Children and Social Work Bill [Lords]

Debate between Edward Timpson and Gerald Howarth

3rd reading: House of Commons & Legislative Grand Committee: House of Commons & Report stage: House of Commons
Tuesday 7th March 2017 Commons Chamber

[Edward Timpson]

The education will become a statutory part of the curriculum, so schools will have to provide it. The duty and the power that we are creating will enable schools to teach the new subjects in an age-appropriate way that is commensurate with their religious faith and will best suit their pupils in the setting in which they happen to be, but what my hon. Friend has said is absolutely correct.

[Sir Gerald Howarth (Aldershot) (Con)]

Will my hon. Friend give way?

[Edward Timpson]

I will, but I shall then impose a moratorium on any further interventions.

[Sir Gerald Howarth]

Who will decide what is age-appropriate, and where is there any reference in any of these provisions to the moral dimension of this very important issue?

[Edward Timpson]

The moral aspect is already covered by British values and the teaching of citizenship, and that is in no way curtailed by these provisions. As for the question of what is age appropriate, the concept already exists in the current system. I repeat that the Bill will be underpinned by regulations and statutory guidance, which will set out in more detail exactly how it will be translated into reality. That is a strong and consistent approach, which we think will strike the right balance between enabling children to develop the resilience and skills that they need and ensuring that that is done in an age-appropriate way.

We know that many schools are already teaching these subjects, and that some are doing so very well, but we believe that it is right for us to do all we can both to provide universal coverage for all pupils and to improve quality. Given the increasing concerns about child sexual abuse and exploitation, and the increased risks associated with growing up in a digital world, there is a particularly compelling case for action in relation to pupil safety. New clause 15 places a duty on the Secretary of State to make relationships education in primary schools and relationships and sex education in secondary schools statutory by means of regulations. We believe that that is the right approach because it will allow us time to engage with a wide range of interests and expertise. The outcome of that engagement will feed into the legislative process for making these subjects statutory, as well as the guidance that will help schools to deliver high-quality, inclusive relationships education and RSE.

New clause 16 creates a regulation-making power to enable the Secretary of State to make PSHE statutory. We are aware that the most pressing safeguarding concerns relate to relationships and RSE, but it is evident that wider concerns about child safety and wellbeing relate to the life skills that the subject can cover, such as an understanding of the risks of drugs and alcohol and the need to safeguard physical and mental health. We therefore believe that it is important that we are able to make PSHE, or elements of it, statutory as well, and have the time to consider carefully the fit between the content of relationships education and RSE and what might be included in the PSHE curriculum. The work to consider content will begin this spring, and we expect that it will result in draft regulations and guidance for consultation this autumn. Following consultation, regulations will be laid in the House, alongside final draft guidance, allowing for full and considered debate, and we expect that statutory guidance will be published in early 2018, once the regulations have been passed and at least one full year before the academic year 2019-20.

We do not think it is right to specify in primary legislation the exact content of the subjects, as this would be too prescriptive and would remove freedom from schools and run the risk of the legislation quickly becoming out of date as the world changes ever more quickly. The Department’s external engagement will determine subject content, working with a wide range of experts and interested parties. We will ensure through careful review and consultation that our work results in a clear understanding about the full set of knowledge and skills that relationships education, RSE and PSHE should provide.

Our proposed legislation is also clear that subject content will be age appropriate. We expect the new subject of relationships education for primary schools to focus on themes such as friendships, different types of family relationships, bullying, and respect for other people. We see this as vitally important in laying the foundations for RSE at secondary school.

Across relationships education and RSE, we expect to cover in an age-appropriate way how to recognise and build healthy relationships, and how they affect health and wellbeing and safety online. This can include dealing with strangers, respect, bullying and peer pressure, commitment and tolerance, and appropriate boundaries. I want to emphasise again to hon. Members that our priority will be to ensure that content is always age appropriate. In RSE at secondary school, content would also include sex and sexual health, all set firmly within the context of healthy relationships. In relation to online issues, internet safety is a cross-Government agenda, so these plans are closely aligned to the internet safety Green Paper due later this year.

In addition to relationships education and RSE, we acknowledge that pupils need to access other key knowledge and skills for adult life, and those are generally covered in PSHE. For PSHE, we want to take the time to consult widely, as I said, on what the subject content could best look like, respecting what our engagement process determines as the right content for relationships education and RSE. We will be looking at what might be needed under the broad pillars of healthy bodies and lifestyles, healthy minds, economic wellbeing, and making a positive contribution to society. We would expect this to include issues such as keeping safe, puberty, drugs and alcohol education, mental health and resilience, and careers education.

Schools will, of course, continue to teach in accordance with the Equality Act 2010 and the public sector equality duty. This means that schools can consider how best to teach subject content taking into account the age and religious backgrounds of their pupils and any other relevant factors, but not whether to teach the content.

Strengthening Couple Relationships

Debate between Edward Timpson and Gerald Howarth

Tuesday 14th January 2014 Westminster Hall

[Mr Timpson]

As the Minister with responsibility for children and families, I have sympathy with the need to raise the issue across Government and to ensure that all Departments play an active role in establishing what works and delivering it, but as my hon. Friend will acknowledge, I am not in a position to start appointing new Ministers or Departments. Forums are available to bring the topic together across Government; in particular, the social justice committee, which is chaired by the Secretary of State for Work and Pensions, has a strong interest in the subject and is well placed to hold such cross-government discussions.

We are doing a significant amount to support families but we must recognise that, sadly, parents separate. When that happens, it can be a difficult time in which families need support on a range of issues. That is why we are improving the information, advice and support available to separated parents outside the court system to help them focus on their children’s needs and to agree workable arrangements for post-separation parenting. As my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) rightly said, the Children and Families Bill, which is currently in the other place, includes provision to highlight the importance of a child having a relationship with both parents following family breakdown, provided that to do so is safe and in the child’s best interests. The welfare of the individual child must be the court’s paramount consideration, but, subject to that, the parental involvement clause requires courts to presume that the child’s welfare is furthered by the involvement of each parent who can be safely involved. By making clear the basis on which the court makes those decisions, that provision is intended to encourage parents to reach agreement themselves about their child’s care without recourse to the court.

[Sir Gerald Howarth]

Before my hon. Friend the Minister sits down, may I thank him for the serious attention that he is paying to the issue? We hope that we can support him in raising it up the Government’s agenda. Before we conclude, may I also thank you, Mr Streeter, for all that you have done in this field?

[Mr Timpson]

It is remiss of me not to have directed similar praise to you, Mr Streeter, and I concur with the words that have just come in your direction.

The Government have commissioned two key pieces of work that will inform future policy makers and commissioners, because problems often start with poor commissioning decisions. That will help in areas such as Mid Derbyshire that want to move away from short-term, spot-purchasing solutions towards something more sustainable. Those two key pieces of work are an independent evaluation of relationship support interventions and a cross-government review of the family stability indicator of the social justice strategy.

Although significant evidence points to the importance of the quality of adult couple relationships to child outcomes, we know from various reviews of literature that there is limited evidence from within the UK about which relationship support practice has the most positive impact on adult and child outcomes. My Department has consequently commissioned research to test the effectiveness of several relationship support interventions, some of which we have already heard about—“Let’s Stick Together”, which my hon. Friends the Members for Congleton and for South West Bedfordshire have mentioned, as well as marriage preparation and couple counselling—to evaluate whether they are as effective as we would like. That report is due at the end of the month.