Statutory Sex and Relationships Education

Debate between Dan Poulter and Diana Johnson

Tuesday 31st January 2017 Westminster Hall

[Diana Johnson]

Of course, some schools do that very well, but I want to ensure that all schools—whether academies, free schools or primary schools—provide that level of education to equip our children and young people for what life will throw at them. We need to strengthen provision. That is my issue.

[Dr Daniel Poulter (Central Suffolk and North Ipswich) (Con)]

I congratulate the hon. Lady on securing this important debate and raising these issues. In respect of the previous intervention, it is not inconsistent with anything that she has outlined in her remarks to teach all young people about sex and relationships. Whether people are having sexual intercourse in a marriage or outside marriage, they need to know about how to interact properly in a relationship, with all that that might entail. That is a valuable point; it does not contradict previous legislation.

[Diana Johnson]

I accept that. It does not contradict it; it builds on it. That is where I want things to go. All the evidence shows that when taught properly, age-appropriate sex and relationship education and PSHE work. Research by UNESCO highlights that it can, importantly, delay sexual activity and increase the likelihood of contraceptive use. It is a vital tool in the fight to address unacceptable attitudes to women, combat child abuse and tackle homophobia.

I was describing what happened in 2010, just before the general election. Unfortunately, the Conservative party, faced with all the evidence, decided that it was not willing to support the clauses to introduce PSHE into the Children, Schools and Families Act 2010, so it was passed without those vital clauses. The argument used with me at that time by Conservative MPs was that the issue was one on which families, not schools, should take the lead. At the time, it often struck me that although of course families play a huge part in equipping young people for growing up and what happens in life, they often do not feel able to talk about such sensitive issues and want professionals to help. I also thought at the time that the children and young people who are most in need of relationship and sex education are, sadly, often from families where there might be domestic abuse or poor communication. They are the very children whom we want to ensure can access good-quality PSHE and SRE.

In the seven years since, more and more MPs from both sides of the House have fought to make the Government see sense. We keep being told that it is being considered—“There’s a review. We’re having a look at it. We agree things need to be improved”—but there is no action. Over the same period of seven years, the obligations on schools have only become weaker. As more and more schools become academies and more free schools open that do not have to follow the national curriculum, the proportion of schools required to teach SRE has decreased; now only 40% of schools need to do so.

I called this debate because now, more than ever, the Government need to revisit the issue. The Children and Social Work Bill, which is about to enter Report stage in the Commons, now offers them the opportunity finally to amend the law to bring about the changes that should have been incorporated into law in 2010. I hope that the Minister will be able to tell us today that the Government will accept the amendment tabled by my hon. Friend the Member for Walthamstow (Stella Creasy).

It is an understatement to say that since 2010, the arguments for improving sex and relationships education have only become stronger. When Labour tried to change the law seven years ago, we already knew that the case for doing so was overwhelming, but none of us predicted the shocking revelations that have emerged since, making the case even more overwhelming.

I am talking about things such as the revelations after the death of Jimmy Savile and Operation Yewtree. We have learned the scale of the exploitation of children and young people that has taken place over many years. Professor Alexis Jay estimates that in Rotherham alone, 1,400 children were abused in the sixteen years to 2013. Her report highlighted that in the minds of many children and young people, SRE in their schools was taught to an extremely poor standard and left them ill-equipped to understand that they were being groomed. We simply do not know the full scale of abuse across the rest of the country. It is thought that at any one time, approximately 5,000 young people are being sexually exploited. Online exploitation is now the fastest growing area of concern.

We also know even more than we did before about the shocking views that many hold about consent in relationships and women in general. A Fawcett Society survey released on 20 January asked:

“If a woman goes out late at night wearing a short skirt, gets drunk and is then the victim of a sexual assault, is she totally or partly to blame?”

