Relationships and Sex Education

Paul Scully Excerpts

Monday 25th February 2019 Westminster Hall

[Fiona Bruce (Congleton) (Con)]

I welcome the debate, not least because what unites all petitioners, and no doubt hon. Members, is the desire for young people to develop healthy relational foundations for adulthood. Given the modern challenges facing children offline and online, the case for updating the sex and relationships education guidance of 19 years ago is compelling.

Sadly, the World Family Map shows that Britain is a world leader in family breakdown, with record numbers of children experiencing parental break-up before they get their GCSE results. The debate should not be a call for no change—none of us can be complacent in the face of such challenges for children and families in our constituencies—but we need to be clear about what needs changing.

In many ways, the requirement is nothing new: to help young people understand the age-old ingredients of a long-term stable relationship in adulthood, and the importance of marriage and family. Let us give the Government credit where credit is due. The draft regulations spell out that pupils should learn about

“the nature of marriage and”

its

“importance for family life and the bringing up of children”,

which should not be controversial.

Last year, in a poll commissioned by the Centre for Social Justice, almost eight in 10 young people said that they wanted to get married and wanted relationship education to help them to understand how to build long-term lasting relationships. That is what the Government’s relationships and sex education plans deliver, which is to be welcomed.

I have long argued, however, that the push for compulsory sex education in all schools is wrong for two key reasons: first, parents are the primary educators of children about sex and, secondly, the emphasis should be on relationships, which would put sex in the context of stable long-term relationships. I therefore encourage the switch to the name “relationships and sex education”—not to play with words, but to make relationships foundational. Relationships education should be integrated from primary school years through to relationships and sex education in secondary school years.

[Paul Scully (Sutton and Cheam) (Con)]

In talking about the need to update the rules, does my hon. Friend agree that it is important to take into consideration the views of the orthodox Jewish faith, which we have heard about, and of the Muslim faith, such as the Sutton Central Masjid, which has lobbied me? As we heard from the hon. Member for Warrington North (Helen Jones), we also need to make sure that young children can learn the actuality, rather than relying on the internet or their peers in the playground.

[Fiona Bruce]

My hon. Friend is right. Many organisations and schools have said that for years, including the Catholic Education Service, which has been a leading advocate of relationships-based education for some time, the Relationships Alliance and the Centre for Social Justice.

The gap in education is due not to a lack of sex education, but a lack of relationships-based education. Even for some primary school children, the problem is not a lack of knowledge about sex, but a lack of knowledge and understanding about respectful healthy relationships. I commend these proposals, which seek to address that, and the way in which the Secretary of State has engaged on the issue. For example, the issue of consent is a relational one before it becomes a sexual one. The addition of health education as a statutory requirement alongside RSE reflects the wider challenges affecting young people’s health and wellbeing, such as the impact of alcohol and drugs.

I am pleased that the Government listened to the cross-party call for action led by my former colleague, David Burrowes, who has done so much work on this issue, and acted when the Children and Social Work Act 2017 introduced compulsory relationships education in primary schools, and relationships and RSE in secondary schools.

However, the main focus of this debate is the right of parents to withdraw their children from sex education. We have to recognise that although the current right may be exercised only rarely, it is consistent with a fundamental principle enshrined in article 2, protocol 1 of the European convention on human rights:

“the State shall respect the right of parents to ensure such education and teaching in conformity with their own religious and philosophical convictions”.

The petitioners feel that parental authority is undermined by the lack of any parental right to withdraw a child from relationships education at primary and secondary school and by the proposed replacement of the parental right of withdrawal at secondary school with the “right of request” just in relation to sex education, with the final decision being made by the headteacher and not the parents. That may be said to happen only in “exceptional circumstances”, but those circumstances are not defined, and the very fact that the caveat exists is a breach of the current parental right to withdraw children. For many, that is a breach too far, and I agree with that assessment.

During the debate in Committee on the 2017 Act, Edward Timpson, the then Minister for Vulnerable Children and Families, said that

“We have committed to retain a right to withdraw from sex education in RSE, because parents should have the right, if they wish, to teach sex education themselves in a way that is consistent with their values.”—[Official Report, 7 March 2017; Vol. 622, c. 705.]

