Relationships and Sex Education — House of Commons, 2019-02-25
Topic: Education
Damian Patrick George Hinds (Conservative, Centre-right): With permission, Mr Speaker, I will make a statement to update the House on the Government’s proposals for the draft regulations and guidance on relationships education, relationships and sex education, and health education, following public consultation It is 19 years since the sex and relationships education guidance was last updated. The world that our children and young people face today is very different, and the way in which they build relationships, interact with their peers and manage their own mental and physical wellbeing has changed significantly. Along with all the positives of modern technology and new media come great risks, as children and young people are exposed to information, content and people that could and do cause harm. For many young people today, there is little distinction between their online and offline lives. That is why I believe that, now more than ever, it is necessary for us to give young people the knowledge that they need in every context to lead safe, happy and healthy lives During the passage of the Children and Social Work Act 2017, with strong cross-party support, the Government brought about the introduction of compulsory relationships education for all pupils in primary schools, and compulsory relationships and sex education for all pupils in secondary schools. In July I announced that, in addition, I would make health education compulsory for all pupils in state-funded schools. Thanks and appreciations are due in particular to my right hon. Friend the Member for Putney (Justine Greening) for her leadership in those historic steps, to my right hon. Friend the Member for Basingstoke (Mrs Miller) and to many other Members on both sides of the House, including the hon. Member for Rotherham (Sarah Champion). My sincere thanks also go to all the external groups and bodies that have contributed to the process and the tens of thousands who contributed to the call for evidence and consultation, and most particularly to our education adviser, Ian Bauckham CBE. Today we have laid the regulations that, following debate, will finalise the process, and published the accompanying statutory guidance for schools It is clear—this was also reflected in the consultation responses—that there are understandable and legitimate areas of contention. In reviewing responses and determining the final content of regulations and guidance, we have retained a focus on the core principles for the new subjects that Parliament endorsed through the Children and Social Work Act. Our guiding principles have been that these compulsory subjects should help to keep children safe, help to prepare them for the world in which they are growing up—including the laws relating to relationships, sex and health—and help to foster respect for others and for difference. Content must be appropriate in terms of age and developmentally, and must be taught in a sensitive and inclusive way with respect for the backgrounds and beliefs of pupils Parents and carers are the prime teachers for children on many of these matters, and schools complement and reinforce that role by building on what pupils learn at home. We have retained the long-standing ability for parents to request that their child be withdrawn from the sex education element of RSE. The school should respect the parents’ request to withdraw the child, except in exceptional circumstances, up to and until three terms before the child reaches the age of 16. At that point, if the child wishes to take part in sex education lessons, the headteacher should ensure that they receive it in one of those terms. In response to the consultation, we have further clarified in the guidance how and when a pupil’s special educational needs may be taken into consideration, and the fact that headteachers should document their decision-making process on the right to withdraw We believe that after reviewing the consultation responses, we have struck a balance between prescribing clearly the important core knowledge that all pupils should be taught, and allowing flexibility for schools to design a curriculum that is relevant to their pupils. We have made a small number of changes that we felt were important and would further strengthen the intent of the guidance. For example, we have made changes to the content on puberty to reflect the need for menstruation and menstrual wellbeing to be taught in all primary and secondary schools Given the lack of distinction that young people make between online and offline contexts, we have expanded teaching about internet safety and harms to include content on the potential risks of excessive screen time, and on how to be a discerning, discriminating consumer of information and other content online. We have included teaching about rape, female genital mutilation and forced marriage in secondary RSE, and we have amended the content on organ and blood donation to include the science relating to stem cell donation. We are committed to ensuring that every school will have the support that it needs to deliver those subjects and maintain a high and consistent quality by September 2020. We will be investing in tools that will improve schools’ practice, such as a supplementary guide to support the delivery of the guidance, targeted support for materials, and training. For the financial year about to begin we have allocated up to £6 million to invest in the development of those tools We will also continue to encourage as many schools as possible to start teaching these subjects from September 2019, partly so that we can learn lessons and share good practice about how these subjects are being taught before the full mandatory roll-out. These new subjects will put in place the building blocks needed for healthy, positive, respectful and safe relationships of all kinds, starting with the family and friends and moving out to other kinds of relationships, including those online. Young people will know what makes a good friend, a good colleague and a successful marriage, and what is acceptable and unacceptable behaviour in relationships. They will understand the positive effects that good relationships can have on their mental wellbeing. Alongside CPR and first aid, there will also now be mandatory teaching on mental health and wellbeing, a foundation for our wider transformation programme on support services for children and young people’s mental health We believe that these proposals are an historic step in education that will help equip children and young people with the knowledge and support they need to form healthy relationships, lead healthy lives and be happy and safe in the world today. I commend this statement to the House.