Relationships, Sex and Health Education: Statutory Guidance

Nick Fletcher Excerpts

Thursday 16th May 2024 Commons Chamber

[Gillian Keegan]

Let me reassure the right hon. Gentleman. Although we were a couple of years apart in Knowsley, sex education did not change an awful lot. We had two lessons—one where girls and boys were apart, and one where they were together, where we were shown a film about childbirth. I think part of the class collapsed at that point, and a couple fainted, and that was it. Times have moved on a lot. Even education in Knowsley has moved on a lot. I am delighted that we now have some good schools. Indeed, 90% of our schools are now good or outstanding, and that includes Knowsley, which I am sure the right hon. Gentleman and I are delighted about. It is important to show leadership on these issues, but it is also important to do so respectfully. That is something I have always sought to do, to answer and respond to a problem, and these concerns have been raised by parents and by teachers, requesting more clarity. I have tried to respond to that with the gender questioning guidance, and with the guidance under discussion. It is important that we respectfully discuss these matters.

[Nick Fletcher (Don Valley) (Con)]

Today is a very good day. From what I have read and from what I have heard the Secretary of State say at the Dispatch Box, this guidance is what we have been waiting for. I thank the Prime Minister, the Secretary of State and the Minister for Schools, my right hon. Friend the Member for East Hampshire (Damian Hinds), who is sat to her side, for listening to me and many other colleagues. Some of those debates have been extremely heated, but I feel so passionately about this, as does my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates) and the hon. Member for Canterbury (Rosie Duffield).

It is a very good day. I will be studying the guidance over the weekend, and I hope we can have further meetings about it over the coming weeks. Parents do not want their children being taught by Stonewall and Brook. They do not want them teaching an ideology not based in anything. Children need teaching the facts by all accounts, but they have to be facts of truth—that is where we need to be. Age appropriateness is also extremely important, and I welcome that measure, too. Children are children, and they should be kept as children as long as possible. It is a precious time that we all wish we could go back to. We do not want to be putting our children into adulthood far too soon. I welcome this guidance.

I have three issues that I would like to raise quickly, if that is okay. There is literature within the school system that we need to ensure is removed. There is an awful lot, and one of the biggest problems we have had is the denial of that literature being in schools. It is in these schools, it is online, it is in paper, it is all over the place and it needs to come out. [Interruption.] Very quickly, we need to enforce this guidance, once it is done, because we have schools that still do not want to enforce it. Finally, I still believe we need a public inquiry into how we got to this point and how we put 9,000 children on a damaging health path. We need to address that. The guidance is very good news; I welcome it.

Relationships Education: LGBT Content

Nick Fletcher Excerpts

Monday 18th March 2024 Westminster Hall

[Stephen Doughty (Cardiff South and Penarth) (Lab/Co-op)]

rose—

[Nick Fletcher (Don Valley) (Con)]

rose—

[Elliot Colburn]

I suspect that I will come on to both Members’ points. I will finish this point, and if they still want to intervene, I will gladly give way.

Many of the examples that have been used come from other jurisdictions—one is from the Isle of Man, and many are from the United States of America—and others are anecdotal claims that have not been backed up with any evidence. Indeed, in the case of the protests outside schools in Birmingham, a High Court judge ruled that what was being taught in schools was being grossly misrepresented.

That is not to say that sometimes things do not go wrong, and I will come to that, but the research suggests that the opposite is often the case: schools are not teaching young people key aspects of the curriculum, rather than going to the other extreme. The Sex Education Forum’s polling of young people aged 16 and 17 found that basic mandatory aspects of the curriculum, such as healthy relationships and how to access sexual health services, are frequently missed, with close to three in 10 young people saying they had not learned how to tell, for example, whether a relationship is healthy.

When providing a universal service such as education, it is naive to think that things sometimes do not go wrong, and I acknowledge the comments from the chief inspector of Ofsted that that has happened on occasion. There may well have been occasions where inappropriate things have been said or brought into classrooms, which is not acceptable, but there is a framework in place to deal with that, and we do not have to jump to erasing LGBT people entirely.

--- Later in debate ---

[Elliot Colburn]

The hon. Member is absolutely right. It comes back to the point I have been trying to make throughout: there may well have been occasions where things have gone wrong, but that is where we need to ensure that schools engage with parents and carers, fulfilling the statutory guidelines and allowing parents and carers to see the curriculum and help develop it. We also need to have these discussions based on fact.

[Nick Fletcher]

I thank my hon. Friend for what he has said so far. He has said that there is not enough evidence of this material. Will he meet me later this week so that I can set out all the evidence we have? I have also shared it with the Department for Education, because to say it is not out there is completely and utterly wrong. It is out there, and in my speech I will be mentioning all the different companies that are sharing it. I am afraid some it is completely abhorrent.

[Elliot Colburn]

I am always happy to meet my hon. Friend. We sit on the Petitions Committee together and I am sure we can happily have that chat. To clarify, I am not saying that the material is not out there. I think I have made that clear in my speech so far, but I apologise if I have not. I want to be crystal clear that with a universal service that everybody gets, such as education or health, it is inevitable that sometimes things go wrong. What I am saying is that there is no statistical data to back up the idea that this is a widespread problem, so rather than trying to erase LGBT people from existence in schools, we need to look at why teachers do not feel confident delivering such material and why, on occasion, people sometimes invite inappropriate stuff into the classroom. I agree with my hon. Friend that if material is not age-appropriate, it should absolutely not be in our classrooms. The point I was trying to make was about ensuring that schools feel confident delivering the information and that parents feel empowered, but I am always happy to meet my hon. Friend.

--- Later in debate ---

[Nick Fletcher (Don Valley) (Con)]

It is a pleasure to serve under your chairmanship, Mr Dowd. I thank my colleague on the Petitions Committee, my hon. Friend the Member for Carshalton and Wallington (Elliot Colburn), for his opening remarks.

Currently, up and down the country, we have schools teaching our children that girls can be boys and boys can be girls. It is hard to believe, and that is the issue that I will specifically focus on today. Let me start with an analogy. If we told our children that two plus two equals five enough times throughout their education, would we be surprised if some—not all but some—started to believe it?

[Sarah Champion]

We do trust teachers to teach that two plus two equals four, so if we trust them in that respect, why do we not trust their judgment in all respects?

[Nick Fletcher]

I thank the hon. Member for her contribution. I will come back to my speech—I do not want to spoil the flow of it, as it were. From what I have heard, the consensus here is that what we are teaching children should be transparent and age-appropriate. I believe it should also be grounded in truth. There have been remarks from lots of people here saying that the literature being shown to our children is not there and that there is no real evidence of it. Members are literally burying their heads in the sand on this issue. If they did not and they actually worked with myself and maybe the Department for Education and looked at all the evidence I have, maybe we would not have to go on social media and say, “Look what our kids are being taught. This is abhorrent,” and then somebody jumps on my page and so on and so forth. If all the adults in the room sat down with the Minister and said, “Look, this is what is happening”—I have examples in my folder, but we cannot show pictures in debates.

[Adam Holloway]

I will give an example. One primary school in my constituency was using a book that included a picture of a grandfather in a gimp suit.

[Nick Fletcher]

I thank my hon. Friend. There is so much evidence out there of bad actors in this field, and I will come on to them.

I thank the hon. Member for Rotherham (Sarah Champion) for her earlier intervention. Would we be surprised if some—not all but some—children started to believe that two plus two equals five, especially when told by one of the main influences in their life, their teacher? We could put that together with many on social media also saying that two plus two equals five. Then, let us say, that people start wearing lanyards saying that two plus two equals five. Perhaps they do not really believe it, but they think it is a kind thing to do in order to make people who believe that two plus two equals five feel included. Then, let us say that the same people start putting two plus two equals five on their email footers for similar reasons. That thought gets compounded further when perhaps an irresponsible broadcaster through one of their main soaps has a storyline where an adult tells a 12-year-old that it is okay to think two plus two equals five. Then, let us say, that private businesses start putting posters up, again saying that two plus two equals five, and that there are flags flying down the high street saying two plus two equals five.

Then, let us say, some people start to stand up and say, “No, it doesn’t. Two plus two equals four. Let’s tell the truth.” Let us say that those individuals are called bigots and are silenced by venomous individuals on social media. If that scenario took place, would we be surprised that we would have thousands of young children believing that two plus two equals five? That is exactly where we have got to through teaching gender identity in our schools. Should our children be exposed to material that states they can be a boy or a girl depending on how they feel? No, they should not.

I agree 100% with the petitioners who want to remove such content from our schools. Children should not be subject, under any circumstances, to unscientific ideological material that leads to harm. I believe there is nothing more abhorrent then misleading the young, and it must stop.

[Stephen Doughty]

I seek a point of clarification. The hon. Gentleman says that he agrees with the petitioners, but the petition explicitly calls for the removal of LGBT+ content. Is it just the T that the hon. Gentleman wants to remove, or does he want to remove all LGB content as well?

[Nick Fletcher]

It is the T that I am discussing today, but I believe that the sexualisation of our children should stop within schools—all of it. I do not think there is any need for it, especially in primary schools. I genuinely do believe that there is absolutely no need for it.

[Lloyd Russell-Moyle]

I am very interested in the hon. Gentleman’s analogy, but it is a bit unclear. Is he saying that we should not teach what two plus two equals at all? In other words, is he saying that we should not teach anything around relationships, including straight relationships and that there are parents, mothers and fathers? Or is he saying that he wants that to be taught, but that the only outcome he wants is that people have to be straight? That is what is not clear.