Four in 10 men and a similar proportion of women said that she was. On the same day that that survey was released, the world bore witness to the inauguration of President Donald Trump, a man who has boasted of harassing women and who stands accused of abusing numerous female contestants on the American “The Apprentice”.

Half of all female students say that they are sexually harassed every single time they go out to a nightclub, half of all women in the workplace say that they have been harassed and one quarter of the female population has experienced domestic abuse, many on more than one occasion. By the time they start secondary school, the majority of children will already have been exposed to online pornography, often of the most violent nature. Eight in 10 teenagers get most of their teaching on sex and relationships from unreliable sources outside school.

It is no wonder that since Labour first recommended changing the law in 2010, even more organisations have joined the call for a change in the law. The Select Committees on Education and on Women and Equalities have also recommended changes, as has the Association of Police and Crime Commissioners. Our education system should be at the forefront of efforts to tackle those problems. I am the first to acknowledge that it is not the whole solution, but it has a big part to play and, sadly, we simply are not doing enough. A vacuum is being left that is being filled with unacceptable messages to our young people.

Psychoactive Substances Bill [Lords]

Debate between Dan Poulter and Diana Johnson

Wednesday 20th January 2016 Commons Chamber

[Dr Poulter]

My right hon. Friend speaks wisely. On that subject, looking at the scheduling, steroids come under schedule 4 to the misuse of drugs regulations. They are often a drug misused by body builders and other athletes whereas, in the example I just gave, diamorphine, or heroin, is a schedule 2 drug. There is now a clear and compelling case, because of the growing medical evidence and the barriers to research, to consider the scheduling of cannabis. More broadly, before we even get to that point, I know that there is more we can do to make it easier to research the links between cannabis and mental health and to support that very important research so that, hopefully, we can move towards a better position through this Bill, not just in protecting the public from psychoactive substances but in improving the care of a number of the most vulnerable patients looked after by our health service.

I intend the amendment as a probing amendment and do not wish to press it to a vote, but I look forward to hearing my right hon. Friend the Minister’s response.

[Diana Johnson]

I rise in support of new clause 1 and amendment 4. I start by congratulating my hon. Friend the Member for West Ham (Lyn Brown), who sits on the Front Bench, on the excellent way she set out why new clause 1 and amendment 4 need to be incorporated in the Bill.

It has been six years since we seriously started to discuss in Parliament why personal, social, health and economic education should be made compulsory. I greatly regret that we did not manage to do it when we were in power. At the very end of the 2010 Labour Government, PSHE was going to be made a statutory part of the national curriculum. There was a very good case made for that, based on building life skills, confidence and resilience in young people, which we all accept needs to happen. To me, the challenges that young people face in the modern world include how to deal with drugs and these new psychoactive substances. It was a great regret that in the wash-up, during those final months leading up to the 2010 election, we were not able to secure the support of the Conservatives to get that change to the law.

The UK Drug Policy Commission spent six years researching what our drugs policies should be, and found that the best drugs education is delivered in an evidence-based life skills programme. That is why making PSHE compulsory is important. Why does it need to be statutory? The Select Committee on Education, in its report last year, said:

“There is a lack of clarity on the status of the subject. This must change, and we accept the argument that statutory status is needed for PSHE”.

We know that it varies all around the country. In some schools, it is taught very well, but in many schools it is not taught well at all, and that is because it is not statutory. It is not measured and we know that headteachers will always have an eye on ensuring that their schools and pupils do best in what is measured. That is the compelling argument for me: we should ensure that we have a level playing field across all schools, so we have to provide statutory PSHE. Another important reason to make it statutory is that schools have to ensure that teachers are properly trained. One of the big problems with how PSHE is delivered in this country is that the teacher with a little more time in their timetable—perhaps the PE teacher—takes responsibility, not a teacher with the level and depth of training required to teach the subject properly.