I am clear that there is a distinction between relationships education and sex education, so I do not believe that a parental right of withdrawal is necessary for relationships education in primary schools. Parliament decided not to extend the right of withdrawal to relationships education and also resisted attempts by the Opposition to remove the right altogether—quite rightly, too.

School Funding (London)

Paul Scully Excerpts

Wednesday 29th March 2017 Westminster Hall

[Paul Scully (Sutton and Cheam) (Con)]

To clarify, are not many of the pressures the hon. Lady talks about, which I certainly do not dismiss, the associated costs, rather than necessarily to do with the funding formula itself?

[Helen Hayes]

My argument is about the cumulative impact of unfunded cost pressures in recent years, and some still to come because of the apprenticeship levy, in addition to the impact that the new funding formula will have.

Seventy per cent. of schools’ budgets are spent on staff, so it will be teaching assistants, speech and language therapists, learning mentors, family support workers, school trips, sports clubs, music specialists and teachers that will have to be cut. Heads across my constituency say that the formula does not work. London schools also face a recruitment crisis, fuelled by the high cost of housing and childcare in the capital, as well as the Government’s failure to meet teacher training targets. More than 50% of London heads are over the age of 50, and the current budgetary pressures, combined with the new inspection regime and changes in the curriculum, are making it harder and harder to recruit. Further reductions in funding will only exacerbate the situation, making it harder for schools to retain experienced teachers and creating a level of pressure in the profession that will cause many hard-working teachers to look elsewhere.

The Government’s stated aim in revising the schools funding formula is fairness. I agree with that aim. There are problems with the current formula in some parts of the country, because of the embedding of resourcing decisions made by local authorities many years ago and their use as the basis for calculating future increases. However, there is nothing fair about a proposal under which funding will be cut from high-performing schools in deprived areas. A fair approach would take the best-performing areas in the country and apply the lessons from those schools everywhere. It would look objectively at the level of funding required to deliver in the best-performing schools, particularly in areas of high deprivation, and use that as the basis for a formula to be applied across the whole country.

London schools should be the blueprint for education across the whole UK, but school leaders in London are absolutely clear that quality will inevitably suffer as a consequence of the funding changes that the Government are implementing. It is simply irresponsible for the Government to put the quality of education in London at risk. Children are growing up in a time of great global change and uncertainty. We feel that today perhaps more than ever, as article 50 is triggered. They need to be equipped with the knowledge, skills and confidence to navigate and compete in a post-Brexit economy. Our schools are essential to that, and to ensuring that children make the maximum possible contribution to the economy and public services in the future.

I ask the Minister this morning to think again and, as he reviews the 20,000 consultation responses that have been submitted, to consider the impact that the changes will have on London schools. I have two specific asks. When I met the Minister last week, it was not clear from what he said that he had recently visited high-performing London schools, so I invite him to visit a primary school and secondary school in my constituency to see at first hand the great work that our local schools do and to understand the current financial pressures that they face.

--- Later in debate ---

[Paul Scully (Sutton and Cheam) (Con)]

It is a pleasure to serve under your chairmanship, Mr Hanson. I shall be brief in making a few points about how the costs—and the associated cost pressures that I mentioned in my intervention—affect schools in Sutton.

All hon. Members welcome the opportunity to get fairer school funding. It has been debated at great length in the House over the past few months, with good reason. It is not fair that pupils with similar needs do not benefit from the same funding, and that that depends on where they live. It is right and proper to look at the issue, but that has not happened for a long time because it has been politically difficult. I welcome the fact that it is happening now. The consultation has just finished, and I am sure the Minister will look at the representations made in the responses and present any changes that he feels are appropriate for us to debate further.

Secondary schools in Sutton receive greater funding from the formula, by about 1.4%. Primary schools lose by 0.5%. However, as was mentioned before, many of the issues that headteachers are dealing with at the moment and that they will face going forward are associated cost pressures. With all the changes being made, now is an apt time to consider them.

