Education: Personal, Social and Health Education

Lord Northbourne Excerpts

Wednesday 24th April 2013 Grand Committee

[Lord Northbourne]

My Lords, this afternoon I want to focus on personal and social education. We have heard a fair bit about some other aspects of PSHE but I want to concentrate on those two. Personal and social education matters for many reasons but for three in particular. The first is employment, the second is family and the third is social mobility.

The ability to get on with people, to manage one’s emotions and to understand social relationships is incredibly important in almost every walk of employment: in retail, in hospitality services, in healthcare, in politics and, indeed, in nearly all jobs that involve teamwork and leadership skills. Personal and interpersonal skills, and the emotional understanding of parents, are perhaps the key to establishing a stable, happy and secure family and to rearing happy and successful children. Then there is social mobility. Everybody is crying out for social mobility but they do not seem to be prepared to make the necessary moves towards it. Personal and social skills are absolutely fundamental to social mobility in our society.

Each child learns interpersonal skills in the family, in primary school and, I hope, in secondary school. Families today vary widely in their ability to give their children the social and emotional skills which they are going to need. A high proportion of primary schools have a satisfactory Ofsted score, but a satisfactory score only means, “Just good enough and should do better”. However, the majority of secondary schools in this country today give personal and social education a very low priority indeed. In more than 90% of secondary schools, PSHE, if it is offered at all, is delivered by a teacher with no specialist training in the subject. Those early years in secondary school are precisely the time when young people are growing up and need well trained teachers helping them to explore the personal and social challenges which lie ahead of them in the adult world. That needs skilled teachers. Interpersonal skills are not learnt overnight nor are they necessarily learnt in the classroom. I believe that such learning should be achieved using interactive programmes involving guided discussion in class based on young people’s interests and linked to programmes of extracurricular activities designed to develop social and interpersonal skills and character capabilities.

Of course some of the best schools are already doing this—but why are all schools not doing it? I think there are three answers. One is money, the second is time and the third is lack of qualified staff. It is in that context that I ask the Minister for two commitments. The first is to accept in principle the importance of taking advantage of that window of opportunity which exists during a child’s early years in secondary school, to build up the self confidence, the personal and social skills, and the character capabilities they will need later in adult life. Secondly, with such a programme in mind, as a matter of urgency I would like the Government to make a commitment to fund one or two of the major teacher training universities to develop a training module for specialist teachers to ensure that all younger people in secondary schools get the support and guidance that they need during the early years of their secondary school life. They can then develop at an age when they are very keen to know what adult life will be like and they will have the skills that they need for the challenges they are likely to meet in their adult life.