We know, as my hon. Friend said from the Front Bench, that many students say that they have only one hour of drugs education in school. At the moment we are relying on good will, charities and other organisations to provide information to our young people. I think that that is wrong. However, I want to pay tribute to the Angelus Foundation for the work it has done. It was set up in very sad circumstances by Maryon Stewart, who lost her daughter, Hester, who took GBL without knowing what it was and sadly died. Maryon has fought hard for this legislation to be put on the statute book, but I am sure she would be the first to say that we need to ensure that our young people are educated. It is not just about changing the law, but about making sure that young people make good decisions for themselves.

I also want to refer to an organisation in my constituency called REAL— Recovery Enabling Abstinent Lifestyle—run by Mike Tong and Su Baker, who are also trying to get information out to young people in Hull to explain about legal highs. We have already debated how we should describe legal highs, and I think it right to refer to them as new psychoactive substances, rather than legal highs. Those provisions all rely on good will and charity, which is why it is vital that the amendments are accepted today.

Before the Minister responds, I wish to mention the FRANK campaign—I think my hon. Friend the Member for West Ham also mentioned that. “Talk to Frank” is not good enough, and if the Government are serious about ensuring that young people have information to make good choices in their lives, FRANK is not the delivery mechanism for that.

We know that young people have called for PSHE to be made statutory, and the Youth Parliament supported and ran with that campaign a few years ago. Parents support PSHE and want it brought into schools, as does the cross-party Education Committee. We need to equip our young people with life skills to make good decisions, and to equip the police with the powers that they need to enforce the law against those who exploit, harm and damage people, particularly young people. The Minister is a sensible man who often relies on his good common sense, and I hope he will think hard about whether rejecting these amendments is in the long-term interests of this country and the young people whom we in this House wish to ensure are protected and able to make good and healthy decisions about their lives.

Oral Answers to Questions

Debate between Dan Poulter and Diana Johnson

Tuesday 24th February 2015 Commons Chamber

[Mr Speaker]

Ms Johnson, do you have a similar question?

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

21. Yes, Mr Speaker; I am grateful. I want to ask about the number of nurses who have been made redundant. Lots of hospitals in my area are now recruiting from Spain, and I wonder whether an assessment has been made of the cost to the NHS of using nurses from abroad after making other nurses redundant.

[Dr Poulter]

Our NHS has always benefited from overseas staff bringing their skills and coming to work here, and we can all welcome that as long as they have a good standard of spoken English, which is something that we are putting right through the legislation that we are introducing. As I outlined earlier, there are now around 7,500 more nurses, midwives and health visitors working in the NHS than there were under the previous Government.

Autism: Diagnosis of Children, Hull

Debate between Dan Poulter and Diana Johnson

Monday 5th January 2015 Commons Chamber

[The Parliamentary Under-Secretary of State for Health (Dr Daniel Poulter)]

I congratulate the hon. Member for Kingston upon Hull North (Diana Johnson) on securing this debate on what is an important issue for her constituents and for many families, both in Hull and across the country. She made a strong advocacy for the needs of Thomas and many of her other constituents, and discussed some of the challenges locally as well as the flooding of facilities in Walker street, which has affected services. I think she would agree that the situation that has developed locally over time is unacceptable. I hope I will be able to reassure her that improvements in access to services are taking place and that improvements have been made over the past 18 months or so.

The National Autistic Society estimates that there are about 700,000 people in the UK with autism. We know that the right support from an early age, as the right hon. Member for Kingston upon Hull West and Hessle (Alan Johnson) said, can make a huge difference to the quality of life for children and adults with autism and for their families.

Before I address some of the specifics of the local issues in Hull, I think it is worth talking about some of changes this Government have made to improve lifelong support for people with special educational needs such as autism. I hope that will address the questions the hon. Member for Kingston upon Hull North asked in her closing remarks about improving services for people in Hull with autism.