There is a lot of concern among headteachers—all the headteachers in the area have written to me and the right hon. Member for Carshalton and Wallington (Tom Brake). Some headteachers from the London Borough of Sutton have already met the Minister for discussions. They are concerned about such things as the apprenticeship levy, which affects only some secondary schools and is comparatively low when set against the effects of some of the other changes and pressures. However, I find it strange and puzzling when any public sector institution’s money is churned around, as happens when we give a school funding and then claw some back through levies, rates and such things. I would find it easier if we cut through the bureaucracy and paid schools the money they needed to spend on their pupils.

Schools are not really well placed, especially at the moment, to take on apprentices because they are already training centres—they already train newly qualified teachers, Teach First teachers and other student teachers. Where they might be able to take on apprentices, such as in administration, things have already been cut to the bone, because those are in many ways the first places where cuts can be sought. It then becomes difficult to send anyone out on day release. I have a lot of sympathy with headteachers about the apprenticeship levy.

Many headteachers have talked to me about the 1% salary increase for public sector workers. They say that they want to be able to pay teachers more but, without the requisite funding, doing so would effectively mean an extra 1% cut in their budgets. They are not attracting more funding from the centre to pay for it. Again, I understand their concern. A signal is being sent, and it is pushed on to the headteachers to say, “Sorry. I can’t pay you any extra this year because of budget constraints”—despite the mood music in the media about pressure to pay people the extra 1%.

Another headteacher mentioned the cost of recruitment. It is difficult to get teachers, and especially senior teachers. I have been a governor for many years. When I was the chairman of governors at a primary school, we were looking for a headteacher and put many adverts in The Times Educational Supplement. It cost thousands of pounds each time and the response was woeful. I am interested in whether the Minister would consider a centralised recruitment system that everyone could tap into—one source that teachers can use—which would be a great cost saving for schools. The Department has talked about being able to make savings in schools through such things as procurement. It would be great if the Department could help schools by taking that approach.

I talked about the fact that secondary schools are a net gainer and primary schools a net loser. One reason they are all losing is the local authority formula. The local authority in Sutton has caused two issues. First, it had built up a surplus in the part of the grant it left behind, which has been used over the last few years to cushion some of the pressures. The surplus has now been used up and has finally come to an end. That has not been communicated particularly well to the schools, so there is a little bit of a cliff edge this year. On top of that, the local authority has effectively made a 0.5% cut for many schools to the amount it is keeping back, rejigging and then handing out to them.

Whereas the national formula helps us out a lot, the local formula means that Sutton loses out. It is important that parents and headteachers know exactly where the blockages are. In these times of greater devolution, it is important that the right people are accountable for formulae. I ask parents and headteachers to ensure that they question the local education authority and hold their councillors to account, including the council leader in Sutton, on why that money is being held back.

There is a disparity in Sutton between some of our secondary schools of about £1,000 per pupil—some get £4,500 while others get £5,500 per pupil. We have a number of grammar schools, with six fully and partially selective schools in Sutton. I question the argument about a lack of social mobility. There is a good amount of social mobility in those schools, primarily for Asian communities. We have a big Tamil community and a Bangladeshi community.

[Helen Hayes]

The issue with grammar schools is not what they deliver for the children who are able to access a place there. The evidence across the country shows that children from deprived backgrounds who do not go to grammar schools in areas that have them do demonstrably worse in their education. That is the issue of fairness I was referring to.

[Paul Scully]

That is an interesting intervention, but I can only use the Sutton example. All our schools are excellent, including the ones that are not selective. Indeed, Stanley Park High School in Carshalton and Wallington won The Times Educational Supplement secondary school of the year award last year. All the schools are being brought up in Sutton. A lot of Tamil and Indian families are moving around to be able to access Sutton’s schools. The problem in Sutton is ensuring that white working-class people can get that social mobility. We need to work harder on that.

My final point is that the funding pressures on the grammar schools are such that they are getting considerably less pupil premium per pupil than those in other areas, despite some of them being in average deprivation, because they are in more affluent areas. They are being disadvantaged because of the fixed costs—buildings cost a lot to heat and light, and there are staffing costs. They are losing out to other schools, which are getting pupil premium on top.

I make a special plea to the Minister to consider some of the work being done by grammar schools. Essentially, the funding formula is fair. It is good we are addressing this issue. I would like the Minister to have a look at some of the associated cost pressures and to answer some of the questions that headteachers have raised with me.

