Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019

Lord Cashman Excerpts

Wednesday 24th April 2019 Lords Chamber

[Baroness Meyer (Con)]

My Lords, I apologise for arriving a bit late. I hope that noble Lords will forgive me.

Like the noble Baroness, Lady Deech, I think that a lot of things in the regulations are really good. I am a bit more conservative; I fear that I consider sex education something that is rather more private. However, it is necessary. I started life in a Catholic school. In those days, of course, we were taught nothing. Then, at the age of 12, I arrived at the French lycée, where I had to face boys and had no idea how to behave.

Anyway, that is the past and today I want only to be sure of one thing and to ask two questions. First, can the Government assure this House that the regulations are fully consistent with the obligations to parents’ rights under the Universal Declaration of Human Rights of 1948 and the Human Rights Act 1998? I ask this question in particular: is it consistent to downgrade parents’ current right to choose whether to enrol their children in sex education classes? Is it right to demote that right to a right to request the withdrawal of their children from such classes?

Further, on another subject, in her report Preventing Child Sexual Abuse, the Children’s Commissioner noted that 90% of primary schools still use Stranger Danger as a PSHE subject. Action against Abduction, the charity I founded and of which I remain president—I hereby declare my interest—has shown that Stranger Danger is out of date and ineffective in keeping children safe. One of the main reasons for that is that, obviously, most predators, especially sexual predators, are family members or friends of the family, not strangers. The charity that I founded came up with a new, much more effective, initiative, Clever Never Goes, which means that children learn how to behave when they feel that they are in an uncomfortable position. The regulations note that children can now go and tell their teachers that they were in an uncomfortable situation. Five hundred schools have already adopted our programme. Will the Government refer to Clever Never Goes in the guidance so that schools can give children the best advice on how to stay safe from sexual predators?

[Lord Cashman (Lab)]

My Lords, I refer your Lordships to my registered interests as well as to my role as patron of the Terrence Higgins Trust. I begin, unusually, by associating myself with every word of the contribution of the noble Baroness, Lady Deech. I think she got it absolutely right. I also agree with my noble friend Lady Massey.

Interestingly, I too received the letter referred to by the noble Lord, Lord Storey, but I did not throw it away because it reminded me of the opposition to equality, tolerance and understanding—three things that should be at the very heart of all education. The letter said that lesbian, gay, bisexual and trans relationships were short and lonely. Perhaps my 31-year relationship with Paul Cottingham was short compared to others—I do not know—but certainly it was never lonely and I felt completely fulfilled.

What about the children in schools who come from same-sex families—who have same-sex parents? Are not their relationships and their families’ relationships as important and as viable? Should they not be properly represented, discussed and given equivalence with other loving relationships? Of course they should.

As soon as we put sex and education together, the bonfire starts—especially the bonfire of misinformation. Of course parents will and do maintain control. As was said earlier, whether a parent wishes to teach a child outside school according to their faith or none is entirely up to them. But, please, let us remember that people of all faiths and none are also lesbian, gay, bisexual and trans. It is vital that children and LGBT children receive comprehensive and inclusive sex and relationships education. In this regard I recommend to your Lordships a book to be published in June entitled Celebrating Difference: A Whole-School Approach to LGBT+ Inclusion by Shaun Dellenty. I have been privileged to see an advance copy.

I commend the Government for the guidance and regulations, and the noble Lord, Lord Agnew, for the way in which he has presented them this afternoon to your Lordships’ House. I am grateful also to the organisations that have made contact: the Terrence Higgins Trust, the National Society for the Prevention of Cruelty to Children, the Children’s Society, Barnardo’s and the National Children’s Bureau, which provided excellent briefings.

I will finish on a couple of points provided by those organisations in their so-called Sex Education Forum. They state:

“The majority of parents want schools to teach RSE”.


Some 92% affirmed that in an independent poll in 2016.

“Effective RSE is a partnership between parents and schools. Parental involvement is integral to the new RSE guidance … Education, not ignorance, is the only way that children will be able to recognise abusive behaviour and know how to seek help. 1 in 20 children are sexually abused and 1 in 3 did not tell an adult (Radford, 2011). Sexual abuse can happen to any child, so the only way to safeguard children is to ensure Relationships Education has no opt out … Bullying and … mental health affect LGBT young people at alarming rates. Nearly half of LGBT pupils (45 per cent) are bullied for being LGBT at school”,


as shown in the Stonewall survey of 2017.

“Schools are already required to teach in a way that does not discriminate on protected characteristics, so an LGBT inclusive approach to RSE is nothing new … Teachers need training in RSE so that schools can offer the high quality provision. 80% of parents want teachers to have training in RSE”,


according to the Sex Education Forum 2018.

I would like to see HIV and sexual health become a core part of the RSE curriculum if we are to empower and inform children for the real world in which they will live.

[Lord Russell of Liverpool (CB)]

My Lords, I also thank the Minister. This is the second time we have interacted today; he was brave enough to go into the lion’s den of the weekly Cross-Bench meeting earlier this afternoon, and received in general a very positive reaction. It is also a pleasure to listen to my noble friend Lady Deech, as somebody else has said, and to find myself for once agreeing with everything she has said. Long may that continue—let us not go back to the other subject, if you please.

I declare an interest as a governor of Coram. For 24 years I had the privilege of being the chairman of the largest educator into primary schools in the United Kingdom of health and drug education. During the course of my chairmanship we reached about 5 million children. We have quite a lot of experience of the challenges of teaching children about difficult subjects appropriately. I shall return briefly to the subject we spoke about this afternoon in the Cross-Bench meeting: it is difficult to teach an extraordinarily difficult and sensitive subject such as this really well. It is an enormous burden to place on a primary school teacher, with all of the pressures on them from all sides, to teach this really well; in a way that makes them feel proud as a professional; in a way that makes the children feel that they are learning something important; in a way that the parents feel respects the family and their own code of morality, but which is also appropriate for the strange and complex world of the 21st century in which the children are growing up. We cannot run away from it—it is all around us. Children spend an inordinate amount of time on social media and on their phones; if somebody does not teach them appropriately, you can guess where else they will learn it from, and whatever they learn, it will almost certainly be hilarious but perhaps disastrously wrong.