Children’s Wellbeing and Schools Bill

Debate between Lord Hampton and Baroness Blower

Tuesday 16th September 2025 Lords Chamber

[Baroness Blower (Lab)]

I apologise to the Committee. Clearly, I and possibly the noble Baroness, Lady Lister, had misunderstood the rules relating to this.

As has been noted, national organisations backing the Make It Mandatory campaign, in addition to the Children’s Commissioner, all agree that the extension of relationships and sex education to this group would be important.

In conclusion, in a recent Commons debate on relationships education in schools, the Minister for School Standards emphasised the vital role that education plays in preventing violence and that the aim of relationships education is to support all young people to build positive relationships and to keep themselves safe. That education must equip them for adult life. It thus makes no sense that, just as they are at the cusp of adult life, they should not be assured access to relationships and sex education to help equip them. The Minister continued that, as part of the Government’s opportunity mission,

“we will equip our young people and children with the skills they need to form strong, positive relationships”.—[Official Report, Commons, 1/4/25; col. 112WH.]

Although she was talking about the school context, this is clearly important in terms of an extension to post-16.

[Lord Hampton (CB)]

My Lords, I rise to speak to Amendment 463, to which I added my name. Government data shows that 16 to 19 year-olds experience the highest rates of domestic abuse of any age group. Without mandatory RSE, we are leaving many 16 to 18 year-olds unsupported, just as they are starting their first intimate relationships. Tender, a marvellous charity that goes into schools to educate children in relationships, has been working with this age group. It found that only around half of the students could identify signs of an abusive relationship or knew where to find support; by contrast, after participating in Tender’s workshops, over 90% can identify abuse and will know where to find help.

Victim-blaming and perpetrator-excusing attitudes are prevalent in this cohort, in part due to a high percentage of young people viewing harmful content online. The End Violence Against Women coalition agrees, quoting the National Association for Managers of Student Services in saying that, “As the front line of support services in post-16 education, we know it’s been never more important to give young people a safe place with structure, to discuss and learn about positive relationships and to address the social isolation and misinformation a world living on social media has created”. In a confusing world, 16 to 18 year-olds seeking guidance deserve to be supported to critically examine and challenge harmful attitudes among their peers in a safe, supportive environment, which we can create through mandatory RSE lessons.

Children and Young People: Literacy

Debate between Lord Hampton and Baroness Blower

Thursday 23rd January 2025 Lords Chamber

[Baroness Blower (Lab)]

My Lords—

[Lord Hampton (CB)]

My Lords—

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Debate between Lord Hampton and Baroness Blower

Committee stage
Thursday 21st November 2024 Grand Committee

[Baroness Blower (Lab)]

My Lords, the interesting Library briefing on the Bill contains the following paragraph:

“Unifying the skills landscape to ensure that the workforce is ‘equipped with the skills needed to power economic growth’, by bringing together mayoral combined authorities and other key local partners, large and small businesses, training providers and unions”.


That brought joy to my ears. In this question about determining standards and all the other things that need to be done, we have a wealth of experience and expertise within trade unions of various kinds. My own experience, of course, is in education, but there will be other unions covering other sectors. It is important, when we are thinking about this, to ensure as we move forward with skills that we take account of those people who are either delivering the training or have themselves done the jobs. The best way to hear that voice may well be through the trade unions. I therefore commend to the Government listening to trade unions and having trade unions in the conversation.

[Lord Hampton (CB)]

My Lords, I shall speak briefly to Amendments 2 and 6, to which I have added my name. The great thing about following so many intelligent noble Lords is that I have little to say. In particular, my noble friend Lady McGregor-Smith talked about the employer, which is important for everybody. I have been playing bingo with words and phrases and “clarity” has come up many times. With due deference to my noble friend Lord Aberdare, I am going to repeat myself: we need clarity; employers need clarity; teachers need clarity. This is my second bite at the cherry and I am not sure whether I declared my interest as a teacher at first. Everybody needs clarity from the Bill and these amendments give more rather than less, which is vital.