Statutory PHSE Education

Emma Lewell-Buck Excerpts

Tuesday 6th February 2018 Westminster Hall

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Robertson. I thank my hon. Friend the Member for Erith and Thamesmead (Teresa Pearce) not only for eloquently introducing this debate but for all her tireless work in trying to legislate for compulsory emergency first aid education. I also thank all right hon. and hon. Members who have made valuable contributions to this debate, not just today but for a number of years—long before I became involved.

Despite being late to the debate, I was proud to lead the push from the Opposition Front Bench with my hon. Friend the Member for Rotherham (Sarah Champion) for the Children and Social Work Act 2017 to include statutory personal health, social and economic education, including relationship and sex education. From debates in Committee and on Report, we ended up with a broad cross-party consensus—something that is rarely seen in the House, although it is reflected in this Chamber. It was also reflected in the proposals of the then Secretary of State for Education, the right hon. Member for Putney (Justine Greening), to make elements of PSHE mandatory in all schools and to make the new subjects—relationships education and relationships and sex education—mandatory at primary and secondary level respectively.

Hon. Members’ wide-ranging contributions are testament to the breadth and scope of PSHE. They will be pleased to know that I will not focus on or rehash the pertinent points already made in this debate. As we all know, the Department’s consultation is due to close on 12 February. The intention is to teach the new sex and relationships education curriculum from September 2019, but no date has been given for the roll-out of statutory PSHE, nor has any commitment been given that PSHE will include SRE.

As hon. Members have highlighted, the introduction of statutory PSHE is backed by a plethora of organisations. When it is taught well, children enjoy the lessons and it is effective in helping them to lead healthier lives, both mentally and physically. It builds resilience and gives them a better understanding of the world around them. It helps them to develop empathy skills, work with others, communicate, think critically, cope with setbacks and keep themselves and others safe, as my hon. Friend the Member for Birmingham, Edgbaston (Preet Kaur Gill) outlined.

The Government’s commitments were made under a different Secretary of State. The new Secretary of State was chair of the all-party group on social mobility when it published a report that challenged the Government to recognise in their educational policy that

“social/emotional ‘skills’ underpin academic and other success—and can be taught”.

Is he willing to rise to his own challenge, or has his thinking changed?

Will the Minister advise us whether the Department has any dates at all in mind for implementing regulations for the roll-out of statutory PSHE? I understand that he may find that difficult, because for PSHE to be taught effectively, the Government must address the hash they have made of our education system more widely. Giving teachers and schools more to do when they are struggling with depleted budgets, ongoing recruitment and retention will not necessarily yield the right results.

Just last week, we found out that Ministers had missed their own teacher recruitment targets for five years in a row. There are 10,000 fewer secondary school teachers than needed, and nearly 35,000 teachers left the profession in 2016. Last year, 500 headteachers wrote to the Prime Minister to ask her to reverse £3 billion of cuts. Local schools are sending begging letters to parents for essentials such as paper and glue. Schools are facing cuts for the first time in 20 years. If the Minister is going to tell us—I hope he is—that the Government remain committed to statutory PSHE, will he also tell us how they intend to fix the education system that they have broken, to equip it for any statutory roll-out of SRE or PSHE?

Teachers tell me that PSHE is seen as an add-on, typically taught for an hour every fortnight by someone whose job it is not, or by an outside agency brought in to tick the box. What they tell me is backed up by evidence from the Department for Education’s own data, which shows that time spent teaching PSHE fell by 32% between 2011 and 2015. They also tell me that what statutory SRE and PSHE need is specialist teachers, that it needs to be part of the overall teacher training programme, and that any qualified teachers whose role will include teaching it need to be appropriately equipped and resourced—a view shared by the National Education Union. Will the Minister tell us what budget the Department has set aside for that?

If you will permit me, Mr Robertson, I would like to use my final few minutes to speak about what I see as absolutely the most valuable part of PSHE: sex and relationships education. I echo the powerful points made by my hon. Friend the Member for Rotherham about the subject. From my former career as a child protection social worker, the details are etched on my brain—I wish they were not—of every single child I ever worked with who suffered sexual abuse. I remember working with children who had been abused and teaching them about their personal areas—the areas that no one has a right to touch. I taught them what to do if someone did—if it happened at home or at school, if the perpetrator was an adult or if they were harmed by another child. Not a single child I worked with had ever been taught that in school or by their parents. Many of the dedicated teachers I met along the way asked me for my materials so that they could replicate that learning in their classrooms.

Time and again I have heard the argument made that it should be up to parents to take responsibility for teaching their children issues covered in SRE and PSHE, but the fact is that not all parents and carers feel able to. My hon. Friend the Member for Nottingham North (Alex Norris), whose musical tastes we now know a little more about, pointed out that parents and carers cannot be with their children 24/7. As in all school subjects, the best results are achieved by parents and school working together, where what is taught at school is reciprocated at home and vice versa—a point made by my hon. Friends the Members for Erith and Thamesmead, and for Rotherham.