Schools that work for Everyone

Paul Scully Excerpts

Monday 12th September 2016 Commons Chamber

[Justine Greening]

Indeed, I do. Although it was depressing to hear Labour Members not even willing to engage with the sort of issues that local communities actually face, we are right to open up this debate so that we can take a measured approach to understanding what a 21st-century policy on grammars should be.

[Paul Scully (Sutton and Cheam) (Con)]

I am grateful for your generosity in allowing me to ask a question following my absence, Mr Speaker.

I welcome the Secretary of State’s comments about the fact that schools have already started to change their admissions exams to recognise that the over-tutoring of children just to squeeze them into grammar schools can have a negative effect, because they may struggle for the following seven years.

We were asked for a London example. Does the Secretary of State agree that the example of Sutton is a good one? There are six either fully or partly selective schools working closely with two Catholic schools, two schools that provide extra assistance to those who are gifted at sport, and other schools that provide a wide range of vocational training, including Stanley Park High School in the neighbouring constituency of Carshalton and Wallington. Stanley Park has gone from being an average state school to being The Times Educational Supplement’s secondary school of the year. All that is underpinned by inspirational leadership and great teaching, which is what can make schools work for everyone.

[Mr Speaker]

The hon. Gentleman has obviously used the long wait to allow his thoughts to fructify in his mind. We are deeply obliged to him.

Secondary School Places (London Borough of Sutton)

Paul Scully Excerpts

Wednesday 4th November 2015 Westminster Hall

[Paul Scully (Sutton and Cheam) (Con)]

I beg to move,

That this House has considered secondary school places in the London Borough of Sutton.

It is a pleasure to serve under your chairmanship, Mr Owen. Some years ago, school place planning around London dictated that a number of schools, especially across Sutton, should contract in size. Across London, though, it was quickly discovered that the plans were horrendously wrong, and that in fact the exact opposite was required: there were more people moving into the borough, there was a higher birth rate than was originally predicted, and during the economic downturn fewer parents sent their children to nearby independent schools.

The London Borough of Sutton moved to expand primary schools across the area. Bulge classes and permanent new buildings sprang up in every school. Despite a number of people asking about secondary education, the council seemed to forget that children have a funny habit of growing up and needing secondary school places. We were assured that the council could cope.

Secondary schools have been through the same process as primaries. New buildings and classes have popped up. Stanley Park high school in Carshalton has moved to a new location and expanded considerably as a result. I was on the project board for that school when it was built; it was one of the last Building Schools for the Future projects. It was built on a former hospital site after more than a year of wrangling between two public bodies: the council and the NHS. Between them, about £1 million of taxpayers’ money was spent on legal fees. From that experience, I know about the difficulties and inertia when working with the public sector.

In subsequent years, the private sector, which on the whole is far more nimble, started to look at Sutton after development opportunities in surrounding boroughs were exhausted. Many of the plots of land that might have made a good school site were snapped up for residential, retail and other mixed development. Now, we are scratching around to find sites that can deliver the infrastructure improvements required to support an expanding population.

Sutton has a particular environment when it comes to schooling. It regularly features at the top of the list of local education authorities for results, which is one of the biggest attractions for families coming to Sutton. At the centre of that excellence are its five grammar schools. Those selective schools have deservedly excellent reputations. However, their existence means that Sutton is a net importer of children, with students coming not only from neighbouring Croydon and Merton, but from central London and even the south coast. Pressure is therefore more acute in Sutton than in many other parts of London. If Wallington County grammar school applies for and opens an annexe in Croydon, as has been reported, that may help to alleviate the situation regarding school places in the east of the borough by keeping children in Croydon closer to home, but there is still a long way to go to secure enough secondary school places in the coming years to satisfy predicted demand.

I will quickly share the chronology of events that has led us to an impasse in trying to secure the school places that we so desperately need. In November 2012, Sutton council acknowledged that a new secondary school might have to be built in Sutton as early as 2015. Early reports showed that the predicted shortfall in places would be most acutely felt in the centre and to the north of Sutton town centre. In June 2013, Sutton council’s education committee instructed officers to investigate sites for a new secondary school. That October, the same committee noted that a new secondary school would probably be required in 2017 or 2018. In the following January, the council confirmed that a new 10-form-entry secondary school would be required in 2017. That was the advice from the secondary schools partnership—a body made up of senior representatives from all the local secondary schools. The reference to 10-form entry was later changed to eight-form entry, which remains the estimate today. However, it was reported that the council did not have sufficient resources to build that school.