The Children and Families Act 2014 introduced, from September, new joint arrangements for assessing, planning and commissioning services for children and young people with special educational needs and disabilities. In the past, many children and their families have encountered a disconnected and fragmented system. Families, particularly those with a child with complex needs, have often faced a battle to secure all the necessary support services, finding themselves repeating the same story over and over again to different providers who are not integrated or working together properly.

The new framework will change that. It is designed greatly to improve integrated working across health, education and social care, and to deliver improved outcomes for children and their families. CCGs and local authorities will work together to agree a local package of support services for children with special educational needs and to develop personalised education, health and care plans for each child who needs one, focusing on the outcomes that will make a real difference to the individual child and their family and friends.

Each child, and each young person up to the age of 25, who needs an individual education, health and care plan will have one tailored to their individual needs, including their options for future employment and independent living. Involving the child and the family at every stage of the process is, of course, essential. The plan must be developed in collaboration with the child and the family, and should cover the range of services that the child will receive and the specific outcomes each service will deliver. The plans will also have a section for the child and the family to talk about themselves, their wishes and their aspirations, to set the context for the assessment of need. I am confident that this new approach will be a powerful tool to better join up and integrate services across the local NHS, education services and local authorities for the benefit of both children and adults with autism.

On the specific issue of waiting times for diagnosis in Hull, we know that children with autism can benefit from receiving specialist services as early as possible. The hon. Lady made that important point. The new education, health and care plans will help to ensure that children receive all the support they need, but a diagnosis is of course crucial in identifying from which services a child might benefit.

Hull CCG has committed to commissioning services with the aim of providing autism assessments and diagnoses within 20 weeks of referral, as the hon. Lady said. The CCG acknowledges that it is currently far from meeting that target. I agree with her that the situation at the moment is unacceptable. The current longest wait is almost 64 weeks, which is not appropriate or good for families. It is not right that anyone should have to wait that long, and it adds stress to what is often already a difficult time for families and children.

It is vital to recognise that NICE has guidelines on the importance of early and timely access to autism services for a diagnosis, but we must also accept that when the CCG took over commissioning from the primary care trust in April 2013, it inherited an even worse position than the one we have now. The hon. Lady was disparaging about CCGs, but I hope that will give her some reassurance that the clinical leadership of the CCG—together with the changes put in place as a result of the local education, health and care plans—are improving the quality of services.

Although only 52 children were waiting when the PCT transferred its responsibility to the CCG in April 2013, the longest wait at that point was 129 weeks, which is two and a half years. Hull CCG is working hard to address the issue of long waiting times for the assessments, and it has made substantial progress. The longest wait is now less than half the figure of 129 weeks. That reduction has been achieved while demand for autism services has been rising rapidly. The number of children requiring an assessment has increased sixfold, from 52 in April 2013 to 299 in December 2014. However, the long wait for services has halved, so some progress has been made.

Like many areas across the country, Hull has seen a large increase in the number of children referred for autism assessments and diagnoses. If the growth in the number of referrals means that more children with autism are receiving a diagnosis and therefore access to the services that they need to succeed in life, then the trend is obviously positive. However, it does of course put pressure on the multidisciplinary teams working to provide the assessments needed for autism diagnoses.

The hon. Lady drew attention to the fact that, in accordance with NICE clinical guidelines, Hull CCG commissioned an autism team made up of staff from a range of specialties and working for various providers. In response to the increase in demand for assessments, the CCG has been working with local providers to recruit additional staff to the autism team. However, it has found that recruiting to some specialties in the Hull area, particularly speech and language therapy, has been a challenge.

The CCG is continuing to work with local health and care providers. I had a conversation with the CCG area team earlier today, and I was reassured that it is now looking with greater vigour to recruit more permanent staff where there are challenges. In the meantime, there is an agreement with current staff for them to put in additional hours to support better access to services. That is only part of a short-term solution, however; the long-term one has to be to recruit more staff, particularly in vital services such as speech and language therapy. I was encouraged to learn, during my conversation earlier today, that greater emphasis will be put on long-term recruitment in the Hull area.