Every book, whether it be Enid Blyton, Harry Potter or whatever, mentions relationships and we talk about them when we teach literature to children. In primary schools, children are taught about how a hen lays an egg, and the egg hatches—

[Lloyd Russell-Moyle]

It would be great to know what the hon. Gentleman wants: only straight, or nothing?

[Nick Fletcher]

I thank the hon. Member for his speech. I said right at the beginning that I would be speaking specifically about trans, and what I was trying to say is that I believe there is an untruth there. Two plus two equals four, but we seem to be teaching that two plus two equals five when it comes to gender. I believe that boys are boys and girls are girls, and that they cannot change sex.

Stonewall, Mermaids and other bad actors in this field have lobbied schools into subscribing to their ideologies, which are not grounded in anything factual. We have mainstream publishers such as HarperCollins publishing school textbooks that tell children:

“Myth 1—the world is divided into men and women.”

HarperCollins actually teaches children:

“Trans women are women and trans men are men.”

If that were so, that would be the end of female-only sports.

We have Stonewall teaching children:

“Everyone has a gender identity.”

I do not, so that cannot be true. We are lying to children. We have Brook teaching that a man who identifies as a woman is

“A woman of trans history”,

or even simply, “A woman.” If that were so, that would be the end of female-only spaces. We have some teachers, who have written to me, who are too scared not to teach those lessons, when they know that what they are teaching is wrong. That cannot and should not continue.

The Department for Education has quite rightly written a letter to schools telling them to let all parents see what their children are being taught. However, we have evidence that some schools are ignoring that and continuing regardless. Parents who have been shown what is being taught have sometimes seen only part of the material, or they have had to go into schools to see it and are then told they cannot photograph or copy it. Copyright issues have trumped our children’s safety. Be under no illusion—this is happening across the country. Swindon Borough Council produced its own material for use across local schools and it is quite clearly abhorrent. A staff member from Pop’n’Olly who explains to primary school children that he is trans and non-binary claims to have spoken to 100,000 children. Jigsaw says it has worked in 7,000 schools.

In 1994, we had 12 children suffering with confusion about their body and attending gender clinics. Now, we have 5,000 on a waiting list and we ask: why? I will tell you why: it is because our schools have been captured by bad actors in despicable business making huge sums of money out of feeding our children this ideology. We should not have to put legislation in place to deal with this. We as a nation should be playing no part in this. However, if individuals are too weak or too scared to stand up and say no to this ideology, I am afraid we must legislate. We must put legislation in place to deal with this with immediate effect. In 10 to 20 years’ time, this will be the next contaminated blood scandal or Post Office scandal. I hope all who have been pushing this will be dealt with accordingly.

[Peter Gibson]

Will my hon. Friend clarify something for me? His views on this particular subject are well documented and well circulated. Does he believe that the diagnosis of gender dysphoria in somebody who is identifying as trans simply does not exist?

[Nick Fletcher]

My hon. Friend and I are on opposite sides of this argument. I know he does not agree with me. We have, however, both been able to speak to each other on this with respect, which I really do hope continues. I do genuinely believe that there are people out there who are struggling with gender dysphoria—

[Peter Dowd (in the Chair)]

Order. Could the hon. Gentleman speak through the Chair?

[Nick Fletcher]

Sorry, Mr Dowd. I do genuinely believe that there are people out there who are struggling with gender dysphoria, and I think we should treat all these people with respect and kindness. As long as we do not have biological males in single-sex spaces, as long as we do not have biological males in women’s sport, and as long as we are not indoctrinating our children with this, I have not got an issue. I genuinely believe there are people out there who are confused with this. They should be able to go to people and seek help, but I do not think they should be going to people for it to be affirmed; they should be able to have an open and free conversation about this. But there is a time and a place for it, and our schools are not the time or the place.

I and several colleagues have recently written to the Department for Education to request that parents can withdraw their child from RSHE lessons. At present, children can only be withdrawn from sex education. However, we have an industry that seems set on teaching our children that they can be the opposite sex to what they were born. They have published this material in the relationships part of their textbooks, and therefore children cannot be removed from these lessons. Parents must be able to protect their children from this ideology. They must be able to do it now, before more children are affected by this teaching. At present, we have absenteeism levels not seen before within our schools. This material is not helping.

I ask the Minister, why are we allowing this in our schools? It is a false idea with no basis in science, leading some vulnerable children to seek puberty blockers, then cross-sex hormones, then invasive, risky surgery. Those practices impact bone and brain development. They chemically castrate children. They leave vulnerable children, vulnerable young people, living with lifelong, irreversible complications.

I can see why parents would choose not to send their child to a school that is teaching this—I would not either —so what is the answer? I believe this teaching has to stop in our schools. We need to take this literature out of our schools completely, change the RSHE guidance and allow parents, as a safety net, to withdraw their children from RSHE. As a society, we should call out every organisation that is taking part in this. Individuals who are joining in with this rhetoric should stop and think, “Where does this end?” They should stop and think with regard to trans-progressive flags, the lanyards and the pronoun email footers, because where does it end for our young children when they see this? They should stop and think about fuelling confusion in society and especially in the minds of our children.

If we encounter any person who is personally struggling with this, we just need to be kind. We should not have to legislate for kindness; we should all just be decent and treat people with respect. But sometimes we also have to be cruel to be kind. Sometimes we just have to say no. Parents, teachers, every adult just needs to be strong and say no to children—no, they are not born in the wrong body.

Let me say this one more time. There are few things more dishonourable than misleading the young, and I for one will play no part in it. I hope this Department will really step up now. The Department of Health and Social Care is beginning to see the light. The Home Office is, too. I hope the Department for Education can as well.

--- Later in debate ---

[Damian Hinds]

I recognise that there are questions around training. In truth, it is also the case that we cannot just say, “If only there was more training then none of these issues would arise.” That is just not the case. It is something that one looks at, and I recognise the issue, and the related issues around materials and their quality. I will touch on both of those later.

The RHSE statutory guidance is clear that it is for schools to decide the point in their pupils’ education at which it is appropriate to cover matters related to LGBT. That means that primary schools have discretion over whether to discuss sexual orientation or families that have same-sex parents. Earlier, the hon. Member for Rotherham outlined what the statutory guidance says. When we talk about LGBT in primary schools it is in the context of relationships and, in particular, families. The statutory guidance says:

“Families of many forms provide a nurturing environment for children. (Families can include for example, single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures.)”

There is no statutory content on LGBT in the primary curriculum tables.

Similarly, it is for primary schools to decide whether to teach any sex education. The RHSE guidance does not provide a definition of what relationships and sex education should include, but it is clear that it should be

“tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes that adolescence brings”.

Primary schools that do teach sex education must set out the details of what they will teach in their relationships and sex education policy, on which they must consult in advance with parents.

Secondary schools should provide an equal opportunity to explore the features of stable and healthy same-sex relationships, and ensure the content is integrated throughout the relationships and sex education curriculum. We trust our teachers to deliver this content in a suitable and age-appropriate way, respecting the beliefs and values of all pupils in the school. Our guidance says that schools are free to determine how they cover LGBT-related contented, and

“we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.”

The majority of teachers do that well, and adapt to the circumstances of their pupils.

Some people may feel that covering LGBT matters contradicts tenets of their faith. I am conscious that religious faith is itself a protected characteristic. However, schools with a religious character can teach the distinctive faith perspective on relationships, and pupils should be able to have a balanced debate about issues that are contentious. A good understanding of pupils’ faith backgrounds and positive relationships between the school and local faith communities help to create a constructive context for the teaching of those subjects. Religions teach tolerance and respect, and those subjects are designed to help children from all backgrounds and faiths build positive and safe relationships.

We worked closely with the Catholic Education Service, the Church of England, the Board of Deputies of British Jews, and the Association of Muslim Schools on the support for implementing the curriculum. I know that some of those organisations develop their own materials that align the new curriculum with their faith prospectus. There is no reason why teaching children about the society that we live in, and the different types of loving, healthy relationships that exist, cannot be done in a way that respects everyone.

I also know that some parents are frustrated that they cannot withdraw their children from relationships education, as opposed to sex education; that came up earlier in a contribution from my hon. Friend the Member for Don Valley. They believe that the boundaries can be blurred with sex education, from which there is a right for a child to be withdrawn, and I recognise those sensitivities.

I also recognise that parents are the first educators of their children and may want to withdraw their child from lessons so that they can first discuss some topics with them outside school. All pupils should be taught about caring friendships and respectful relationships, and they need to understand how to keep themselves and others safe and what to do when they feel unsafe. It is important that parents know what their child will be taught in advance of it being delivered in the classroom, which is why there is a requirement on schools to publish their relationships, or relationships and sex, education policy. Schools must consult parents as they develop and renew that policy.

There has been concern, which has come up again today, over the materials that some organisations have prepared to teach relationships and sex education in schools. It is for schools to make decisions about what materials to use, and it is their responsibility to ensure that what is taught is safe and age-appropriate. For clarity, it is worth reiterating that it has long been the case in our school system that schools decide what materials they use for everything. We do not have a top-down system where some mandarin decides, “This is the textbook for such and such a subject,” and everybody learns from that. There has always been diversity, which sometimes creates challenges, but having it is a strength of our system. However, parents must have confidence that what is taught is safe and age-appropriate. We believe that transparency is the best—indeed, the only—way to be absolutely sure of that, so it is essential that parents know what is being taught in the classroom and what resources are being used.

My hon. Friend the Member for Carshalton and Wallington was absolutely correct when he said that those requirements are already set out and clear. However, following concerns about things such as barriers because of copyrights, the Secretary of State has now written—twice—to all schools to remind them of the responsibility to make available materials, including relationships education materials, where parents want to see them, and that copyright law does not prevent them from doing that. We will ensure that the content of those letters is reflected in the revised RSHE statutory guidance when it comes out.

