British Values: Teaching

Peter Bone Excerpts

Wednesday 25th June 2014 Westminster Hall

[Mr Peter Bone (in the Chair)]

The sitting is resumed and we start with a very interesting debate on the teaching of British values.

[Mr John Denham (Southampton, Itchen) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Bone, particularly as you have rightly said that this is a very interesting debate. I hope that everyone will still feel that it is an interesting debate when I have finished speaking.

I am grateful for the chance to have this debate on teaching British values. I have been engaged in this issue for a long time and certainly at least since I became a Home Office Minister in 2001, but obviously I asked for today’s debate following the Government’s recent announcement that all schools will be required to promote British values. In the wake of that announcement and the issues in Birmingham that seem to have provoked it, media coverage has tended to be polarised between supporters of the Government’s proposition and those who treat the whole idea of promoting British values with some derision or concern. I wanted this debate because I do not fit easily into either of those camps. I believe that nation building—the conscious attempt to create a strong cohesive society with a strong national story and shared values—is now a national imperative. It follows, for me, that schools should be in the business of nation building. I do not agree with those who have argued quite recently that talking about Britishness is really rather un-British. That includes, in fact, the Secretary of State for Education.

However, I have real concerns that the Government’s approach is ill judged and may be counter-productive. It is of concern that within days the Prime Minister and the Deputy Prime Minister were taking diametrically opposed positions on this issue in the media. That rather suggests that both were more concerned about forthcoming elections than about the promotion of British values, but this issue is too important for the Government to handle it in such an unco-ordinated and disorganised way. I will end my remarks by making a few proposals for an approach that is more rounded and more constructive, but still designed to promote British values.

This is a critical moment. Three years ago in Munich, the Prime Minister ended support for what he called “state multiculturalism”. He did not just say that multiculturalism was dead; he put nothing in its place, even though Britain at that time was continuing to experience rapid social and economic change with large-scale if unplanned immigration.

From the 1960s, Governments had done their best to make an increasingly diverse society work, tackling racism and discrimination, unfairness in public services and disadvantage in education. From 2011, for the first time in more than 50 years, we have had no clear state policy and no clear Government philosophy about how we are all to live together successfully. Of course today’s problems do not start or end with this Government, but this was an unfortunate time to leave the field of play—to abandon attempts to set out how a strong and cohesive society could be built. There was a desultory little document on integration from the Department for Communities and Local Government—it was little more than a list of local examples of good practice—and that was it.

For all the strong bonds between people of different backgrounds that exist, not for decades has this country felt so ill at ease with itself and so uncertain about where it is going, so a new initiative to promote British values is significant. It may, in my view, be poorly designed, but rather than dismissing it, we should welcome any sign of renewed interest in how our country works in the future.

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[Mr Denham]

I would agree. I made it clear that I am not here to defend the practices that were uncovered in Birmingham schools. I was actually going on to make the point explicitly in my speech; if I lose concentration, I will probably end up reading it out anyway.

Here we go—on the next page. As I have said, knowing the difference between religious conservatism and extremism does not mean that we do not tackle unacceptable problems in schools. The hon. Member for Stourbridge (Margot James) got there before I did. She is absolutely right. As I made clear when I was talking about the need to intervene if things go wrong and schools become exclusive, I accept that point.

However, by conflating conservative theology with political radicalism and extremism, the Government have not helped to take the debate forward. It has undoubtedly fuelled fears and concerns in the wider non-Muslim community and alienated the majority of Muslims, who do not support what was going on in the Birmingham schools. It has made that necessary discussion about how we educate young Muslims in our British society probably more difficult. I do not think that the Government have got the issues right, because it comes across as though the challenge is to get one particularly disloyal community into line, when the real challenge is bringing together people from many different communities into a cohesive society with a strong national identity. That is a big enough challenge.

I want to end with five, I hope, constructive and practical proposals. First, I would like to see the Government fill the gap left by their opposition to multiculturalism by endorsing the idea of nation building. It should be public policy to create a strong, cohesive society with a strong national story and shared values.