In December 2013, the then MPs came out in public as supporting part of the soon-to-be redundant Sutton hospital site as their favoured location for a new school opening in 2017. That site is in the south of the borough, close to the Surrey border.

In March 2014, the council’s secondary school expansion plan acknowledged the difficulty of identifying suitable sites for new schools:

“Due to the difficulty in acquiring even one suitable site, any new school should be as large as possible…to take greatest advantage of such a site.”

In June 2014, the council’s education committee was told that a site for a new secondary school would have to be acquired

“in the very near future”,

and there was a lead-in time of two to three and a half years for getting the new school open. Therefore any site would have to be sorted as early as 2016 for even a 2019 opening.

At that time, the council was refusing to share with the public the long list of sites that it was looking at, so I starting looking myself and noticed an overgrown, derelict, full-size artificial football pitch at the back of a park in Rosehill, just to the north of Sutton town centre, where demand is most acute. At the time, that was out to tender for a five-a-side football pitch arrangement after years of being left unused and locked up. The council already owned that land, so it would clearly save money. I spoke to the owners of Sutton Sports Village, a world-class tennis academy immediately adjacent to the site. They were supportive of a school being located there and expressed an interest in sparking up a partnership when it eventually opened.

In November 2014, Sutton Council announced that it had identified two sites for a new secondary school: part of the Sutton hospital site and Rosehill all-weather pitch, my preferred site. It commissioned feasibility studies for both sites, despite the fact that the Education Funding Agency, which is ultimately responsible for choosing the plot, would conduct its own. Before the council’s studies were complete, the council spent about £8 million buying land on the Sutton hospital site from the NHS. That parcel of land was not the same as the one first envisaged as suitable for a school. In fact, the council’s own feasibility study, when it was completed, showed that it was only 20% of the recommended size for an eight-form-entry secondary school. There would be no playing fields, no recreational area. In reality, to fulfil demand, any school on that plot would have to be in the order of four storeys high, built close to the street line, and just 2 metres from the closest family home. It would be totally out of keeping with the area, and as someone who served on Sutton’s planning committee as a councillor for four years, I cannot envisage how such a proposal would ever get planning permission from anyone with an independent eye.

In June 2015, the EFA confirmed that the Sutton hospital site was too small, but cleared the Rosehill site to proceed, leaving it as Sutton’s only viable new school site. The council and the EFA continued talks over the summer, leading the EFA to believe that heads of terms would soon be agreed when I met the person in charge of negotiations on 16 September. However, just two days later, Sutton council’s political administration pulled the plug on that site, saying that they would not release the land at Rosehill and insisting that the school could be built only on the land at Sutton hospital.

Last month, the approved sponsor for the proposed free school, the Greenshaw Learning Trust, said that the land that the council had bought at Sutton hospital was not sufficient for the school that it has approval for, and that it is still looking for a site. The EFA has confirmed that it is helping it in that endeavour. And so we reach the current deadlock.

There are three options for moving this matter on. The EFA can try to buy more land at the Sutton hospital site, which will cost even more money, leave the school in the wrong part of Sutton, and start to eat into land that is earmarked for an ambitious joint venture for a cancer research hub between the council, the Royal Marsden NHS Foundation Trust, the Institute of Cancer Research and the Epsom and St Helier University Hospitals NHS Trust. That would be an expensive short-term fix that would hamper strategic plans, and all because of an intransigent approach at this stage. A new provider on the site would not get Department for Education approval for a free school until next summer at the earliest, delaying the project for yet another year. There is also the small matter of the chief executive of the relevant hospital trust making it clear that he has no interest in selling off more of the site.

The second option is that another site could be found. There are examples of free schools across the country that have been built in unconventional styles. Fresh thinking may throw up an interesting use of an as yet unidentified site. I like to think that I am up for a bit of creative thinking, but over the last two years nothing, but nothing, has come to mind.