[Nick Fletcher]

The Department has written to schools, but I have evidence that they are ignoring the guidance. Will the Department write to the producers of this literature and tell them their responsibilities? There are fewer of them than there are schools, so that is probably the best way forward until we completely review what we are teaching our children and, hopefully, get in place a full right to withdraw from RSHE materials.

[Damian Hinds]

We think it is a good thing that there is a diversity of material to support all subjects. I mentioned that some religious organisations, for example, produce materials to support RSHE, as do many other organisations, such as commercial organisations and so on. Oak National Academy has committed to produce materials to support the teaching of RSHE in the future. Oak has had significant investment from Government, not so that it can replace other sources, but so that it can be a trusted and—from a teacher’s point of view—time-saving producer of those materials. However, we do not get involved in the production, or as a gatekeeper, of materials, and we will not do that with Oak either; it will do that independently. Our relationship is with the 22,000 schools that we have in this country and with the trusts and local authorities that they are part of; they make the decisions about what to teach with. Again, however, we think that the surest guarantee in this area is absolute transparency. That is the most important thing for everybody’s confidence in the system. As I said, the Secretary of State has already written to schools, and that will be reflected in the new guidance when it comes out.

[Damian Hinds]

I am not a lawyer; I will not start commenting on commercial contracts. However, in any circumstances, if a parent wants to see what their child is seeing in relationships and sex education, they should absolutely be able to do so.

[Nick Fletcher]

I thank my hon. Friend the Member for Darlington (Peter Gibson) for his comment. As I say, we agree on certain things, and it is important that we come together. I have a similar question: if parents see material they are not happy with—I have a folder full of material here that thousands have seen and are not happy with—what redress do they have? What can they do from that point forward, and what if the school will not listen?

[Damian Hinds]

In my experience, schools do listen. They want to listen, and they want to be in communion with their community and the parents at the school. I am not in the business of trying to create or encourage conflict; we want people to talk. We cannot legislate for everything; we cannot say that there is no circumstance in which an unsatisfactory outcome will pertain, but it is my firm belief that, when people talk to each other and try to understand each another, as a general rule, sensible ways forward can be found. Again, transparency is the key thing underpinning that. If we do not have transparency, we risk not having trust in what is actually happening.

To further strengthen the content in the RSHE statutory guidance, the Secretary of State brought forward a review of the guidance and appointed an independent expert panel to advise on the ages at which sensitive topics should be taught in the curriculum. We have also invited parents into the Department to share their experiences of school engagement and access to RSHE materials.

We are currently working through recommendations and expect to have the revised statutory guidance out for public consultation at the earliest opportunity. We are looking at how to be clearer about the distinctions between the subjects, and about the content taught in each of them, to support decisions about whether to withdraw children, including from relationships education. We will consult on those changes, and parents and other interested parties will have the opportunity to present their thoughts on the curriculum when the revised RSHE statutory guidance is published for consultation.

We know that young LGBT people are more likely to be bullied and discriminated against, and to suffer with mental ill health. The Department’s school omnibus survey of 2017 showed that after gender, being or being perceived to be LGBT is one of the main reasons why pupils face bullying. “Keeping children safe in education” is the statutory guidance that all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children. Among other things, the guidance sets out how schools should protect children from harm and what to do if they have concerns about a child. In addition, all schools have to comply with the relevant requirements of the Equality Act 2010 and to ensure that topics in RSHE are taught in a way that does not discriminate against pupils or amount to harassment.

Over three years, the Department provided £3 million to fund five anti-bullying organisations to support schools to tackle bullying. That included projects targeting bullying of particular groups and projects supporting victims of hate-related or homophobic bullying. Anne Frank Trust UK has developed a “Different But The Same” project and supported nearly 80,000 young people and their teachers and schools to tackle bullying focused on protected characteristics.

Colleagues including the hon. Member for Sheffield Central (Paul Blomfield) and my hon. Friend the Member for Carshalton and Wallington raised the important topic of young people’s mental health. To support the mental health of pupils, the Government have committed to offer all state schools and colleges a grant to train a senior mental health lead by 2025, enabling them to introduce effective whole-school approaches to mental health and wellbeing. As at December 2023, 15,000 settings had claimed a grant, including more than seven in 10 state-funded secondary schools. The Department is also expanding mental health and wellbeing support for school and college leaders, and from April will begin funding a three-year mental health and wellbeing support package.

Our consultation on the different but related subject of gender questioning and related guidance has recently closed, and we will publish the Government response to the consultation alongside the guidance itself in the coming months. I want to reiterate today that the safety and wellbeing of children will always be our primary concern, which is why it is at the heart of that guidance. The new RSHE curriculum has been taught in schools for less than four years. We want to know what parents, teachers and, of course, pupils think, and our public consultation will give everyone the opportunity to tell us. In addition, we have sought the views of school leaders, teachers and pupils through an independent research project that has undertaken quantitative and qualitative research to look at how useful the statutory guidance is, the challenges in implementing it, pupils’ engagement, and teachers’ confidence in delivering it. The final report will be published shortly and support the review process.

The Government understand that parents are the primary educators of their children and that all will want to preserve the innocence of childhood until they feel the time is right to teach them about the society in which they are growing up. These children are our future business owners, doctors, dentists and politicians, and they need to understand and respect the diverse population of the country in which we live. The RSHE curriculum is there partly to help them to do just that.

Educational Attainment of Boys

Nick Fletcher Excerpts

Tuesday 5th March 2024 Westminster Hall

[Nick Fletcher (Don Valley) (Con)]

I beg to move,

That this House has considered the educational attainment of boys.

It is a pleasure to serve under your chairmanship, Mr Paisley. I thank the Backbench Business Committee, which agreed to this debate.

The Government have been improving the overall standards of education in this country, which we can see in the fact that 80% of our schools are good or outstanding. We have been rising up the international rankings on maths, reading and science, and yet today boys are still not doing as well at school as they should be. They are underperforming and that cannot go on any longer.

In addition to that, boys are behind girls at every single stage of education. The gender attainment gap is an expression of their underperformance because there is no biological or other intrinsic reason why boys should be behind girls, as they have been for the past 30 years. It is not a competition or a battle of the sexes, of course—we all want our girls to learn, to do well, to reach for the stars. But as a Parliament and as a society, we must want our boys to do the same. The figures are stark, as is the lack of interest or action, which I will come to later.

Let me run through a few facts. At 11, in reading, writing and maths, 56% of boys meet the expected standard, compared with 63% of girls. At 16, 43% of boys and 47.2% of girls received a grade 5 or above in GCSE English and maths. At 18, 34,000 fewer British boys every year go to university than girls of the same age. Boys are also behind girls in terms of exam performance in A-levels, T-levels and vocational education. At 16 to 24, more than 400,000 young men are NEETs—not in education, employment or training—and fewer young men go into the majority of our professions than young women.

We should also mention exclusions: another sign of boys not doing so well. The latest figures that I have show that 4,677 boys were excluded from school in one year. Those figures are hidden in plain sight. The Government, education research bodies, think-tanks, trade unions and social mobility organisations all know them, and yet there is silence—a silence of inaction, a silence of acknowledgment, a silence of care.

Research papers from academic research bodies and think-tanks continually highlight the facts, but say precious little on what should be done. One published only this year focused on how girls were outperforming boys, yet the main recommendation was to ask why so few girls study science, technology, engineering and maths—unbelievable! The plight of the boys was made invisible. Similar recent research reports give a scant nod to the gender attainment gap, but do not seek to explain it, let alone put forward ideas on what to do. Boys’ educational underperformance is a truth and no one dares speak its name: silence across the educational establishment.

Some have spoken, though. My hon. Friend the Member for Worcester (Mr Walker), the Chair of the Select Committee on Education, cannot be in Westminster Hall this morning because he is chairing the Committee at this precise time. He reminded me recently, however, that the Committee has made a number of recommendations about the need to support boys in school. He believes it is a matter of concern that boys are disproportionately represented among many groups. He wants schools to be inclusive and to unleash the potential in every pupil and thinks that understanding the best ways for them to support boys and drive forward their academic attainment is so important. I know that he welcomes this timely debate.

I chair the all-party parliamentary group on issues affecting men and boys. Our fourth policy report in this Parliament focused on boys’ educational underperformance. As in all our reports, we asked experts in the UK and across the world to speak to us. Crucially, they included six brilliant headteachers from across the UK—from Dorset, London, Cheltenham, Birmingham, Sussex and Rochdale—who have closed the gender attainment gap in a way that has also supported their female students.

We also heard from a national network of educators led by Dr Alex Blower, the access and participation development manager at Arts University Bournemouth. They are implementing an educational framework based on the “taking boys seriously” principles developed at Ulster University. I highly recommend that as a starting point, alongside how the six headteachers are succeeding at a practical level.

From what the successful school leaders told us, four main pillars need to be adopted. First, schools and trusts need to recognise the gap, collect data, then commit themselves to addressing it continuously throughout the school. From the board down to teaching assistants, it is a whole-school cultural approach. There has to be institutional will from the top to the bottom. The schools found that the problem is not with the boys, but with the way the adults treat them. They found, for instance, that some teachers were sanctioning boys more harshly than girls for the same offence and that they had lower expectations of boys and were inadvertently rewarding them for lower effort. Once the teachers recognised that, the improvements were immediate. They found that many of the disengaged teenage students were those who had arrived at secondary school aged 11 with low literacy skills. The successful schools put in place careful monitoring and interventions to ensure that language and reading skills enable the student to understand the lesson. It is basic stuff, not rocket science. We cannot expect the pupils to learn if they cannot access the curriculum because they do not have the basics. I will happily send the Minister a summary of what the successful schools have done.

