Education

Norman Lamb Excerpts

Wednesday 20th March 2019 Commons Chamber

[Nick Gibb]

The policy makes it very clear that there should be consultation between the schools and parents; that the schools should publish on their websites the details of what is to be taught; and that parents should be given plenty of notice, so that there is time for their input into the development of that policy. They need to know that if the school takes a different decision, they can, ultimately, withdraw their child from the sex element of RSE in secondary schools.

The new subjects will put in place the building blocks that children need to develop healthy, positive, respectful and safe relationships of all kinds, starting with lessons at primary school about family and friends. At secondary school, what is taught in relationships and sex education will expand to reflect the person as a potential partner and parent; for example, teaching will include the characteristics of healthy and unhealthy intimate relationships, the roles and responsibilities of parents with respect to raising children, and the positive effect that good relationships can have on mental wellbeing. These subjects give us the opportunity to help to protect children and promote personal development and positive character attributes such as honesty, integrity, kindness, resilience and courtesy.

All children will be taught about online relationships and about how behaviour should be the same online as in other contexts. At age-appropriate points, they will be taught about specific online issues, such as who and what to trust, or sharing information. In secondary schools, they will be taught about the dangers and the potential impact of sexually explicit content.

Health education will give us the opportunity to drive up the consistency and quality of pupils’ knowledge about physical and mental health. Physical health and mental wellbeing are interlinked. It is important that pupils understand that good physical health contributes to good mental wellbeing, and this starts with pupils being taught about the benefits of daily exercise, good nutrition and sufficient sleep, and about the positive impact that self-care techniques can have on their health and wellbeing.

Effective teaching will give children the knowledge to recognise and seek help for poor mental and physical health and support them to promote positive mental and physical wellbeing and to thrive both at and beyond school.

[Norman Lamb (North Norfolk) (LD)]

I welcome the inclusion of mental health and wellbeing in the compulsory curriculum, but how it is taught—ensuring that teachers are properly trained and that the training is sufficiently resourced—will be critical. Does the Minister have an expectation of how many staff will be trained to teach mental health and wellbeing in schools?

[Nick Gibb]

The right hon. Gentleman, a former Health Minister, raises an important point. We want to make sure that the training material is available—we are allocating £6 million in the relevant financial year to prepare and produce essential resources—and that training, both online and face to face, is available so that our teachers are well equipped to teach this subject properly.

--- Later in debate ---

[Norman Lamb (North Norfolk) (LD)]

This is a moment to celebrate. Many immensely powerful speeches have been made; I very much welcomed the speech of the hon. Member for Plymouth, Sutton and Devonport (Luke Pollard). This is a really important moment for our whole Parliament to unite and say, “You can love whoever you want and be whoever you want, and that will be respected.”

On the question of withdrawal of children, in my book the child’s right must always dominate over the parents’ right. Surely children have the right to be informed about all the challenges that they will face as they grow up.

I applaud the Government for including mental health in the sex and relationships education curriculum—the culmination of years of campaigning by so many people. How it is taught will be incredibly important: teachers need to understand the sometimes complex causes of mental ill health and distress, including trauma and child sexual abuse or other violence in the home, and teach those issues sensitively. It is also important that they be given the resources, training and support to do so; I share the shadow Minister’s concern about whether the resources that the Government have allocated for that purpose will be sufficient.

I join the hon. Member for Great Grimsby (Melanie Onn) in highlighting the importance of drug education. The organisation VolteFace has raised concerns that certain key things have not been included in the curriculum, including

“awareness of child criminal exploitation; harm reduction advice; understanding of hidden harm; where parental substance misuse can impact on a child; advice on decision-making during pressured situations”.

It also notes that the curriculum does not include education for sixth-formers, who are under particular pressure with respect to drugs, and that because there is no guidance about sustained, continued education, the requirement could be met by a one-off tick-box exercise that did not meet young people’s needs. I urge the Government to keep the policy closely under review and listen to the concerns of organisations such as VolteFace, so that we get it right for young people.