Secondly, I would like to see the Government shift the emphasis of their approach from constructing legal powers to intervene, based on legal notions of British values, to providing teachers and schools with the powers and resources they need to do that job well.

Thirdly, the Government should set out a simple test for all publicly funded schools—faith, community, academy or free—that they should be required to maintain an environment that is genuinely open and welcoming to all students of all backgrounds. That, rather than the tortuous test of promoting British values, should be the basis for inspection and intervention.

Fourthly, citizenship and the promotion of strong national values should be restored to their proper place in the curriculum and made part, once again, of Ofsted’s normal inspection regime. As part of that, the Government should take a fresh look at how we ensure that students in mono-cultural or mono-faith schools enjoy wider opportunities to meet, work, study and socialise with those from other schools and other backgrounds.

Finally, the Government should recognise the importance, not just of teaching national values, but of involving young people in debating, exploring and shaping them. Just as British values commonly understood are different today from when I was born, so they will be different in 60 years. It is today’s young people who will, together, decide whether our country works or not.

[Mr Peter Bone (in the Chair)]

It might be helpful for hon. Members present to know that I intend to have the shadow Minister on his feet no later than 3.40 pm.

[Sir Tony Baldry (Banbury) (Con)]

Mr Bone, I am not sure how long each of us has—about five or six minutes?

[Mr Peter Bone (in the Chair)]

Yes.

[Sir Tony Baldry]

Well then, the full version of my speech will be found on my website, www.tonybaldry.co.uk. This is the abridged version.

We are grateful to the right hon. Member for Southampton, Itchen (Mr Denham) for introducing this debate. I do not think we agree with his analysis.

The inscription on the second world war memorial in my school reads: “Whatever hope is yours, Was my life also”. Later this year, we commemorate the centenary of the start of the great war. A good starting point for defining British values would seem to be exactly what our fathers, grandfathers and great-grandfathers considered to be the values they were fighting for in those wars.

I think the first value, which I am sure we have learned over the centuries, is that of tolerance—the need to tolerate others and the need, in particular, for religious tolerance. That is perhaps not surprising, because there was a terrible legacy of religious intolerance in this country during the Reformation and the counter-Reformation, which led to our recognising that we needed to get along with and tolerate each other. Unlike some other countries in Europe, in Britain we have generally never had hang-ups about religious emblems, such as crucifixes, being displayed in schools or public buildings.

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[The Minister for Skills and Enterprise (Matthew Hancock)]

Mr Bone, I hope that you, like me, have found this to be an enlightening, well thought through and extremely reasonable debate. It has been positive, and I congratulate the right hon. Member for Southampton, Itchen (Mr Denham) on securing it. I will try to address his five points and some of the points raised by other Members, but we need to set the debate in context. The question of the values that tie us together as a country is a crucial point that has been raised and relevant through the ages. This debate is not on a new subject, but one that has been raised throughout history.

It is best to start on the point about universal values and the question of what British values are. As has frequently been stated, the Government have set out that British values are

“democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.

The right hon. Gentleman said that we could all unite behind those values, and I certainly hope that we can, but as my hon. Friend the Member for Hexham (Guy Opperman) rightly pointed out, we are complacent if we say that that is easy or natural. British values are not universal around the world, and we should be proud that they are very widely, if not universally, accepted here at home. Those universal values flower in Britain because of the protection of our strong democratic state, defended through liberty—with blood, in times gone by—by our forefathers and the forefathers of those from many different backgrounds.

To seek to defend those values, and the British polity that protects them, is a valuable task. In that, I thought that many of the comments made by the right hon. Member for Southampton, Itchen were astute, but it was a sad irony that in arguing that we should come together in many of these things, he sought to find points of division where none exist. The argument for a conscious focus on nation building is one that we support. He argued not for a legal basis in that space, but for providing teachers with the powers and resources to enable them to deliver. While it is crucial to ensure that we defend British values by specifying what is not acceptable, that inevitably ends up with a legal basis for intervention. As my hon. Friend the Member for New Forest East (Dr Lewis) pointed out in describing the paradox of tolerance, if we are to ensure that we promote British values—including ensuring that we take action against extremist ideologies that are anathema to them—there need to be legal elements. There is, however, much, much more to the issue. For example, the broadening of the history curriculum is one part of a response to a need to strengthen the underpinning of British values that has been under way over the past few years.