Secondly, the schools create a boy-positive environment that is inclusive, fair—including with discipline—relational and aspirational. It is important that the boys and their parents recognise that they are included and that parents are supported if needed. The boys are not seen as a problem; they just need encouragement, understanding, to be believed in and given self-esteem. They need pushing. They need high expectations, their success to be celebrated and to understand the point of what they are being taught.

Thirdly, there need to be tactical interventions, especially on literacy, oracy and study skills, plus role models and mentors. The successful schools did not see role models and mentors as necessarily being outside school or in the media. They simply made sure that older boys were visible in succeeding in all subjects—not just traditional subjects such as football and physics, but drama, music and history. Not all boys need that but some do, especially boys with no father or positive male role model at home or in their community.

More male teachers are needed to show boys that learning is for them, too. It is telling that 80% of teachers told me that not having enough male teachers in school is a problem, especially given that 30% of primary schools have no male teachers at all. Yet the Department for Education and teaching and training institutions fail to promote teaching specifically as a career for young men. We have asked, but we have been ignored.

Lastly, as a society we simply need to take better care of our boys and support them when they need it. The attitude identified as harming boys’ progress is not limited to the school environment. We have all as a society inadvertently developed a culture that boys experience as hostile to them. We have developed the belief that boys’ underachievement is somehow natural and normal, because “boys will be boys”.

The negative narrative and indifference that boys face, especially those with problems, have to change. Some 41% of sixth form boys and girls have been told in school lessons that boys are a problem. Two in five boys have been told by schools, or outside organisations invited into schools, that they are a problem. Let that sink in. Two in five is a shameful statistic, and those schools need to take responsibility. What will the impact be? It’s hardly going to be positive, is it? Too many boys feel ignored, marginalised and unsupported.

We also need to deal with other problems caused by the adult world: family dysfunction; a lack of community aspiration and opportunity; gangs; criminal pathways; and social media’s so-called influencers. What to do? As well as making my earlier points, which are aimed at all involved in education, the APPG asked the Government to do a number of things and I will mention a few. We need to provide political leadership and a narrative that publicly acknowledges that the gender attainment gap exists and that boys’ relative underperformance is a problem that the whole educational community has to solve.

We need to launch or fund a sector-wide task and finish group, and a summit of headteachers to find and promote solutions, inviting successful heads to guide the taskforce and the Government’s thinking. We need a ring-fenced research programme on understanding and addressing the gender attainment gap, and to launch a “This boy can” campaign, similar to the “STEM is for girls” campaign and other initiatives. We should specifically promote careers in teaching and other professions, including health and social care, which would then put pressure on careers services.

We need to tell Ofsted to include the gender attainment gap in its assessment of schools and to give a positive assessment to schools that have policies and initiatives in place to address it. There should be more encouragement of mentoring schemes for boys, whether from current or former pupils, or community leaders. On behalf of boys without fathers or positive male role models at home, I urge the Government and the wider educational community to take action.

As a society, Government and Parliament that believe in inclusion and equality, we cannot let this situation continue. We must not and cannot tolerate our boys not doing as well at school as they should. The time to stop the inaction and stop ignoring the issue has come. We have to come together and tackle the underachievement of boys in our schools. We can and must do that together.

[Several hon. Members rose—]

--- Later in debate ---

[Nick Fletcher]

I thank everyone who has taken part in this extremely important debate. I also want to put on record my thanks to Mark Brooks OBE, who is a colleague and friend. He has done a huge amount of work on the matter over the past few decades.

I am genuinely pleased by many of the points made. One thing that has come through is the importance of family. We put an awful lot on teachers, but I genuinely believe, as my right hon. Friend the Member for Bexleyheath and Crayford (Sir David Evennett) said, that we tend to put too much on teachers a lot of the time. The family is the silver bullet for everything—I genuinely believe that. Unfortunately, we have 2.6 million separated families out there with 4 million children, so there will be an awful lot of boys who do not have a male role model in their lives. We really need to take that on board. It is a huge problem that is coming down the line and we need to do everything we can to get mentors and role models in front of those young boys. If we do not, they could quite easily end up on a path that we do not want them to take—and that will not just cost us with a society we do not want to belong to, but it will cost us a fortune to look after those boys once they have taken that wrong path.

I had hoped we would have got a little more from the Minister today. There are some easy wins there for us that will not cost us any money. For instance, if we just write to schools and say to them, “Please look at the gender attainment gap and whether it exists in your school. If it does not, fantastic. Well done. Come back to us and tell us what you are doing to make sure it does not. If it does, just acknowledge it.” We need to acknowledge that there is a gap there. It is said that the first sign of madness is doing the same thing over and over again and expecting a different outcome. We cannot be in a position like that with our boys. If we let boys down at 11 years old, we will have a huge problem in future.

My hon. Friend the Member for Rother Valley (Alexander Stafford) and I mentioned one word: expectation. We should expect boys to do well. They can do well and with the right support they will do well. Once again, I thank everyone for coming. I am sorry for the Minister that, unfortunately, there are no Back-Bench Labour MPs here today. That is really disappointing. It just proves what they would do with working-class boys and boys as a whole if they did get into Government: not a lot. Unfortunately, we are where we are, but I thank everyone on this side.

Question put and agreed to.

Resolved,

That this House has considered the educational attainment of boys.

Higher Education Students: Statutory Duty of Care

Nick Fletcher Excerpts

Monday 5th June 2023 Westminster Hall

[Nick Fletcher (Don Valley) (Con)]

I beg to move,

That this House has considered e-petition 622847, relating to a statutory duty of care for higher education students.

It is a pleasure to serve under your chairmanship, Sir Robert. I thank the 128,292 petitioners and pay tribute to the lead petitioner, Lee Fryatt, who lost his son Daniel to suicide, all others who have given evidence or whom my office has spoken to—Ben West, Hilary Grime, James Murray, Maggie Abrahart, Mark Shanahan, Hema Patel and Alice Armstrong—and all those who have lost loved ones and been on a long journey not just to get to today’s debate but to take on the universities and the Government with one focus: preventing any more young people from taking their lives.

Through my work as chair of the all-party parliamentary group on issues affecting men and boys, and in the many debates that I have led as a member of the Petitions Committee, I have spent much time listening to family members who have lost loved ones by suicide—heartbreaking stories, every single one of them. As Ged Flynn from PAPYRUS stated, the longer he works in this field the more he realises

“how complex suicide is. The contributory factors to suicide are so many and so varied…but there are commonalities in those stories that we must learn from.”

The question today is whether one of the lessons is to put in place a statutory duty of care for students in higher education.

I will run through some core statistics, which do not make for good reading. Between the 2017 and 2020 academic years, 202 male students died by suicide, as did 117 female students—319 lives that could have been saved. The Petitions Committee ran an online survey asking petitioners about their experience of poor mental health at university, the support provided by their university, and their views on introducing a statutory duty of care for higher education students. More than 1,500 people replied. The figures showed that an extremely large percentage of the current and former students had suffered, or were suffering, with their mental health. Around half felt that their university was very unsupportive and did not feel that they could discuss the issue with their tutor. For institutions that exist to work with young people, that is poor.

[James Morris (Halesowen and Rowley Regis) (Con)]

I, too, congratulate all the petitioners on securing today’s debate. My hon. Friend is outlining some stark statistics. Mental health in higher education has become a lot more complex and serious following the covid pandemic, which revealed quite a lot about the mental health of students. Does he agree that it is probably time to review the law in this area to ensure that we have everything in place to protect students, as more of their mental health problems become apparent?

[Nick Fletcher]

I could not agree more, and Members will hear more of my thoughts on that.

Returning to the survey, parents and guardians were equally disappointed, with 79% stating that they disagreed or strongly disagreed that the current mental health support for university students is adequate. A large percentage also thought that if their child were showing signs of mental health issues, the university would be in contact. We will learn later that that is not always the case.

[Hilary Benn (Leeds Central) (Lab)]

Does the hon. Gentleman agree that when a student at university attempts suicide their parents should be told? I find it inexplicable that that is currently not the case. Secondly, I understand that Universities UK has drawn up suicide prevention guidelines, which the vice-chancellor of Bristol was talking about this morning. Does the hon. Gentleman agree that, as an interim measure, those should be made compulsory for universities, rather than optional?

[Nick Fletcher]

On the right hon. Gentleman’s point about not contacting parents, I believe that some universities cite GDPR as an issue. In my experience, safeguarding always overrides GDPR, so that is definitely something we need to look at. I will speak later about the guidance, but I thank the right hon. Gentleman for his contribution.

Overall, the survey showed that support for students varies significantly across the 200-plus universities and higher education settings. Both students and parents expect better. I have heard terrible stories, including of students being told by email that they are being asked to leave their university; zero marks being given without explanation and with no one available to talk to immediately; emergency contact numbers not being called in times of crisis, as the right hon. Gentleman just mentioned; deaths being announced before family members can tell their wider family; universities deleting student records in advance of any coroner’s inquest; data protection laws being used wrongly so as not to tell parents; and a general lack of training. Given that students are paying £9,000 a year to universities, is that acceptable?

[Virginia Crosbie (Ynys Môn) (Con)]

My hon. Friend is making a powerful speech. As many Members know, this subject is incredibly difficult for me to talk about, given my personal experiences, but I would like to highlight the case of one of my constituents. Mared Foulkes from Menai Bridge was in her second year of studying pharmacy at Cardiff University when she received an automated email from the university, hours before her death, saying that she had failed her exams and would not be moving on to her third year. Does my hon. Friend agree that that is completely unacceptable?

