Relationships, Sex and Health Education: Statutory Guidance

Debate between Gillian Keegan and Peter Bottomley

Thursday 16th May 2024 Commons Chamber

[Mr Deputy Speaker]

I call the Father of the House.

[Sir Peter Bottomley (Worthing West) (Con)]

I thank the Secretary of State for putting forward proposals that children need and that teachers, parents and school leaders have wanted. It seems to me that a lot of people are now saying, “Of course, what she’s doing is right”, and a year or two ago they were not saying that.

I would just say in passing that some people who have been providing sex education lessons and gender lessons in primary schools boast that they have presented to 100,000 children and trained over 4,000 staff, and I think that kind of infiltration has to end.

Can I also say to the Secretary of State that I hope her permanent secretary and others are listening to their SEENs—sex equality and equity networks—when they raise, or try to raise, the point with their Departments that when Departments ask questions about gender, they should be asking questions about sex?

[Gillian Keegan]

I thank the Father of the House, who, as usual, shows true leadership in this area, as in many others. He is absolutely right that there are examples of organisations with material on their websites that we think is inappropriate, because it is teaching contested views as facts, boasting about how many schools they have worked with. Some organisations—I will not name them—have been teaching children about gender, gender expression, gender roles and different kinds of gender identities, and they claim to have worked with over 500 schools. There are many examples of that. That is why we had to show leadership on this. This is important: we have showed leadership in the area of gender questioning, and we have been clear about biological sex and how to teach that in schools. In Labour-run Wales, I believe they have removed all reference to “man” and “woman” in the curriculum, and they recommend that sex is not just about male or female. I want to look into whether those reports are true, but I would be happy to support the Welsh Cabinet Secretary for Education with that, because it needs to be taken seriously. People have very much changed their views on this issue.

Higher Education Reform

Debate between Gillian Keegan and Peter Bottomley

Monday 17th July 2023 Commons Chamber

[Mr Speaker]

I call the Father of the House.

[Sir Peter Bottomley (Worthing West) (Con)]

I thank the Secretary of State. Those of us with long memories know that we either ration places by number or we give people choice. If she is giving people the choice of being able to discriminate between the courses and universities on offer, I congratulate her, as I do especially on the lifetime learning and the degree apprenticeship expansion, which has already happened, with more to come.

However, can I also speak up for those who either got fourth-class degrees or failed to take a degree at all, including two of the three Governors of the Bank of England who went to King’s and who came out without a degree? Rabi Tagore left university, and many other poets, painters, teachers or ministers of religion—whether rabbis, imams or ministers in the Christian Church—do not show up highly on the earnings scale, but they might show up highly in their contributions to society. Can my right hon. Friend please make sure that she does not let an algorithm rate colleges, courses or universities?

[Gillian Keegan]

I thank my hon. Friend for his remarks, and I very much agree that this is about choice—the lifelong loan entitlement, degree apprenticeships and all of the other choices—and about people understanding that there are many different routes to success in life. We have asked the Office for Students to look at earnings, because I realise that is difficult and that some jobs will not earn people more. However, for his information, five years after graduating from some courses, people are earning less than £18,000. That is less than the minimum wage, and it is not acceptable.