The third option is the most obvious: to look again at the Rosehill site. The political administration of the council—the senior Liberal Democrat councillors—dismiss that site, as it is classified as metropolitan open land, but that environmental argument is inconsistent for a number of reasons. Sutton council was happy to build an incinerator on metropolitan open land in another part of the borough. It is also planning a primary school on metropolitan open land in Hackbridge. It appears that only metropolitan open land on this site, in the ward represented by the leader of Sutton council, is immune from consideration this side of the 2018 local elections. In fact, the site has not been dismissed as being unavailable for any secondary school that is required by 2020, so we may see a school here anyway—just too late.

Sutton is fortunate to have many parks and open spaces, so I did not easily reach the conclusion that this site was best. As London expands and local residents wonder how their children will be able to afford housing in the area where they grew up, we need to plan to meet that demand and to cope with the resulting pressure on infrastructure. The Rosehill solution addresses that as best it can. That was echoed by a valuer who looked at the site and said that it was the best site for a school that he had seen in years. The footprint of the school building can be contained on the plot of the derelict artificial pitch. Car parking can be limited to an already-concreted area to the north of the site. Not only can the parkland remain, but if it is used as playing fields it can be maintained by the school and shared with the community.

I regularly speak to the Mayor about the need for a Sutton tram extension, which is included in his plan for London. The proposed route for that tram extension runs along the front of Rosehill. A train station is close by, and several buses run along the two roads that surround the site. That is in contrast to the junction at the Sutton hospital site, which would inevitably have to be remodelled to cope with the increased traffic, and which has fewer public transport links.

There are two secondary schools close to the Rosehill site: Greenshaw, which is the original school behind the Greenshaw Learning Trust, and Glenthorne. Both are incredibly popular and successful schools, and they are regularly over-subscribed. There is only one secondary school near Sutton hospital, Overton Grange. That might seem, at first glance, to suggest that there is a shortage of spaces in the south, but I believe that Overton Grange has been less popular than the other schools in recent years, so it has been under-subscribed. The biggest centre of demand appears to be in the roads around Sutton bus garage, to the north of the town centre. Although the Minister represents a seat close to Sutton and Cheam, I would not expect him to know the exact geography of the area, but I am always happy to show him around. Suffice it to say that Sutton bus garage is only five to 10 minutes’ walk from the Rosehill site.

We need immediate action. Residents have been waiting for years to see something at least get started. Just as we thought that was happening, things came to a juddering halt when the matter became politically difficult. It was put off in the lead up to the 2014 local elections, and again before this year’s general election. We cannot have the 2018 local election dictating school place planning policy in Sutton. We need proper reconsideration of the council’s position in a measured and open way. We cannot allow the council to continue with the approach that it has been taking lately, and that has spurred me to bring the matter to the Minister. The first that the EFA and the approved school provider, the Greenshaw Learning Trust, knew about the decision to about-turn and refuse to release the Rosehill site was via a press release that they received indirectly. That is no way to conduct business. Not a lot gets me annoyed, but playing politics with the education of our current cohort of nine-year-olds, who risk not getting a local school place in two years’ time, frankly appals me.

I cannot help thinking that when the Mayor looks at the issue when he is considering whether to invest in the tram extension, when international cancer research companies look at the proposed London cancer hub in the south of Sutton, or when developers look to Sutton for opportunities to build the housing that we so badly need, they will think again. They will wonder whether the time, energy and money spent on early planning might not be wasted, because the rug may be suddenly pulled out from under their feet on a political whim. They will be reluctant to work with a local authority that conducts its discussions via press release.

Sutton council says that it can open a school on the Sutton hospital site, but there is no evidence of any achievable plan. We need a school to accommodate 240 pupils in just two years’ time simply to start meeting demand. We know that a school will take two to three and a half years to build, and we still do not have a site. Securing planning permission for any site will not be straightforward. I am all for local decision making, and I am very much in favour of greater local accountability, but I do not believe that the parents of those nine-year-old children are aware of the totally avoidable crisis that we face as a direct result of the locally elected representatives. I hope that the Minister can help to break the impasse by stepping in and getting the council to take a truly strategic, common-sense view, breaking the deadlock, and securing the school places that the council is failing to provide, and that we so desperately need.