[Nick Fletcher]

I know how important the subject is to my hon. Friend, and I agree that that kind of behaviour from universities is appalling. Their entire being is about young people. They really need to do better.

The petitioners call for a statutory duty of care, akin to employers’ duty of care for employees, to protect them from foreseeable harm caused by either direct or indirect actions. Parents said that a duty of care would improve communication with families—as we have seen, that definitely needs to happen—take into account extenuating circumstances and the need to offer further support; lead to better availability of support services and staff training; mean the recording and investigation of student suicides, including the publication of student suicide rates; and give consistency of service at all universities.

The Government say that universities have a general duty of care. There is a case in which that was found not to be the case, but because there is an appeal in respect of the case, it is not possible to discuss the details any further. Universities UK has said that they have a moral and ethical duty, while also suggesting that there could be some kind of mandatory excellence framework, as it believes in continuous development.

[Karen Bradley (Staffordshire Moorlands) (Con)]

My hon. Friend is making an incredibly powerful speech. I want to speak out on behalf of my constituent Esther Brennan, who is here with us today. Esther lost her son Theo. Theo went through all the processes that the university put in place, and the university failed him at every level. At the inquest, the university claimed that it did not have a duty of care, and the inquest found in favour of that position. That cannot be acceptable. We cannot have this uncertainty. Does my hon. Friend agree that we need clarity on this issue?

[Nick Fletcher]

I thank my right hon. Friend for her contribution. I send my sincere condolences to her constituent’s family. It is a terrible issue and a terrible blow to the family. I will come to her point later.

AMOSSHE, the student services organisation, recently stated that it did not believe that an additional statutory duty of care

“is the right approach for embedding the wider improvements”

that it is committed to

“and that have been identified by bereaved families and the LEARN Network.”

PAPYRUS agrees that there should not be a statutory duty of care and that a more societal approach should be taken instead.

Further questions that have arisen from my research include the following. Why are all universities not implementing the trusted contact system and then using it? Why have all universities not signed up to the “Suicide-safer universities” guidance and the university mental health charter? Why are universities still carrying out bad practice such as telling students they must leave by email, without any thought of the inevitable emotional and mental impact? Why are universities not coming together to go through the coroners’ reports of the 319 tragedies that I mentioned to find common themes and spread best practice to avoid future deaths?

[Christian Wakeford (Bury South) (Lab)]

The hon. Member is making an impassioned speech. My constituent Anu Abraham was on placement as part of a three-year course with Leeds Trinity University, training to be a police officer. Not only was he failed by the police, but he was failed by his university. Sadly, he took his own life in March this year due to the bullying that he was subjected to at his first placement, at Halifax police station. Far too often, calls of this nature are put to one side. As the hon. Member has said, a duty of care is needed, but does he agree with me and Anu’s family that we must ultimately learn from these cases? If we do not have a duty of care, we certainly need a much more holistic view to ensure that parents are fully understanding. Ultimately, parents put their trust in these institutions to look after their children, and that trust needs to be repaid with responsibility.

[Nick Fletcher]

Again, I send my condolences to the family of the hon. Member’s constituent. In this debate, we need to discuss that exact issue. The petitioners want a statutory duty of care, but there are many voices to be heard. I hope that we will have a good debate and that the Government will learn from it.

I hope this debate, with the facts that I have listed and the questions I have raised, will help all stakeholders come to the right decision for our young people. Before I finish, I want to state how I see the issue. Too many young people are taking their lives, but why? I believe we need to build more resilience in our young people. Life is tough, but it has always been tough—it is just tough in different ways. Work needs to be done to see how we can better prepare all our young people in the years before they go to university.

I say to universities: these young people are not just customers; they are students, and the sole reason for you working in the environment that you do. I know time and money are pressing, and I know many students are off and on campus and can live elsewhere, but surely to goodness you have to try harder. We legislate in this place when things go wrong out there, so please sort out what you are doing and get your heads together. If signing up to the guidance and the charter is a good step, which I believe it is, then please get on with it—no exceptions. You are meant to be the brains of this country. We should not have to debate this issue here. You are doing some good work, but you could be doing so much better.

I say to our Government: a statutory duty of care would ensure that all parties knew where they stood, but until we have one, please use the levers you have to make the universities do better at helping our young people. If they do not, do what the petitioners ask and legislate so that they must.

I say to parents: your child might think they are grown up—mine certainly do, and many in this place keep telling me that they are; the Opposition want to give them the vote at 16—but you know and I know that even at 23 they still have a lot of growing up to do. We all need our parents at some point. So, parents, please make that call, send that text or go and see them, even when they say no. Tell them that you love them. They need it more than you know. We all need support, however old we are. I know those that I have spoken to have tried, but everybody needs to. Everyone who has lost someone wishes they could still make that call, so do it now—and every week and every day if you think it is necessary.

As a result of having led these debates, I constantly ask my own children whether they are okay. They call me daft; they laugh at me for asking. I do not care—I ask, and tell them I love them, because I do. I say this to every young person out there: nothing is that bad. Trust me; I have heard it all in this place. No matter how bad things are, there is always someone to help, but you must ask. You are all precious and you are all priceless. There is only one of you. So ask. Make that call. Confess that issue. Tell someone that you are struggling. It does not matter what it is; it only matters that you ask.

Finally, I am sure that I speak for everyone here when I say that each suicide is a tragedy that will haunt family and friends for the rest of their lives. Although it is a great thing that, as the Office for National Statistics tells us, the suicide rate per head of population has declined by 28% since 1981, that is no comfort to those who have lost a loved one. Let us all play our part and do what we can in this place and in the world outside as we go about our daily business. I look forward to hearing colleagues’ thoughts and the Minister’s response.

[Several hon. Members rose—]

--- Later in debate ---

[Nick Fletcher]

I thank all hon. Members who have come to the debate, and I thank the Minister for his letter and his comments. I thank all the petitioners who have come to the debate. I know that they were hoping for the statutory duty to be put in place. That was never going to happen today—this is a Westminster Hall debate, and that does not happen here—but they have heard the Minister’s comments. He has written to all universities to ask them to sign up to the mental health charter by 2024, which is obviously a step in the right direction. If we do not see any improvement in the way that young people in our universities are treated, we can come back to the Minister and ask for the issue to be looked at again. I understand how important the issue is to everybody and that they will be disappointed that we are not moving as fast as they want, but the point of these debates is to open a subject up for debate. We have heard from other charities that do not believe that the statutory duty of care is the way forward, and they are the specialists in this subject.

I talk about resilience an awful lot. The Education Committee heard last month that one in six young people has a diagnosed mental health issue and seven out of 10 believe that they are suffering with poor mental health. These young people are going on to university, where they are away from their family and friends, who may be in a foreign place, and the universities are not always doing what they should be doing. We need to look at why so many young people are struggling with their mental health. That is such a huge piece of work. It cannot be right that seven out of 10 children think they have a mental health issue. We need to grasp and look at that as Members of Parliament, as Government and as a wider society, because otherwise we will have more and more tragedies like the families here have had to suffer.

Once again, I thank everybody for taking part in the debate. It has been a tough debate, but I hope that with the works put forward by the Government and the continued pressure from the petitioners, we can get to a point where we start to see those numbers drop to zero, which is where they should be.

Question put and agreed to.

Resolved,

That this House has considered e-petition 622847, relating to a statutory duty of care for higher education students.

Home Education

Nick Fletcher Excerpts

Monday 27th March 2023 Westminster Hall

[Nick Fletcher (Don Valley) (Con)]

I beg to move,

That this House has considered e-petitions 594065 and 617340, relating to home education.

It is a pleasure to serve under your chairmanship, Sir Mark. I thank the petitioners, Kilby Austin and Laura Moss, for their campaign. Laura is here today and I welcome her to Westminster Hall. The petitions received more than 35,000 signatures between them, so it is right that the House discusses them. The petitions state: “Do not impose any new requirements on parents who are home educating” and “Do not require parents to register home educated children with local authorities”.

First, I will speak about the current position on where responsibility lies. We have a system in which it is the parent’s duty to educate their child but not to school them. There is also a duty on local authorities to ensure that all children have a decent education. As a way to discharge that overall duty, many local authorities use an informal register, but some do not.

[Ms Marie Rimmer (St Helens South and Whiston) (Lab)]

Does the hon. Member agree that local councils still have a duty of care to children who are home schooled? Local authorities cannot be left in the dark; there must be a register to assist them to ensure that all children are receiving a good education and being looked after.

[Nick Fletcher]

That is what we are here to discuss. I will look at both sides of the argument, as I do when I lead petitions debates.

As a member of the Education Committee, I spoke to the Children’s Commissioner, Dame Rachel de Souza, when she kindly attended an evidence session on this subject. Only last week, we met again through the Petitions Committee. In her role as Children’s Commissioner, Dame Rachel wrote to all local authorities on this subject. The feedback was patchy in many areas. Dame Rachel was concerned that no one really knows how many children are not in school.

The Centre for Social Justice recently published a report entitled “Lost and Not Found”, written by Alice Wilcock. The foreword was written by my hon. Friend the Member for Meon Valley (Mrs Drummond) and spells out the problem: 140,000 children were severely absent from school in summer 2022. That is a staggering number considering the fact that “severely absent” means they are missing more than 50% of the time. My fear is that many of those children will be off-rolled from school by parents simply to stop the letters and fines. The Centre for Social Justice made seven recommendations to tackle the problem; although the Government have put additional protections in place, I hope they will read the report and take note.