I have been out of child protection practice for four years now, but things have certainly not changed. A recent Sex Education Forum survey found that 50% of young people were not taught at primary school how to get help if they experienced unwanted touching or sexual abuse. I am not saying for one second that child sexual abuse would be eradicated if such teaching were introduced, but I am sure that some of the children I worked with might have been able to tell someone sooner, stopping the abuse from being repeated. The teenagers I worked with might have been able to spot the signs of grooming or the fact that one of their friends was at risk.

I know acutely the heartache and scars that sexual abuse can leave. Even if introducing PSHE with SRE stops that from happening to just one child, it will be totally worth it. That is the reality of our debate, above anything else. We need this provision now, not in 2019 or at some other date, and not rolled out piecemeal. Viewing the matter in that context should make the new Secretary of State treat the failure to provide statutory PSHE, including SRE, with the urgency that it deserves. I sincerely hope that the Minister will answer all my questions and those of other hon. Members, and that he will confirm that the Government are ready to show some leadership in developing this long-awaited and vital part of our children’s curriculum.

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Robertson. I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce) on securing this debate and on her powerful speech.

The teaching of high-quality personal, social, health and economic education is a very important issue, and I welcome the opportunity to set out the Government’s position on it. We believe that the education system must prepare all pupils for life in modern Britain. Schools have a key role to play in developing rounded young people who can navigate the challenges of the modern world with confidence. They should teach pupils a foundation of knowledge to use and apply in a variety of contexts, allowing them to thrive and develop and preparing them to become fully engaged citizens and contributors to society.

The context of this debate is that standards in our primary and secondary schools are rising. Some 1.9 million more pupils are in good or outstanding schools today than in 2010. The attainment gap between children from poorer and wealthier backgrounds has closed by 10% since 2011. The proportion of pupils taking at least two science GCSEs has risen from 63% in 2010 to 91%. Children’s reading is improving. I agree with one point made by the hon. Member for North Ayrshire and Arran (Patricia Gibson): reading literature introduces children to a range of emotional and life experiences.

We also know that high-quality PSHE and age-appropriate relationships and sex education are important in contributing to keeping pupils safe and healthy. Technological advances have brought great opportunities, but young people today also face unprecedented pressures as they navigate the digital world. Effectively planned PSHE programmes can provide young people with the necessary knowledge to manage risk and build understanding of dangers such as drug and alcohol misuse and cyber-bullying, as well as supporting them to enhance their own wellbeing. Schools are encouraged to deliver PSHE as an integral part of their duty to provide a broad and balanced curriculum. Many schools already use their curriculum and school day to support pupil wellbeing, for example through their PSHE curriculum and through a range of extracurricular activities.

We know that these subjects are important, but they also need improving, which is why we have committed to a programme of reform. The Children and Social Work Act 2017 requires the Secretary of State for Education to place a statutory duty on all primary schools to teach relationships education and on all secondary schools to teach relationships and sex education, or RSE. The Act also gave the Government the power to make PSHE a compulsory subject to be taught in all state-funded schools, subject to further careful consideration.

As part of our reforms, in March 2017 we set out in our policy statement key areas that we anticipate that relationships education, and relationships and sex education will focus on, for example, teaching pupils about different types of relationships, and about unhealthy and healthy relationships, both on and offline. That is likely to include consideration of issues such as boundaries, appropriate behaviour, consent and respect for others, which were powerfully raised by the hon. Member for Rotherham (Sarah Champion). She is right about protecting young children, and I agree that relationships education at primary school should equip pupils with age-appropriate knowledge, so that they can keep themselves safe.

Teaching about friendships and family relationships in primary school forms the building blocks for RSE in secondary school. Pupils should understand their own and others’ relationships, as well as the impact that relationships have on mental health and wellbeing. This knowledge will support pupils in making informed decisions.

As part of our reforms, we are also working closely with experts to determine what PSHE should look like in the context of statutory relationships education and RSE, and we will consider age-appropriate content and guidance. PSHE is currently a non-statutory programme in maintained schools. Schools are encouraged to teach PSHE, and this is outlined in the introduction to the national curriculum framework document, which was published in 2013. PSHE can encompass many areas of study, and in considering whether it should be made compulsory, it is important to balance the need for schools to have freedom and flexibility to tailor their local PSHE programme to reflect the needs of their pupils.

As set out in the policy statement, we could expect mandatory PSHE to cover several broad pillars, for example healthy bodies and lifestyles, including issues such as cancer, which was raised by my hon. Friend the Member for South West Bedfordshire (Andrew Selous). PSHE could also include issues such as keeping safe, puberty, drugs and alcohol education, healthy minds, including emotional wellbeing and mental health, economic wellbeing and financial capability, and, lastly, careers education, preparation for the workplace and making a positive contribution to society.