The CCG has also improved working practices in the autism team, which has freed up time to allow more assessments to take place. However, it is important to remember that, as the hon. Lady mentioned, Hull CCG lost an important clinical space when the Walker street children’s centre, a critical area for the service, was flooded during a tidal surge in December 2013. The centre allowed complex, multi-therapist diagnoses to be made, and its loss has had serious repercussions for the local service, which is not good for the delivery of timely access to diagnostic and other care services for people with autism. However, the CCG plans to reopen the centre early this year, which will go some way to reducing the waiting times for assessment. I hope that that reassures the hon. Lady and her constituents.

In the meantime, while the local NHS continues to work towards its commissioned target of a 20-week waiting time for autism assessments and diagnoses, it is also working to assist parents who are facing the current long waits for such assessments. The CCG is ensuring that while families are on the waiting list, they are able to contact the autism team. That enables them to access appropriate information and support services pending a formal diagnosis, which I believe is available from both voluntary and private providers in the area. That does not, of course, make the long wait for assessment and diagnostic services acceptable, but it means that families are not left completely unsupported and alone at what can be a difficult time.

[Diana Johnson]

I am listening carefully to the Minister and I am grateful that the CCG has been willing to brief him in a way that it was not willing to brief the local Member of Parliament. Does he find it acceptable that families are being told there is a 20-week wait for a diagnosis when clearly that is not the case? The wait is much longer, yet parents and families are still being given that false information.

[Dr Poulter]

I agree that the current situation is not acceptable, but the CCG inherited a much worse position from the primary care trust, and it has made progress in addressing the needs of those who have been waiting the longest. As I described earlier, in April 2013 when the CCG came into existence, the longest wait was 129 weeks. In October 2014 that had fallen to 81 weeks, and by December 2014 to 63 weeks. Progress is being made to deal with those unacceptably long waits, but ensuring that all families receive timely access to services must be the next priority. I am sure that the reopening of the Walker street service will be helpful in that respect, and that the hon. Lady will hold the CCG to account and bring the matter back to the House if it does not deliver improved services in the near future. Progress has been made in dealing with those long waits, but there is a much greater need to ensure that all patients receive timely access to a service. While a 20-week waiting time is a strong move in the right direction, in future patients should expect the service to move towards NICE guidelines.

Let me talk briefly about the broader issues that were raised in some of the interventions, such as training for staff. It is important that all NHS staff have a greater awareness of autism. The mandate for Health Education England was set by the Government and includes a requirement to develop a bespoke training course to allow GPs, who are often the first point of contact for many families, to develop a specialist interest in the care of young people with long-term conditions—including autism—by September 2015. Hon. Members may also have seen this week’s announcement by the Royal College of General Practitioners, which has launched a training programme for its members to improve the diagnosis of autism and support. I welcome that because when primary care is the initial point of contact for so many families, it is important that general practitioners have greater awareness and training in the challenges facing families with autism, and in how to recognise a child that may have autism.

The Government have provided grant funding to the Royal College of Paediatrics and Child Health to lead a consortium of voluntary sector partners and medical bodies to develop an extensive programme of resources—Disability Matters—to be launched in early 2015. It is designed not only for health professionals but for the wider work force that engages with children, and will help to raise understanding in the NHS about how to support families and young people with disabilities, including autism. Importantly, the more we do to educate not just the health work force but those who work with children with autism more generally, the more we will encourage early access to the support that those children and families need.

I commend the hon. Lady for her important and well-made case on behalf of her constituents with autism, and for raising an important matter about what has been unacceptably poor access to autism services in Hull for a number of years. I hope she is reassured that the CCG is beginning to make some progress, and I know that she and the right hon. Member for Kingston upon Hull West and Hessle, who is sitting next to her, will do all they can to hold the CCG to account. I know they will not hesitate to bring this matter back to the House if improvements are not made in the months ahead.

Question put and agreed to.