We can see that there is obviously a problem with school attendance, but would a register help? The children who are severely absent are already on a register. The biggest problem comes when they off-roll from school: when a parent informs the school that they are going to home educate their child, that is it. When the child falls off the register, the letters and fines stop and the school no longer has any obligations to the child. There is no more register. As Dame Rachel de Souza has stated, there is an ongoing duty of care on local authorities, but the data is patchy. Herein lies the problem: a child can be taken out of school for many reasons that are not necessarily in their best interests.

[Andrea Jenkyns (Morley and Outwood) (Con)]

In recent months I have heard from parents across my constituency who feel they have no choice but to home educate their children due to age-inappropriate sex education that exposes infant children to information about adult sexual acts. Does my hon. Friend agree that, as legislators and as parents, we have a duty to protect the innocence of our children, and that this debate should reflect the reasons why parents are choosing to home school their children?

[Nick Fletcher]

I could not agree more with my hon. Friend and will address that issue later in my speech.

I am sure that many of us believe that the situation is simply not acceptable. There will be some children who have never attended school at all. A child’s last engagement with anyone in authority could quite possibly be the midwife when the child is two, but many fail to attend that appointment. Are these the real lost children? I am told that 1.1% of children are home schooled, but in the Traveller community it is 6%; for children of young offenders it is 6%; and for children with a social worker it is 3%. We can agree that complex backgrounds have a bearing on the numbers, and that is what many professionals would like to tackle.

There is another cohort of home-schooled children. They have dedicated parents who make huge sacrifices to educate their child at home and do an excellent job. I spoke to the petitioners Kilby and Laura last week, and both appear to be very dedicated. I have also spoken to other parents who home school, and they speak of the joy it brings to them and their children. These days, there are huge resources available on the internet, and many home-schooling communities have joined together for some lessons, such as sport, music and art, so the children have opportunity to mix but also have the benefit of one-to-one tuition at home.

Done properly, home schooling has many benefits, and it saves the taxpayer money, too. It gives parent the opportunity to educate their child as they wish. It also enables a parent to teach the subjects that they feel are most beneficial to their child. More importantly to many, it enables them not to teach the subjects that they do not think are beneficial. We have all heard recently of some of the totally unacceptable topics being taught to our children. Although the Minister is meeting me to discuss the issue and the Prime Minister has ordered a review, unacceptable material and politically contentious issues are being taught as we speak. I would seriously consider home schooling my children if they were of that age.

Why are Kilby and Laura so against a register? Kilby feels it would fundamentally change the opt-in process for schooling. The law puts responsibility to educate children on the parents, and they can choose to opt into schooling if they wish. She believes that a register would be more like an opt-out system and could end up making school attendance mandatory. Laura believes that the implementation of a register would be the first step to more oversight of parents who home educate. I can see their point: it would be a fundamental change in the relationship between the state, parents and children.

One reason why many home schoolers do not want to register is the overreach of some local authorities with the powers that they already have. Some are far too overbearing when, quite simply, an experienced officer could see that a home-schooled child is happy in a good home and is being educated well. Some home-educating parents have children with special educational needs and disabilities, and they have removed their children from state education because their needs were not being met. Some of the parents have had particular difficulty with local authority officers not being equipped to assess the complex situation. That begs the question: is a register necessary? Or should local authorities just do a better job with the resources and powers that they have?

Section 437 of the Education Act 1996 states that “if it appears” to the authority that a child is not receiving a suitable education, it can apply for a school attendance order to send the child to school. Section 47 of the Children Act 1989 states that local authorities

“have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm”,

they can make inquiries and, if need be, make an emergency protection order for the safety of the child. Therefore, if a child who is persistently or severely absent is off-rolled, the local authority already has the power to deal with the situation.

When we investigate further than a headline, we see yet again that good people who are doing a good job are threatened with more state overreach because of the poor behaviour of the few.

[Sir Gavin Williamson (South Staffordshire) (Con)]

I congratulate my hon. Friend on securing the debate. In Staffordshire, we saw a large pre-pandemic increase in the number of children being home schooled, and the trend is continuing post pandemic. Of course, many brilliant parents are doing great work in home schooling, but the underlying issue is that we should be concerned about a number of children who are being labelled as home schooled but not actually getting any schooling at all. Is a register not just a proportionate measure that could help to make sure that all children get the type of education we really want, while still protecting the rights of parents to home school their children?

[Nick Fletcher]

I completely understand where my right hon. Friend is coming from. As I continue, Members will hear some thoughts on that. I thank him for his contribution.

What is the answer? As I have just said, we will discuss that today. I want to protect our children as much as anyone else does. I see the damage done by kids not being in school. I see the antisocial behaviour. I see the organised crime gangs stepping in where parents, schools and the state have let children down. This is happening in my city of Doncaster and we need to do something, but I also understand the desire and the right of responsible parents to educate their children at home.

With the Government seemingly wanting to push forward with a register and the Education Committee, the Children’s Commissioner, Members of Parliament and my local authority, at least, agreeing that it is a good idea, I can see that the petitioners will not be pleased. The Government need to be careful with any legislation. There have been issues in Scotland and the Isle of Man when registers have been introduced, let alone any issues with the general data protection regulation. I therefore suggest that if we go ahead with a register, we need to put in place new safeguards and protections for parents and families who are doing a good job and, as is their right, home educating their children.

As I have mentioned, I have spoken to home-educating parents who have concerns about the state being handed more power over how they educate their children. Let us be clear: it is a parent’s right to home educate their child. However, there is no doubt that there exists in our society a presumption that children will be in school, and there is therefore suspicion around home education. Parents have told me about their rough treatment at the hands of local authority inspectors who have assumed rights of inspection over the nature of families’ home-education decisions that they do not have. A new registration requirement could, then, be accompanied by a much clearer statement of the limits of the local authority’s role when a child is home educated, and a clear complaints process for home-educating parents. After all, I suspect the sector is likely to continue to grow. I look forward to hearing the contributions from other Members on this complex issue.

[Several hon. Members rose—]

--- Later in debate ---

[Nick Fletcher]

The conversation will continue, but I have a few queries. We really need to be asking why parents are not sending their child to school. As my hon. Friend the Member for Morley and Outwood (Andrea Jenkyns) said, there are concerns among parents about the relationship, health and sex education curriculum. There are also concerns among parents of children with special educational needs and disabilities. We need to work with those parents to ensure that we can get as many children into school as possible.

If we are to bring in a register, it needs to be extremely light touch for the ones who are doing well, and we need experienced people to go in and see that and just say, “Yes, this is a child who is doing well.” That is really important. If we are to bring in a register, we need to ensure that it captures the children we are really concerned about.

If we bring forward legislation, it should work and we should enforce it. Local authorities have an awful lot of powers but really do not use them. If we are to create more legislation and it captures good people—such as the petitioners and those who have signed the petitions, who are doing a really good job—yet those who are doing a poor job are still left and the powers are not used, it will have been a complete waste of time. That is something I am extremely concerned about.

I want to wrap up by thanking everybody who has attended today’s debate. I have listened to all that has been said, and there have been really positive contributions. I thank the petitioners and all who signed the petitions. I thank the Petitions Committee, which does fantastic work. I want to put on the record that it was not me who secured this debate but the Petitions Committee. I seem to be winning lots of debates, but that is down not to me but to the Committee.

I thank all who gave evidence: the CSJ, which has spoken to me; the Children’s Commissioner, Dame Rachel; the parents; and lots of other people who are deeply concerned about the issue. I came into this thinking, “Yes, let’s have a register. Forget about it—just let’s do a register.” But when we delve into this subject, we find out what the issues really are and why people are concerned about it, so it has definitely been an education for me.

Finally, I thank you, Sir Mark, and the Minister. As I said, I do hope that if we move forward with a register, the concerns of the petitioners will be taken into account.

Question put and agreed to.

Resolved,

That this House has considered e-petitions 594065 and 617340, relating to home education.

Suicide Prevention and the National Curriculum

Nick Fletcher Excerpts

Monday 13th March 2023 Westminster Hall

[Nick Fletcher (Don Valley) (Con)]

I beg to move,

That this House has considered e-petition 623390, relating to suicide prevention and the national curriculum.

It is a pleasure to serve under your chairmanship, Mr Stringer. First, I thank the petitioners—the 3 Dads Walking—for their brilliant campaign; I know that they are here today. I also thank Papyrus, the charity leading the prevention of young suicide in the UK, for its work and the support it has given to 3 Dads Walking. This is something that those dads never thought they would be involved with, or even want to be, but sadly, each of them, along with their families, has suffered immensely through the loss of their daughters. If anything good can come out of three such tragedies, we in this place must do all we can to help.

I will speak about the three dads and their daughters. First, there is Tim and his daughter Emily from Norfolk. Emily was 19 and took her life in March 2020. She was the life and soul of every room, meeting and party—a free spirit and a talented artist. She had struggled for some time and a late diagnosis of autism had not helped. She could not cope with life under lockdown and attempted to take her life. She sadly died five days later.

Secondly, there is Andy and his daughter Sophie from Cumbria. Sophie took her life just before Christmas 2018. She was 29. She was an open, happy young lady with a wide circle of friends. She brought a smile and a sense of fun to everyone she met. No one had an inkling that she was feeling suicidal—everyone said,

“she seemed like ‘normal’ Sophie.”

If she had felt able to share her emotions, everyone would have helped, but sadly, she did not.

Thirdly, there is Mike and his daughter Beth from south Manchester. Beth was 17 and she died in March 2020. She was a leader, including being the head girl at her primary school. She was outgoing, independent and an artist with a record contract. Her dad Mike says:

“Not one single person…saw this coming.”

