of those teachers in dealing with what are difficult issues, often with difficult pupils at often difficult stages of their lives. They make a huge success of this teaching.

I have two real objections to trying to follow the noble Baroness, Lady Massey, in making this a single curriculum requirement for academies. First, in recent years I have met many teachers dealing with PSHE in, as I have said, difficult classes. They fit what they teach across the areas and how they teach it—whether it be drugs, health, obesity, sex or personal relationships, ethical or civic issues and so on—to the particular class in their particular school with its own particular mix of young people. Schools vary enormously. Some have sophisticated children and others have children who are unsophisticated. Some have children who, by the age of 11, 12 or 13, have alas already engaged in the kind of personal relationships we would rather they were not engaged in, including sexual relationships. The teacher’s skill lies in fitting what they say and how they deal with these issues to their particular class. In my view, that is where PSHE should remain—with the school and the individual teacher deciding what and how it should be taught.

The second reason why I am astonished the noble Baroness has put her amendment in this way is because this would be the only required part of the curriculum and it would only apply to the academies. If this amendment were agreed, PSHE would be a curriculum requirement for academies but not for other schools, and it would be the only part of the academies curriculum that would be a requirement. To me, that is bizarre. People in this House and certainly, I am sure, in the wider world outside would argue just as strongly for other bits of the curriculum to be made mandatory. Surely an important aspect of academies is that they will be free of a national curriculum and able to tailor what they teach and how they teach it within a broad and balanced framework for their particular pupils.

I would ask the noble Baroness not to press her amendment, and if she does, I would ask the House not to support her.

[Lord Knight of Weymouth]

My Lords, I want to comment on this only briefly because much of what I wanted to say about the importance of personal, social, health and economic education has already been made clear by my noble friends Lady Massey and Lady Gould, as well as by the other contributors. But I would say gently to the noble Baroness, Lady Walmsley, that if we pass this amendment, all the proposals of the previous Government, with whom I was associated, can be implemented, certainly in academies. I would say to the noble Baroness, Lady Perry, that the consistency that she thinks there is in the quality of PSHE education is something I would question. The reason why I began the review of sexual and relationship education in our schools was as a result of the Youth Parliament carrying out a survey to which it received an unprecedented 20,000 responses. The vast majority said that the quality of sex and relationship education they received in school was inadequate.

I am not referring to the Clause 28 part of the funding agreement which says that there should be,

“sex and relationship education to ensure that children [of the academy] are protected from inappropriate teaching materials and they learn the nature of marriage and its importance for family life and for bringing up children”.

That may be a part of it, but it is an incredibly partial interpretation of the importance of sex and relationship education. If we are going to tackle early teenage pregnancy and sexually transmitted diseases, good and consistent PSHE in all our schools is crucial so that we can support parents and those children who are not getting that sort of education at home.

At the instigation of my right honourable friend Ed Balls, I co-chaired a review with the Youth Parliament and the principal of Newcastle College, which included representatives of all the faith groups in this country and health organisations, including sexual health organisations. Remarkably, we achieved a consensus about how we should go forward—which is a great tribute to the various representatives—in the most sensitive area of PSHE: sexual relationship education. I received a standing ovation in the middle of a speech—the only time it has happened to me—and people were crying when I announced that we would make it compulsory to have sexual relationship education in all schools. The people who teach the subject of association understand its vital importance and it was sad that it was lost in the wash-up prior to the election. I hope that we can make progress by passing the amendment today.

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[Baroness Perry of Southwark]

I, too, would like to pay very warm tribute to the importance of governing bodies. Exactly as the noble Baroness said, they have had more and more responsibilities thrust on them by legislation in the past 20 years or so. I am, however, nervous of any restriction as to the exact composition of a governing body—as to who should be on it, how many, what proportion, and so on. My experience is based not on the governing body of a school, but I was reflecting as I was listening to the argument that I had for many years the privilege of chairing the council of Roehampton University, previously the Roehampton Institute. We made a positive decision, and I think a democratic decision, that we would advertise the vacancies for governors. We were astonished by the wealth of interest from highly expert people from the community. Of course people will not offer to be on a governing body if they live 50 miles away, so it was very much a local thing. It was really inspiring to find people who popped up from the community of whom we would never have heard saying that they wanted to be interviewed for membership of the governing body.

Much as I agree with the noble Baroness on the importance of parents and governing bodies—I cannot speak too highly of every governing body with which I have been involved—I beg her not to press an amendment that would restrict the composition of governing bodies by dictating it in this way.

[Baroness Morgan of Huyton]

I agree strongly with the noble Baroness, Lady Perry, because my experience is exactly the same. Governing bodies are incredibly important and we all recognise the need for good training and for a wide range of people to be involved. However, as soon as we get into imposing restrictions and saying that we need this or that category of person, as we have done before, we often end up with people who do not want to do it at all. We need to get a range of people who are genuinely and totally committed to the school. In my experience the best governors have often been not the current parents but parents whose children have been through the school and who have decided to maintain their commitment to the school. They have a real feel of what the school has delivered for their children.

Speaking as a current governor I can say that the person who best embodies the community in the school in which I am involved is the local vicar. He does not have a label as anything but he is the most valuable community governor. As it happens it is not a Church of England school, but he absolutely represents the local community, particularly when there have been problems. The local community looks to him, although he would not necessarily fit into one of the categories. Restrictions are not a good route to go down and we should have learnt that from the past.