Sex and Relationship Education

Debate between David Simpson and Andrea Leadsom

Tuesday 25th October 2011 Westminster Hall

[Andrea Leadsom]

The hon. Lady makes another good point. That could certainly be one way of addressing the problem. However, I still advocate an easy and uniformly good way of dealing with the issue, which is to have some sort of classification of material from which all schools can benefit. As we know, some schools are more engaged with this issue than others. Some head teachers are more knowledgeable than others, and some governing bodies are more proactive than others. We need a level playing field, so that all schools have access to good advice without having to go out and seek the experts. Schools have said to me that access to experts is simply not there. When they talk to their county council about what to do on this subject, it often has no real advice for them, other than to point them in the direction of unlicensed material.

[David Simpson (Upper Bann) (DUP)]

I congratulate the hon. Lady on securing the debate. It is an excellent idea for outside bodies to come into primary and secondary schools. In Northern Ireland, we have an organisation called Love for Life, which is approved by the health service and the education board to go into schools to teach children about relationships. However, it does not go into primary schools to deal with the explicit details to which she has alluded. Bringing in an outside body is one way of doing it, as I am sure she will agree.

[Andrea Leadsom]

I agree that that has some merit and is worth consideration. Equally, there is a counter argument that for very young children in primary schools, it is a fundamental principle to have one teacher for almost every subject. When introducing such an enormous topic as sex and relationship education to very young children, there is a case for sticking with the teacher pupils know and are often very fond of. To bring in an outside expert, no matter how sensitive and well informed, could be counter-productive in primary schools.

What should we be talking about in schools? We are talking today about sex and relationship education. I agree completely that, when we deal with the issue of teenage pregnancies and sexually transmitted diseases, our schoolchildren have to be aware of those issues and how to prevent them. Sex education is vital. However, relationship education is equally, if not more, important, particularly at a young age. Nowhere in the material that I have seen has there been any emphasis on building relationships. We should be teaching children primarily about relationships. We should be teaching them about emotions and responsibility. Our children need to understand that as well as fun, happiness and contentment, sex and relationships can evoke other feelings, such as jealousy, sadness and guilt. Our children need to understand that sex is almost always better when you are in love, or when you are in a committed relationship. Unfortunately, a lot of what is being taught at the moment does not address those issues.

Finally, I want to consider who needs to have a say in what our children are being taught. I am concerned about the number of constituents who have said to me that they had no idea what was being taught to their children, and that when they found out they were horrified. I have three children. I allowed them to go to their RSE lessons and I have no idea what they were taught. I put my hand up to being a busy mum who was invited in one morning, on a work day, to watch what the children would be watching and who did not take the school up on the opportunity. The expectation that all parents have is that school knows best—it knows what it is doing, is best placed to do this, and that that is great as it gets me out of that extraordinarily awkward conversation.

Many parents have told me that they were completely horrified when they finally found out what their children were being taught. I believe that schools are acting with the best of honourable intentions, and I am not about to lay the blame at head teachers’ doors. Parents must share the responsibility, and there must, therefore, be better communication with them. They need proactively to know what their children are being taught on such a sensitive issue. Only parents can decide whether their child is ready to be taught about this subject. All of us who are parents and grandparents know that children mature at very different ages, and something that one seven-year-old finds funny and entertaining and is mature enough to deal with might not be appropriate for another.

Parents often simply trust schools and assume that they know best. That is no bad thing, but we must help schools to make the best decisions. Teachers and governors must make the decisions about whether material is appropriate, just as parents must be aware of what their children are being taught. We have the assumption that if parents are uncomfortable with the material they can opt out of SRE lessons for their children, but there should be the assumption that parents opt in, particularly for primary school children. Parents have to opt in to music lessons, school trips and even school lunches; no one assumes that they can take a child rock climbing or to a music concert without explicit consent.