Statutory PHSE Education — [Mr Laurence Robertson in the Chair]

Part of the debate – in Westminster Hall at 10:46 am on 6 February 2018.

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Photo of Nick Gibb Nick Gibb Minister of State (Education) 10:46, 6 February 2018

It is a pleasure to serve under your chairmanship, Mr Robertson. I congratulate Teresa Pearce on securing this debate and on her powerful speech.

The teaching of high-quality personal, social, health and economic education is a very important issue, and I welcome the opportunity to set out the Government’s position on it. We believe that the education system must prepare all pupils for life in modern Britain. Schools have a key role to play in developing rounded young people who can navigate the challenges of the modern world with confidence. They should teach pupils a foundation of knowledge to use and apply in a variety of contexts, allowing them to thrive and develop and preparing them to become fully engaged citizens and contributors to society.

The context of this debate is that standards in our primary and secondary schools are rising. Some 1.9 million more pupils are in good or outstanding schools today than in 2010. The attainment gap between children from poorer and wealthier backgrounds has closed by 10% since 2011. The proportion of pupils taking at least two science GCSEs has risen from 63% in 2010 to 91%. Children’s reading is improving. I agree with one point made by Patricia Gibson: reading literature introduces children to a range of emotional and life experiences.

We also know that high-quality PSHE and age-appropriate relationships and sex education are important in contributing to keeping pupils safe and healthy. Technological advances have brought great opportunities, but young people today also face unprecedented pressures as they navigate the digital world. Effectively planned PSHE programmes can provide young people with the necessary knowledge to manage risk and build understanding of dangers such as drug and alcohol misuse and cyber-bullying, as well as supporting them to enhance their own wellbeing. Schools are encouraged to deliver PSHE as an integral part of their duty to provide a broad and balanced curriculum. Many schools already use their curriculum and school day to support pupil wellbeing, for example through their PSHE curriculum and through a range of extracurricular activities.

We know that these subjects are important, but they also need improving, which is why we have committed to a programme of reform. The Children and Social Work Act 2017 requires the Secretary of State for Education to place a statutory duty on all primary schools to teach relationships education and on all secondary schools to teach relationships and sex education, or RSE. The Act also gave the Government the power to make PSHE a compulsory subject to be taught in all state-funded schools, subject to further careful consideration.

As part of our reforms, in March 2017 we set out in our policy statement key areas that we anticipate that relationships education, and relationships and sex education will focus on, for example, teaching pupils about different types of relationships, and about unhealthy and healthy relationships, both on and offline. That is likely to include consideration of issues such as boundaries, appropriate behaviour, consent and respect for others, which were powerfully raised by Sarah Champion. She is right about protecting young children, and I agree that relationships education at primary school should equip pupils with age-appropriate knowledge, so that they can keep themselves safe.

Teaching about friendships and family relationships in primary school forms the building blocks for RSE in secondary school. Pupils should understand their own and others’ relationships, as well as the impact that relationships have on mental health and wellbeing. This knowledge will support pupils in making informed decisions.

As part of our reforms, we are also working closely with experts to determine what PSHE should look like in the context of statutory relationships education and RSE, and we will consider age-appropriate content and guidance. PSHE is currently a non-statutory programme in maintained schools. Schools are encouraged to teach PSHE, and this is outlined in the introduction to the national curriculum framework document, which was published in 2013. PSHE can encompass many areas of study, and in considering whether it should be made compulsory, it is important to balance the need for schools to have freedom and flexibility to tailor their local PSHE programme to reflect the needs of their pupils.

As set out in the policy statement, we could expect mandatory PSHE to cover several broad pillars, for example healthy bodies and lifestyles, including issues such as cancer, which was raised by my hon. Friend Andrew Selous. PSHE could also include issues such as keeping safe, puberty, drugs and alcohol education, healthy minds, including emotional wellbeing and mental health, economic wellbeing and financial capability, and, lastly, careers education, preparation for the workplace and making a positive contribution to society.

Many schools already teach PSHE well, and we want to understand how they do that in a way that complements their broader curriculum. In some primary and secondary schools, sex education is also taught as part of PSHE. The teacher voice omnibus survey report, published in October last year, explored schools’ approaches to PSHE and SRE. The vast majority of senior teachers—85%—said that their school taught both PSHE and SRE. Most of the others—8%—said that they taught PSHE only.

Schools are free to use PSHE to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on areas such as drug education, financial education, SRE, and the importance of physical activity and diet for a healthy lifestyle. Teachers have the freedom to address the areas that are most relevant to their pupils, drawing on evidence, good practice and advice from professional organisations. We encourage organisations to develop materials for schools in their area of expertise.

My hon. Friend the Member for South West Bedfordshire and others, including the hon. Member for Erith and Thamesmead and my hon. Friends the Members for Colchester (Will Quince) and for North Swindon (Justin Tomlinson), raised the issue of first aid. There is nothing more important than keeping children and staff safe, which is why we have put in place a duty requiring schools to support all children’s medical needs, and we have set up a scheme so that schools can buy defibrillators at a reduced price. Schools can teach emergency first aid and life-saving skills in a variety of ways, for example through the wider curriculum, through assemblies or through PSHE, and we have given headteachers more freedom than ever before to shape the curriculum to the needs of their pupils.