Many schools already teach PSHE well, and we want to understand how they do that in a way that complements their broader curriculum. In some primary and secondary schools, sex education is also taught as part of PSHE. The teacher voice omnibus survey report, published in October last year, explored schools’ approaches to PSHE and SRE. The vast majority of senior teachers—85%—said that their school taught both PSHE and SRE. Most of the others—8%—said that they taught PSHE only.

Schools are free to use PSHE to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on areas such as drug education, financial education, SRE, and the importance of physical activity and diet for a healthy lifestyle. Teachers have the freedom to address the areas that are most relevant to their pupils, drawing on evidence, good practice and advice from professional organisations. We encourage organisations to develop materials for schools in their area of expertise.

My hon. Friend the Member for South West Bedfordshire and others, including the hon. Member for Erith and Thamesmead and my hon. Friends the Members for Colchester (Will Quince) and for North Swindon (Justin Tomlinson), raised the issue of first aid. There is nothing more important than keeping children and staff safe, which is why we have put in place a duty requiring schools to support all children’s medical needs, and we have set up a scheme so that schools can buy defibrillators at a reduced price. Schools can teach emergency first aid and life-saving skills in a variety of ways, for example through the wider curriculum, through assemblies or through PSHE, and we have given headteachers more freedom than ever before to shape the curriculum to the needs of their pupils.

[Mrs Lewell-Buck]

Will the Minister give way?

[Nick Gibb]

I will not give way to the hon. Lady, if she does not mind; I want to cover other people’s contributions.

We also encourage teachers to draw upon high-quality resources in the classroom, including guidance on first aid and emergencies from the British Red Cross, St John Ambulance and the British Heart Foundation. The British Heart Foundation provides free teaching kits to secondary schools on CPR. The kits are reusable and no trained instructor is required. Similarly, St John Ambulance and the British Red Cross provide free resources to schools on first aid, and they can also provide specialist trainers to teach first aid in schools.

In the last few years, there have been calls from many organisations, including parent bodies, to make PSHE a compulsory subject, and those calls have been echoed in reports from Committees in the House. We have made it clear that we want to provide all young people with a curriculum that ensures they are prepared for adult life in modern Britain. Good schools establish an ethos, a behaviour policy and a curriculum that teach children about the importance of healthy, respectful and caring relationships. They recognise that healthy, resilient and confident pupils are better placed to achieve academically and to go on to be successful adults.

An Ofsted report in 2013 concluded that PSHE was good or better in 60% of the schools inspected for the report. However, as the hon. Member for Rotherham said in her contribution, PSHE required improvement or was inadequate in the other 40%. The report also found that sex and relationship education required improvement in over a third of schools.

I am committed to ensuring that our programme of reform is underpinned by evidence. That is why we are currently conducting a thorough engagement process on the scope and content of relationships education, relationships and sex education, and PSHE, involving a wide range of interested stakeholders. The Department is engaging with schools and teachers, parents and pupils, experts in safeguarding and child wellbeing—

[Mrs Lewell-Buck]

Will the Minister give way on that point?

[Nick Gibb]

I will not give way to the hon. Lady; I have literally one minute left.

The Department is also engaging with subject experts, voluntary organisations and other interested parties, including other Departments and public sector bodies. There are too many to list, but examples include the National Society for the Prevention of Cruelty to Children, Barnardo’s, the PSHE Association, the Sex Education Forum, faith organisations, secular groups, Stonewall, the Terrence Higgins Trust, Young Enterprise, parent bodies, teaching unions, academics in this field and young people.

To ensure that we retain a focus on what is deliverable in schools, the Secretary of State has asked Ian Bauckham to advise on this piece of work. Ian is chief executive officer of the Tenax Schools Trust and executive headteacher of Bennett Memorial Diocesan School in Kent. He brings over 30 years of teaching experience, including 13 as a headteacher, to this piece of work. He is working with officials to ensure that we really understand how to support schools in delivering high-quality provision.

As the hon. Member for Erith and Thamesmead knows, to complement the engagement process, the Department is running a call for evidence, which closes on 12 February. It aims to gather views from as wide a range of bodies as possible. The responses so far to that call have been very encouraging, including from a large number of young people and parents. In the next steps, we will consider carefully those responses and other views collected through the engagement process, to determine sensitive and age-appropriate content, including the future status of PSHE, which I know Members here are awaiting patiently. We are also aware that there is a huge interest in this matter in all parts of this House. To answer the question of the hon. Member for South Shields—she has been bursting to ask it again—the regulations and guidance will be subject to a full public consultation later this year.

The commitment we have made to making relationships education and RSE compulsory in all schools, and to considering the case for doing the same for PSHE, will further ensure that pupils’ wellbeing continues to be supported in our schools. I hope that reassures hon. Members of the Government’s commitment to this vital agenda for children and young people.