Relationships and Sex Education — House of Commons, 2018-07-19
Topic: Education
Damian Patrick George Hinds (Conservative, Centre-right): I thank the hon. Lady for the tone and content of her response. I join her in thanking and commending all those on both sides of the House who have been involved in the development of these matters over quite an extended period, particularly during the passage of the Bill that became the Children and Social Work Act The hon. Lady asked what was truly mandatory. The only part of the curriculum that it is possible to withdraw from is the sex part of relationships and sex education. If a primary school offered sex education—that is not mandatory, but if it were—the right to withdraw would also apply there The hon. Lady asked—it is a reasonable question—how we make sure this actually happens. Schools have an obligation to have regard to guidance, and they do. There is also, of course, the system of Ofsted inspection, which looks at the moral and spiritual development of children On how the right to withdraw will operate and the ability of children to opt in, there will continue to be, as I outlined in my statement, a parental right to withdraw. Its nature will change because the age-18 right is no longer consistent with legal precedent. There are cases where the parent wishes to withdraw the child from sex education and the child does not want that, but we are not expecting large numbers of those. Only a very small number of parents now withdraw their children from sex education; of course, there is sex education in most schools. In that case, the child would be able to access a term of sex education before reaching 16 The hon. Lady is absolutely right about bullying, including bullying of children who are LGBT. A couple of things are very important and essential in that regard. The first thing is to be talking, from an early age, about the reality of bullying, but also, crucially, about some of the aspects of online bullying, which, by definition, is harder for grown-ups to understand than for children whose daily reality it is. It is also about having the core building blocks, from a very early age, of respect for others, kindness, getting on with people, and understanding that there are differences and that this is something to be celebrated The hon. Lady asked about mental health. We are putting considerable resource behind the mental health strategy. We have put out the Green Paper and we will respond before too long The hon. Lady asked about new duties being put on teachers and what support would be in place. She also asked specifically about the teachers’ pay award. I am not in a position to say something about that today, but it is, as she knows, a process that we are going through. On support for teachers and schools in delivering this new content, we will listen, through the consultation, to what schools tell us. I am open to what sort of support that should be, including how we work with initial teacher training and other training, but also, critically, with regard to the provision of quality materials. A lot of those already exist, but some may not and will need to be developed. We need to make sure that there is a repository where schools can go and reliably find quality materials for teaching these subjects The hon. Lady’s particular perspective, not only as a mother but as a grandmother, brings something additional to this matter. I join her in welcoming these moves forward and the benefits that they will have for all our children—and grandchildren.