Relationships Education: LGBT Content

Debate between Damian Hinds and Sarah Champion

Monday 18th March 2024 Westminster Hall

[Damian Hinds]

It has, and later in my remarks I will come on to this very matter. As I was saying, the statutory guidance is clear that it is for schools to decide the point in their pupils’ education at which it is appropriate to cover matters related to LGBT.

[Sarah Champion]

I thank the Minister for his speech, and for all the work that he has done in this area. However, there is something that I have found increasingly frustrating. All schools were meant to have the necessary training by September 2021. I think that what we are hearing today are concerns that some teachers are not equipped, so they may be drawing on their personal experiences. Without giving every teacher the training, the Minister is leaving them somewhat exposed.

[Damian Hinds]

I recognise that there are questions around training. In truth, it is also the case that we cannot just say, “If only there was more training then none of these issues would arise.” That is just not the case. It is something that one looks at, and I recognise the issue, and the related issues around materials and their quality. I will touch on both of those later.

The RHSE statutory guidance is clear that it is for schools to decide the point in their pupils’ education at which it is appropriate to cover matters related to LGBT. That means that primary schools have discretion over whether to discuss sexual orientation or families that have same-sex parents. Earlier, the hon. Member for Rotherham outlined what the statutory guidance says. When we talk about LGBT in primary schools it is in the context of relationships and, in particular, families. The statutory guidance says:

“Families of many forms provide a nurturing environment for children. (Families can include for example, single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures.)”

There is no statutory content on LGBT in the primary curriculum tables.

Similarly, it is for primary schools to decide whether to teach any sex education. The RHSE guidance does not provide a definition of what relationships and sex education should include, but it is clear that it should be

“tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes that adolescence brings”.

Primary schools that do teach sex education must set out the details of what they will teach in their relationships and sex education policy, on which they must consult in advance with parents.

Secondary schools should provide an equal opportunity to explore the features of stable and healthy same-sex relationships, and ensure the content is integrated throughout the relationships and sex education curriculum. We trust our teachers to deliver this content in a suitable and age-appropriate way, respecting the beliefs and values of all pupils in the school. Our guidance says that schools are free to determine how they cover LGBT-related contented, and

“we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.”

The majority of teachers do that well, and adapt to the circumstances of their pupils.

Some people may feel that covering LGBT matters contradicts tenets of their faith. I am conscious that religious faith is itself a protected characteristic. However, schools with a religious character can teach the distinctive faith perspective on relationships, and pupils should be able to have a balanced debate about issues that are contentious. A good understanding of pupils’ faith backgrounds and positive relationships between the school and local faith communities help to create a constructive context for the teaching of those subjects. Religions teach tolerance and respect, and those subjects are designed to help children from all backgrounds and faiths build positive and safe relationships.

We worked closely with the Catholic Education Service, the Church of England, the Board of Deputies of British Jews, and the Association of Muslim Schools on the support for implementing the curriculum. I know that some of those organisations develop their own materials that align the new curriculum with their faith prospectus. There is no reason why teaching children about the society that we live in, and the different types of loving, healthy relationships that exist, cannot be done in a way that respects everyone.

I also know that some parents are frustrated that they cannot withdraw their children from relationships education, as opposed to sex education; that came up earlier in a contribution from my hon. Friend the Member for Don Valley. They believe that the boundaries can be blurred with sex education, from which there is a right for a child to be withdrawn, and I recognise those sensitivities.

I also recognise that parents are the first educators of their children and may want to withdraw their child from lessons so that they can first discuss some topics with them outside school. All pupils should be taught about caring friendships and respectful relationships, and they need to understand how to keep themselves and others safe and what to do when they feel unsafe. It is important that parents know what their child will be taught in advance of it being delivered in the classroom, which is why there is a requirement on schools to publish their relationships, or relationships and sex, education policy. Schools must consult parents as they develop and renew that policy.

There has been concern, which has come up again today, over the materials that some organisations have prepared to teach relationships and sex education in schools. It is for schools to make decisions about what materials to use, and it is their responsibility to ensure that what is taught is safe and age-appropriate. For clarity, it is worth reiterating that it has long been the case in our school system that schools decide what materials they use for everything. We do not have a top-down system where some mandarin decides, “This is the textbook for such and such a subject,” and everybody learns from that. There has always been diversity, which sometimes creates challenges, but having it is a strength of our system. However, parents must have confidence that what is taught is safe and age-appropriate. We believe that transparency is the best—indeed, the only—way to be absolutely sure of that, so it is essential that parents know what is being taught in the classroom and what resources are being used.

My hon. Friend the Member for Carshalton and Wallington was absolutely correct when he said that those requirements are already set out and clear. However, following concerns about things such as barriers because of copyrights, the Secretary of State has now written—twice—to all schools to remind them of the responsibility to make available materials, including relationships education materials, where parents want to see them, and that copyright law does not prevent them from doing that. We will ensure that the content of those letters is reflected in the revised RSHE statutory guidance when it comes out.