On the promotion of citizenship and British values in the curriculum, the right hon. Member for Southampton, Itchen made an odd critique about citizenship and Ofsted. Of course Ofsted inspects on the teaching of spiritual, moral, social and cultural education. That is a core part of its framework, and the argument that it did not inspect for that is, frankly, wrong. His point on involving young people in debate is important. Having listened to his speech very closely, I argue that there is much more that unites than divides us.

There is another crucial point, which everyone in the debate has touched on: British values are not simple and British identities are often multiple. I did not even know that my hon. Friend the Member for New Forest East had a Jewish background. Being Jewish and British is a widely held identity, much like being Scottish and British, English and British or Welsh and British. Once we get to Ireland it is slightly more complicated, because Northern Ireland is part of the United Kingdom, rather than Great Britain. As my hon. Friend the Member for Reading West (Alok Sharma) set out, however, identities expand to being Indian and British and many other different backgrounds. Nevertheless, the reticence with which some express British values, and the argument that it is rather British to be reticent about expressing British values, which I recognise, should not prevent us from setting out expectations on shared values. British values are a core set of beliefs that support and ensure freedom, liberty and tolerance and underpin the way we want our society to function.

The debate rightly touched on the issues in Birmingham schools. We are clear that we need to learn lessons from what happened there. I will deal with a couple of technical details before going on to the broader point. In 2008, when concerns were expressed, the schools were maintained schools. Much progress has been made in maintained schools. They must promote the spiritual, moral, social and cultural development of pupils so that they can participate in wider society, and they must promote community cohesion. The strategy for creating the conditions for integration recognises the critical role that local organisations, including schools, can play in bringing communities together. Existing advice on teacher misconduct confirms that misconduct includes:

“Actions or behaviours that undermine fundamental British values, democracy and law, promote…extremism, or demonstrate deliberate intolerance and/or lack of respect of the rights, faith and beliefs of others”.

Maintained schools are also required under the citizenship curriculum to teach pupils about subjects including democracy and human rights.

Those requirements are only part of the wider answer to the question on British values, of which the teaching of history is also part. Here I come to the point made by my hon. Friend the Member for Dover (Charlie Elphicke), because he, in his eloquent articulation of British values, warned against those who would try to divide us and pointed to the special role of Dover and its white cliffs in the British story. We should pay heed to his words. Having said that, we will take further action, in addition to the action taken since 2010, to strengthen guidance to schools to set out more clearly our expectations. That follows the publication of the Government’s Prevent strategy, which focuses not only on tackling directly violent extremism, but extremism more broadly. That is necessary to tackle the roots of violent extremism, and the Secretary of State has set out that we will consult on further action.

On Monday, we launched a consultation on strengthening the wording of the independent school standards, which apply to independent schools, academies and free schools, to require schools actively to promote principles that encourage fundamental British values. That builds on the change made last year to include a requirement to encourage pupils to respect fundamental British values. In addition, we will also require teaching

“on the strengths, advantages and disadvantages of democracy and how democracy works in Britain, in contrast to other forms of government in other countries”.

The guidance also describes the outcomes that independent schools, including academies and free schools, will be expected to demonstrate. That shows that the accountability of academies and free schools is stronger than that of maintained schools, not least because of inspection by the Education Funding Agency as well as by Ofsted.

Finally, I want to pick up on one point made by the shadow Minister. He said that there was no accountability whatsoever in academies. I would say that—

[Mr Peter Bone (in the Chair)]

Order. I am afraid that time has beaten us. I would like to thank all hon. and right hon. Members for co-operating to get everyone in, and for an interesting debate.