Sex and Relationship Education

Debate between Nick Gibb and Andrea Leadsom

Tuesday 25th October 2011 Westminster Hall

[Mr Gibb]

No. We have made it clear that we do not intend to change legislation on the matter. When children are in full-time education, the rights of parents are important in how their children are brought up.

The review of PSHE fits within the schools White Paper strategy of devolving power and responsibility to schools and of trusting professionals. The vast majority of primary schools provide SRE, and it must be done in a way that provides the right teaching at the right time.

In developing policy, we have looked at the evidence available. In 2010, Ofsted published a report on PSHE, which found that some aspects of SRE were less well taught, particularly relationships. More positively, it found that in about two thirds of the primary schools visited, teachers used a range of resources effectively, including computers and story books, to enable pupils to discuss issues without embarrassment. Previous inspection evidence reported by Ofsted in 2007 showed that schools judged as being particularly effective providers of SRE had developed successful and constructive links with a range of support services, which could advise young people on a variety of issues and respond to their needs.

Many schools draw on expert help, as was alluded to in the debate, for aspects of PSHE in which they do not have expertise, inviting professionals such as school nurses to give sex education lessons, or external organisations that use drama to explore sensitive issues. Research from Sheffield Hallam university found that school nurses were involved in the teaching of SRE in 45% of primary schools that taught it, and other external organisations were involved in 22% of schools. That research looked into different aspects of PSHE in primary and secondary schools, including SRE.

The researchers conducted a nationally representative survey with more than 900 primary schools and around 600 secondary schools. The study looked at which aspects of PSHE were taught and how frequently. In primary schools, more than 50% taught all elements of PSHE and 40% taught some elements. More than three quarters taught emotional health and well-being every week. Other aspects, such as diet and safety, were taught at least once a term by two thirds of primary schools. Three quarters taught SRE once a year or less often, with similar coverage on personal finance, enterprise and drugs education.

The study also examined aspects of PSHE in depth with nine primary schools. It found that the schools most valued official sources of support for planning or for signposting other resources. Teachers valued resources that were easy to use, enjoyable and engaging for pupils, which responded to pupils’ needs and were relevant to the context of the lessons. One of the key aims of the PSHE review is to identify the support that teachers need to provide high-quality teaching. The use of resources and expert support for schools are critical in that regard.

I am aware of the Christian Institute’s booklet, “Too much, too young”, which was referred to by my hon. Friend the Member for South Northamptonshire. It raises the question of which teaching materials are appropriate for school children. A search of a number of the local authority websites cited in the booklet did not reveal any that had a list of SRE resources recommended for primary schools, although some had an intranet that could not be accessed externally by officials.

Local authorities tell schools about available resources in a number of ways, which may include directing them to websites where SRE resources are listed. The Sex Education Forum website has a list of resources, which includes some of those cited by the Christian Institute booklet. The Sex Education Forum website clearly advises professionals to make their own choices about which resources to use and does not endorse the resources on the list. The website also provides a list of questions to help teachers choose and use a resource.

[Andrea Leadsom]

Does my hon. Friend acknowledge that unless one happens to have a seven-year-old who has exactly the same mental capacity as every other seven-year-old, one cannot decide what is absolutely right for all seven-year-olds in a class? It is extremely difficult for an adult to decide what might terrify a seven-year-old, particularly as children are not all the same. Does my hon. Friend agree that some form of uniformity, by making better classification, would be extraordinarily helpful in decision making?

[Mr Gibb]

I will come to that and the other points made by my hon. Friend in a moment.

The questions on the website include the following. Is the resource consistent with the values set out in the school’s SRE policy? Is it appropriate for the age, ability and maturity of the children? Have parents been consulted? Will the resource be used in its entirety or will it be more appropriate to adapt it and select from it?

The hon. Member for Kingston upon Hull North (Diana Johnson) asked whether such material was being used in schools, so I will talk to the Sex Education Forum and to my hon. Friend about the materials, how their content is decided and how they are used in schools. I think the SEF, with its wide range of member organisations, including those representing children and youth, faith groups, health, parenting and families, should have a perspective on such matters. I also want to explore how the range of resources available influences practice in schools, and I will talk to the makers of BBC Active and Channel 4’s “Living and Growing” resources to understand how such resources are selected for particular age groups and how parents are involved.

My hon. Friend and others raised entirely legitimate concerns in the debate, and we must ensure that parents are listened to. There are safeguards in place to protect children from inappropriate materials. First, governing bodies have a statutory responsibility to ensure that schools have a policy on sex education, which, as a minimum, should give information about how sex education will be provided, any sensitive issues that will be covered and who will provide it. Secondly, local authorities, school governing bodies and head teachers must have regard to the Secretary of State’s statutory, “Sex and Relationships Education Guidance”. Paragraph 1.8 states:

“Materials used in schools must be in accordance with…the law. Inappropriate images should not be used nor should explicit material not directly related to explanation. Schools should ensure that pupils are protected from teaching and materials which are inappropriate, having regard to the age and cultural background of the pupils concerned. Governors and head teachers should discuss with parents and take on board concerns raised, both on materials which are offered to schools and on sensitive material to be used in the classroom.”

My hon. Friend also proposed the licensing of materials, potentially by the British Board of Film Classification. I can readily understand her wish for materials—