Education: Personal, Social and Health Education

Lord Bishop of Chester Excerpts

Wednesday 24th April 2013 Grand Committee

[The Lord Bishop of Chester]

My Lords, no debate on this subject in your Lordships’ House would be quite complete without a bishop talking about sex. To adapt my right reverend friend’s remarks: how do we light the fire for this subject in our schools?

There is a difficult background to the sexual—by which I mean the mainly heterosexual and relational —chaos that is all too evident in our society, which impacts in particularly negative ways upon children and young people. We have heard reference to the statistics for sexually transmitted diseases—I think there are more than 1 million consultations a year in this country; quite horrendous—and then divorce, the abortion rate, underage pregnancy and much more. All this points to a great deal of misery; in fact, probably the greatest source of poverty in our society comes from relational breakdown and all that goes with it. In addition, we have the distasteful flood-tide of pornography, to which the noble Lord, Lord Eden, rightly referred, which cheapens sexuality in all sorts of ways.

So what do we do? Improvements to sex-and-relationship education must be part of the answer. Of course, some call for a curriculum that is determined by central government. Alongside this there is a demand for compulsory sexual relationship education in primary schools, which, as I understand it, is currently at the discretion of the governing body although it needs to have a policy on the subject. For my part, I can see the case for sex-and-relationship education in the late primary years so long as it does not feed the premature sexualisation of children and childhood, to which the noble Lord, Lord Eden, referred. That is a real problem today, driven largely by commercial interests. These are sensitive issues and I believe that it would be a mistake to centralise the approach in schools even if the Government have a very important advisory role in communicating good practice.

Consultations on PSHE clearly support the crucial role of parents. Schools should have the flexibility to ensure that this sensitive subject is tackled in line with both the ethos of a particular school and the parental wishes, which need to be determined. The law as it stands provides for this and the challenge is to improve the operation of the current law rather than to try to force solutions by a change to it. There are widespread problems with parenting in our society but the answer is not to lessen parental responsibility and involvement but to renew our efforts to improve and educate people about the role of parents. The centralised nature of the curriculum provides scope for this in theory but in practice its implementation is very patchy. In some schools, governors and head teachers consult parents and let them know when the subject is to be taught so that parents can follow it up appropriately at home. However, it seems that best practice is often not followed and governors as well as parents can get frustrated as they are bypassed and as local authorities advocate perhaps controversial material for schools to use. Will the Minister comment on this and respond to three suggestions for any revision to the circular which was referred to earlier?

The first is the need for governors formally to consult parents on this matter and take that seriously before determining with school staff the curriculum for a school. The second is the need for local authorities to make clear that any advice which they offer is advice, that the governors have the responsibility for this issue, in dialogue with the best expert and professional advice, and that governors cannot shirk that responsibility. The third suggestion concerns the need to communicate regularly with parents in determining the curriculum and in letting them know how it is being delivered and when so that it can be followed up in the parental home. That, I believe, would at least make a start in the right direction.