If she had only known about the many charities, maybe she would still be alive. Those are three tragic stories and three brave dads.

Those three brave dads came together to set off on walks to raise more than £1 million for Papyrus and its HopelineUK helpline and text service, which provide much-needed support for our young people. More importantly, they have raised awareness of a subject that sadly affects many families across the country.

I am fortunate to be able to stand and lead debates in this place, and I hope that many are watching. When leading such debates, I like to not only ask the Government what the petitioners have requested, which I will come on to, but speak directly to the public. Hopefully, I can pass on information that I have learned in my research and in my position as a Member of Parliament. I will therefore start by sharing some guidance on talking about this subject.

The first message is never to say “commit” when speaking of suicide. That is an out-of-date term for people taking their own lives, and one that we should refrain from using. People do not commit a crime when they take their own life. They are obviously in a place of deep unhappiness, and their memory should not be tarnished by poor language. They took their own life or they died by suicide. Let us all try to remember that today.

There are many great charities working hard to end suicide. As well as Papyrus, there are the Samaritans, James’ Place, Mind, the Campaign Against Living Miserably, Mates in Mind, Baton of Hope and many others that do great work in this field. We should pay tribute to them all in this place.

Helpfully, Samaritans has produced some basic rules for discussing or reporting suicide, and we should all take note. The rules include: not reporting the method or sensationalising the act; not referring to a site or a location; and avoiding an excessive amount of coverage and/or speculation in the media or on social media. Those are really helpful tips that might just prevent someone from taking their life. I recommend the information on the Samaritans website and also its excellent Small Talk Saves Lives campaign.

Let me now look at what Andy, Tim and Mike, Papyrus and the 160,000 people who signed the petition are asking for. It is to ensure that suicide and self-harm awareness is included in the national curriculum, specifically in the relationship, sex and health education curriculum, and that it should be age appropriate. Obviously, all three dads have a specific interest because they have each suffered their own individual tragic loss. However, their main aim is to help other families and young people, and to stop the biggest single killer of our young people.

[Carol Monaghan (Glasgow North West) (SNP)]

I thank the hon. Member for giving way and he is making a very important speech about this subject, which is not talked about often enough. Some of my constituents got in touch with me about their son, Peter, who sadly took his own life in 2012. They are clear that there has to be more information about suicide and suicide prevention in schools. I know that Scotland has a different curriculum to England, but this is something that we can work on on a cross-party basis to achieve across the UK.

[Nick Fletcher]

I thank the hon. Member for her intervention and I offer my condolences to Peter’s family. As she said, this greater awareness is something that we want across the entire UK.

As I was saying, suicide is the single biggest killer of young people in Britain. The figures are very difficult to swallow. The latest statistics from the Office for National Statistics show that between April 2020 and March 2021 157 young boys and 72 young girls between the ages of 10 and 19 took their own life. That cannot be right, can it?

At least until my time in this place began, I was one of the many people who thought that talking about self-harm and suicide was not a good idea; I thought that putting thoughts into young people’s minds by discussing the issue openly would only make things worse. However, the many professionals and charities I have spoken to disagree, and a literature review conducted by Cambridge University showed that there is no research to prove that that idea about putting thoughts into young people’s minds about suicide was true. Children are exposed to so much on their phones that they need the tools to help them to deal with the subject. An appropriate curriculum, taught well, could do just that. However, we also need to think and act maturely and responsibly on this issue. If we find that, by discussing this issue, an unintended consequence is that suicide rates among young people increase, we must be prepared to think again.

The professionals who I have spoken to are all agreed that this subject should be included in the curriculum. They also agreed that year 7 and upwards was the best time to start. Furthermore, they agreed that it should not be discussed just in one year of secondary school, which I believe some schools already do, but should form part of each academic year for 11 to 12-year-olds upwards. For those children who are younger, this subject should not necessarily be broached. However, the message to them should be that they have the right to be, and to feel, safe. There should be no secrets and nothing should be kept from parents, on this matter or any other.

The professionals said that ideally this subject should be taught by external providers who are specialists in it and that after each session there should be a follow-up session to talk to any children who are concerned. They also said that both parents and teachers should be trained in how to deal with children who were struggling; in how to better spot any signs that something might be wrong; and in being proactive in starting conversations. We cannot place the responsibility on the shoulders of our young boys and girls to come forward and talk. It is our responsibility—in fact, our duty—to keep our eyes and ears open at all times. Mental health first aid training might be one way of achieving that.

I have concerns about bringing external providers into schools, as I have seen some highly inappropriate content on other subjects within RSHE, and parents are kept in the dark about what is being taught. If we are to use such providers, the content must be shared with parents. If a parent has concerns, their voice should be respected. I am sure the Government will take that on board.

Last week, I was delighted to receive a letter for the 3 Dads and I from the Secretary of State for Education. It said that the Government will include suicide prevention as a key priority area in their forthcoming review of RSHE. I greatly welcome that move; it is a real step forward. I am hopeful of a good debate today where we all have one aim: stopping our children and young people taking their own lives. Their lives are so precious. As a dad, my children are my life and my greatest joy; I cannot think of anything worse than losing them. I ask the Minister to do what we can to stop this. The Government are good, and they can—and do—do good things. Let this be the next good thing they do.

[Graham Stringer (in the Chair)]

I ask hon. Members to stand if you want to speak, even if you have written in. If you have not written in, please stand. It will give you and me an idea of how to proportion the time during the debate.

--- Later in debate ---

[Nick Fletcher]

I thank everybody for coming today. So many MPs have spoken, giving so many heartfelt speeches, that there are too many to mention, but it is all extremely appreciated. I am sure that the 3 Dads will also appreciate so many Members of Parliament taking time out of their busy schedules to come and discuss this important issue. I would like to specifically mention the hon. Member for Blaydon (Liz Twist) for the important work that she does on this subject. It is also wonderful to see that we have cross-party agreement on this. That is how this place really gets things done.

I would obviously like to thank the 3 Dads, Andy, Tim and Mike. You have been on a journey that nobody would want to go on. The deaths of your daughters, Sophie, Emily and Beth, have brought us all here together today, and, with assurances from the Minister on the work that will proceed, I am hopeful that we can really get the number of young people taking their own lives down to zero. When we see that number fall, it will be thanks to your work, and in memory of your three precious daughters.

That just leaves me to thank the Petitions Committee for bringing all of this work together. An awful lot happens behind the scenes, and I know that Andy, Tim and Mike will also appreciate the work it has done. I thank Papyrus for the work it has done, and all the other charities that have been mentioned. It has also been a pleasure to serve under your chairmanship, Ms Nokes. Thank you.

Question put and agreed to. 

Resolved,  

That this House has considered e-petition 623390, relating to suicide prevention and the national curriculum.

Religious Education in Modern Britain

Nick Fletcher Excerpts

Tuesday 1st November 2022 Westminster Hall

[Nick Fletcher (Don Valley) (Con)]

It is a pleasure to serve under your chairmanship, Dame Maria. I congratulate my hon. Friend the Member for Cleethorpes (Martin Vickers) on securing a debate on this important issue.

It was less than two months ago that Her late Majesty the Queen lay in state in Westminster Hall. As a nation, we remember that time with sorrow, but we have immense gratitude for her life of service and faithfulness. In that life, she was strengthened by a personal faith in Jesus Christ. That was explored in the only book to which she personally wrote a foreword, entitled “The Servant Queen and the King she serves”, which was published on her 90th birthday. Her personal faith in Christ, which sustained her in service to people of all faiths, was also an expression of important principles at the heart of the UK’s culture, law and constitution.

The cross and orb that surmount St Edward’s crown, which is used in the coronation, represent the same truth as the title of that book. When the monarch sits on the throne wearing the crown, he or she is sitting below a representation of the cross of Christ that itself sits atop an orb representing the globe. The meaning is profound: the monarch is accountable to God for his or her rule. All human rulers reign under God. The laws that they enact must be accountable to a higher standard of morality, embodied in the character of God as seen in Christ and in his word.

The cross represents the fact that we all fall short of that higher standard. None of us can live up to it, but Christians believe that Jesus suffered on the cross so that we can be redeemed and restored to have a relationship with God. They believe that he rose again to reign as the ultimate king, not of a kingdom of this world—as he said to Pontius Pilate—but of a spiritual kingdom. His reign sets the example of servant leadership—of the one who stooped to wash the feet of his disciples and then stooped lower, even to the grave. Many people—young, old and of all faiths—admired the expression of that in our late Queen’s life of service. However, there is a real concern that our education system robs young people of the chance to understand the substance of Christian belief, which shaped not only the life of our late Queen and of our nation, but the lives of countless people in this country and across the world.

Of course, Jesus Christ was Jewish, not British or European. Christianity is not a uniquely western religion, and, sadly, we as a nation have often fallen very short of his example, but without an understanding of Christianity it is not possible to understand British culture or the foundations of our institutions and laws. It is right that the law requires state-funded schools to provide religious education to all pupils, and that that education reflects the fact that religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions represented in our country.

It seems to me that that balance is exactly right. We are not about excluding other religions from consideration —quite the opposite. They should be properly recognised and taken account of in the preparation of the RE syllabus, but RE needs to recognise the particular place of Christianity in Great Britain. Young people are entitled to be taught about it; that is what the law requires. However, under pressure from many competing demands, the failure of Ofsted to hold schools to account regarding this requirement means that it is all too tempting to let it slip, particularly when the failure to invest in teachers and to resource religious education makes it hard to deliver the subject well, yet RE is a popular subject at GCSE and A-level. I would therefore be grateful if the Minister could tell us what can be done to ensure that schools respect the will of Parliament in this matter.

