BACKBENCH BUSINESS

Stephen Morgan Excerpts

Thursday 30th June 2022 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Dowd. I thank the hon. Members for Thurrock (Jackie Doyle-Price), for Penistone and Stocksbridge (Miriam Cates), and my hon. Friend the Member for Canterbury (Rosie Duffield) for securing this important debate.

We have had a range of views and insights from Members today. The hon. Member for Penistone and Stocksbridge spoke about the quality of RHSE guidance and curricula and the age appropriate material and its importance. She went on to give a range of examples and she put a number of questions to the Minister. We all look forward to his response.

My hon. Friend the Member for Brighton, Kemptown (Lloyd Russell-Moyle) spoke with his trademark passion about a range of relevant issues, including the importance of specialisms in schools and quality materials. I thank him for speaking from the heart about his own personal experience with his loved ones. He gave a very tragic example of why we have to get this right in our schools.

The hon. Member for Thurrock spoke about recognising the impact that the internet has on schools and children, and about the importance of teaching consent at a time when we see significant harassment of women and girls. Other Members spoke about the perspectives from Northern Ireland and Wales, which I am grateful for. The importance of engagement with parents and the visibility of materials that schools use were also mentioned.

There are a great many ways in which good quality relationships, health and sex education can and must address the challenges that our children face. Some of those challenges could define the next generation. Sadly, most of them disproportionately affect young women and girls, so I want to make sure we discuss the full breadth of issues that this debate allows.

Labour Members believe strongly that quality RHSE must be part of the curriculum for every school. The 2019 statutory guidance was an important step forward, but the evidence suggests that too many young people are not getting access to the information that is needed both in school and at home. The pandemic has undoubtedly disrupted the introduction of the 2019 statutory guidance, but there is more that the Government can and should do to prevent a looming crisis.

On the specific issue of information on gender identity for trans and non-binary people, which some Members have raised in the debate today, I would stress the importance of regularly reviewing and updating guidance and signposting by the Department for Education, and the need for training and support for all teachers and staff.

[Neale Hanvey]

Will the hon. Gentleman give way?

[Stephen Morgan]

I will make progress because I am conscious of time.

I would also point out a recent Sex Education Forum survey, which said that almost 40% of students had been given no information about gender identity or any information relevant to people who are trans or non-binary, so I am very reluctant to accept the opposing argument. In fact, the bigger problem appears to be the lack of information on this issue.

In terms of how RHSE is delivered, there is obviously a balance to be struck. I accept that this is a sensitive debate. That is why guidance must be clear and regularly updated. Support and materials for those teaching in the classroom must be forthcoming. This is about being realistic, proportionate and compassionate.

As we have heard in the debate today, children increasingly face a wild west when it comes to RHSE. Too much is happening in unregulated and unsafe spaces online. Not enough is happening in controlled environments such as classrooms and in conversations with parents. This is feeding a disturbing culture in which sexual harassment is becoming normalised. The same survey by the Sex Education Forum found that a third of children had not learnt how to tell whether a relationship is healthy. More than a quarter had learnt nothing about the attitudes and behaviours of men and boys towards women and girls. One in three said they did not learn how to access local sexual health services, and four in 10 learnt nothing about FGM.

Ofsted’s 2019 report on sexual abuse in schools put it best when it said that

“Children and young people were rarely positive about the RSHE they had received. They felt that it was too little, too late and that the curriculum was not equipping them with the information and advice they needed to navigate the reality of their lives.”

I recently had the pleasure of meeting Nimue Miles, who is passionate about improving sex education to combat violence against women. She said of her own experience that sex education

“doesn’t cover coercion…They don’t cover modern day issues like social media…They also don’t cover sexist jokes, objectification and the impact of pornography.”

Of course, those are complex and delicate issues, and as Ofsted has pointed out, teachers cannot be left to handle them alone. That is why improving the guidance and materials given to teachers is so important, and we must make sure that is delivered.

I therefore have some questions for the Minister. How many of the 10 recommendations made by Ofsted’s review of sexual abuse in schools and colleges have the Government implemented? Will he commit today to provide and improve training for teachers and staff and deliver the materials they need, in one place and in a timely manner, to aid lesson planning during the academic year? What steps is he taking to help schools and colleges shape their curriculum? When does he expect to fulfil the pledge set out in the schools White Paper to

“create and continually improve packages of optional, free, adaptable digital curriculum resources for all subjects”?

How will the Minister improve the advice he is providing to parents and carers about how to support teachers’ work at home? What conversations has he had with the Secretary of State for Digital, Culture, Media and Sport about defining categories of harmful online content on the face of the Online Safety Bill, and has he made representations that the scope of that Bill should cover all services likely to be accessed by children?

Labour strongly believes that relationship, health and sex education must be an indispensable part of any curriculum. We want to see young people leaving school ready for work and for life, and such education is an essential part of that aim. As it stands, RHSE provision is failing our children and leaving them open to a world in which sex and relationships are misunderstood, harassment is commonplace, and unhealthy and damaging behaviours are rife.

We have a responsibility to our children to ensure they can meet the world as it is now, not as we think it should be or how it was before. Most importantly, we have to give them the tools to shape the world as it will be, and to protect themselves and look after each other in a compassionate and inclusive way. At its most basic, relationship and sex education is about legislation and guidance, but in reality, it is about the information and power we give to young people to shape their world. I hope we can spend more time looking at it in that way, so that we can deliver better futures for all our young people.