Oral Answers to Questions

Nick Fletcher Excerpts

Monday 4th July 2022 Commons Chamber

[Nadhim Zahawi]

My hon. Friend asks an important question, and he will know that we are looking at how we help local authorities to commission and buy places much more efficiently with the regional care co-operatives. There is also the work of the MacAlister review, after which hopefully out-of-area placements will become a rarity, rather than where we are today.

[Nick Fletcher (Don Valley) (Con)]

8. What assessment he has made of the adequacy of the variety of literature taught in schools.

[The Secretary of State for Education (Nadhim Zahawi)]

The national curriculum states that pupils should read a wide range of books, poems and plays to appreciate our rich literary heritage and to develop a love for literature, as I did as a teenager. That includes pre-1914 contemporary prose, poetry and drama, Shakespeare and seminal world literature. Schools have freedom to select texts meeting those criteria.

[Nick Fletcher]

Does my right hon. Friend agree that caution is needed with books that encourage a child to question their biological sex and to believe they were born in the wrong body because of gender nonconformity and not conforming to society’s stereotypes? Parents should be able to see what is being shared with children, whether in lessons or the school library.

[Nadhim Zahawi]

I want to be clear: parents should know what their children are being taught in school. There are clear requirements on schools about providing parents with information about their school’s curriculum. We appreciate that parents have particular concerns about gender nonconformity, which is why we are developing very clear guidance for the frontline for schools to be able to deal with that issue.

BACKBENCH BUSINESS

Nick Fletcher Excerpts

Thursday 30th June 2022 Westminster Hall

[Miriam Cates]

I hope that the Minister will answer those questions, but my right hon. Friend is right. That is the source of the problem: the regulation and inspection criteria is not the same for these subjects, but it is even more of a problem for them because they are contested. As a science teacher, if I were to google a video of sodium being put in water, I will not find anything that anyone disagrees with or that departs from the truth. The trouble with some of these topics is there is such a wide range of contested views that we need a set of regulations and an accepted curriculum even more so, but I will come on to that.

The Health Secretary rightly compared the fear of causing offence, which may happen, with fears of being called racist when discussing the Rotherham grooming gangs. Exposing children to extreme sexual practices and ideology, telling them it is all about choice, connecting them with adults they do not know, cutting out parents, labelling parents as harmful or even referring them to social services, hiding information about a child from those who love them most—there are strong parallels here with grooming practices, and I have no doubt that children will be more susceptible to being groomed as a result of the materials they are being exposed to.

How have we gone so wrong? We seem to have abandoned childhood. Just as in the covid pandemic when we sacrificed young for old, our approach to sex education is sacrificing the welfare and innocence of children in the interests of adults’ sexual liberation. In 2022, our children are physically overprotected. They have too little opportunity to play unsupervised, to take responsibility and to mature and grow wise, yet at the same time they are being exposed to adult ideologies, being used as pawns in adults’ political agendas and at risk of permanent harm. What kind of society have we created where teachers need to undertake a risk assessment to take pupils to a local park, but a drag queen wearing a dildo is invited into a library to teach pre-school children?

Parents do not know where to turn, and many I have spoken to tell me how they complain to schools and get nowhere. Even the response from the DFE comes back the same every time telling parents that, “Where an individual has concerns, the quickest and most effective route to take is to raise the issue directly with the school.” The complaints system is circular and schools are left to mark their own homework.

Ofsted does not seem willing or able to uphold the DFE’s guidance. Indeed, it may be contributing to the problem. It was reported last week that Ofsted cites lack of gender identity teaching in primary schools as a factor in whether schools are downgraded. There is a statutory duty on the Department to review the RSE curriculum every three years, so the first review is due next year. I urge the Minister to bring forward that review and conduct it urgently. I understand that the Department is in the process of producing guidance for schools on sex and gender, so will Minister tell us when that will be available?

While much of the RSE guidance is sensible, terms such as “age appropriate” are too woolly and difficult to interpret. The guidance produced on political neutrality has been helpful, but this is not fundamentally a political issue. It is a matter of taking an evidence-based approach to what knowledge and ideas a child is able to process at different stages of their development. We do not try to teach babies to read or teach quantum mechanics to six-year-olds, because they are not developmentally ready, and neither should we teach about sexual pleasure or gender fluidity to pre-pubescent children or about extreme sex acts to adolescents. The RSE guidance and framework must be rewritten with oversight by experts in child development and put on a statutory footing to determine what should be taught, when and by whom. The DFE should consider creating a set of accredited resources, with regulatory oversight by Ofqual, and mandating that RSE be taught only by subject specialists. The Department has previously said in correspondence that it is

“investing in a central package to help all schools to increase the confidence and quality of their teaching practice in these subjects, including guidance and training resources to provide comprehensive teaching in these areas in an age-appropriate way.”

Can the Minister say when that package will be ready?

In the light of the Cass review interim report, the Department must write to schools with clear guidance about socially transitioning children, the law on single-sex facilities and the imperative to include parents in issues of safeguarding. The Department should also conduct a deep dive into the materials being used in schools, the groups that provide such materials and their funding sources.

[Nick Fletcher (Don Valley) (Con)]

My hon. Friend is making a fantastic speech. There is an awful lot of work that needs doing on this subject. There is an old saying: “Give me a child until he is seven and I will show you the man.” While the Department is working on this issue, children are unfortunately being exposed to this material. The damage could be being done as we speak. We could do with action to withdraw some of this material with immediate effect while we do those deep dive studies. I think it is so important. It is happening now—as we sit here, children are being exposed to things in their school that they should not be. We need to do something immediately.

[Miriam Cates]

I completely agree. That is why I am calling on the Department to conduct this review urgently. It is incumbent on parents and teachers to speak out when they see those resources and express their concerns. Unfortunately, at the moment, many teachers and parents are powerless, which is why we very much need the help of the Department.

What is the Minister’s view on the amendment to the Schools Bill introduced in the House of Lords that would require schools to allow parents to view the materials being used in RSE? Another solution might be for the DFE to create a statutory obligation that schools can only use resources published online. That would put the onus on third-party providers to produce responsible, high-quality material and make it available for public and academic scrutiny. Does the Minister not agree that sunlight is the best disinfectant, and that parents have the right to know what their children are being taught, especially in matters of sex and relationships?

RSE in schools is not fit for purpose. I have no doubt that there are many schools and many teachers doing an excellent job of delivering RSE in a way that helps to prepare children for adult life, as was intended. However, from the sheer volume of evidence I have seen—I have spoken for 32 minutes, but I honestly could speak for two hours with the materials I have been given; however, I will allow other hon. Members to come in shortly—and the number of parents who have contacted me from all over the country and from all different types of schools, it seems clear that RSE is exposing far too many children to adult sexuality and adult ideology and is doing them harm.

Most teachers and headteachers mean well, but they are overwhelmed by political pressure, too busy to investigate the source of teaching materials and too confused by guidance that is at times weak and contradictory. At the moment, it is left to dedicated parents groups such as the Bayswater Support Group, Transgender Trend, the Safe Schools Alliance, Parents for Education and the Family Education Trust to support parents, guide them to complaints procedures and help them to engage with schools. However, it is the Department for Education that imposed the mandatory requirement for schools to deliver RSE, so it is fundamentally the responsibility of the Department to ensure that schools are equipped and held accountable to deliver it well.

I look forward to hearing from the Minister how the Department plans to clean up this mess and give our children the protection they deserve.

Oral Answers to Questions

Nick Fletcher Excerpts

Monday 23rd May 2022 Commons Chamber

[Paul Holmes (Eastleigh) (Con)]

13. What steps his Department is taking to invest in education in low-performing areas.

[Nick Fletcher (Don Valley) (Con)]

23. What steps his Department is taking to invest in education in low-performing areas.

[The Secretary of State for Education (Nadhim Zahawi)]

I am sure that the whole House will join me in sending our well wishes to the Minister for Higher and Further Education, my right hon. Friend the Member for Chippenham (Michelle Donelan), as she is fighting covid and, I am sure, will defeat it.

To help all pupils to achieve their potential, I have increased core schools funding by £4 billion, which is a 7% increase in cash terms per pupil this year, in 2022-23; and I have directed—flexed—£2.6 billion of that funding towards low prior attainment children through the national funding formula.

--- Later in debate ---

[Nadhim Zahawi]

I never tire of saying that data and transparency are our greatest allies in improving educational outcomes. We are absolutely focused on delivering against the ambitious targets that we have set for skills, schools and families, and on holding ourselves in the Department against them. Sharing our plans and performance data is a key lever to drive rapid improvement through the complex system that we oversee in education. I have committed to publishing a delivery plan setting out what we will achieve and a performance dashboard showing progress, and I want teachers and school leaders to do the same on behaviour, absenteeism and, of course, standards.

[Nick Fletcher]

Does the Minister agree that the future of children’s education in the now city of Doncaster has never been brighter due to the excellent steps taken by this Government, the fantastic schools in Don Valley and the roll-out of my role models project on the ground, which shows young people all the career opportunities? With that in mind, will the Minister agree to come to Don Valley and see for himself the good work that is being done?

[Nadhim Zahawi]

My hon. Friend is certainly a role model in how he has celebrated Doncaster becoming a city. I am delighted that the role models project is connecting schools in Don Valley to local professionals; it is inspiring and informative for young people to hear about the career journeys of role models and to learn about all the excellent career opportunities available to them in Doncaster. I look forward to joining my hon. Friend and seeing the project for myself.