I was rather surprised to see that a presentation on Relationship and Sex Education (RSE) at Tuesday's meeting of Brent senior officers and school governors is to be given by Sophie Taylor, who is Deputy Director for Due Diligence and Counter Extremism at the Department for Education. The new requirements and guidance on RESE come into effect in September 2020.
I assume that the agenda is connected with events in Birmingham where some parents have protested outside a primary school about its teaching on these issues
. However to make an explicit connection between 'Extremism' and concerns about RSE in the Brent context seems to run counter to commonsense when retaining the confidence of the community and parents in our schools and working with them should be our priority.
The issue came up in the July Council meeting and these are the relevant Minutes:
Question from Cllr Daniel Kennelly to Cllr Amer Agha, Lead
Member for Schools, Employment and Skills:
Can the Lead Member for Schools, Employment and
Skills set out the measures that the Department for Education published in its
statutory guidance on the teaching of Relationships Education?
The Department for Education has announced that
from 2020, relationships education will be compulsory for all primary school
children and relationships and sex education will be compulsory for all
secondary school children. The Department for Education published on the 25th
February 2019 draft regulations and statutory guidance on Relationships
Education, Relationships and Sex Education and Health Education, setting out
what the requirements will be from 2020. This statutory guidance sets out what
schools should do and sets out the legal duties with which schools must comply
when teaching Relationships Education, Relationships and Sex Education (RSE)
and Health Education.
This comes 20 years after the government last made
changes to health, relationships and sex education and is in the context of a
world that looks significantly different to children from 20 years ago, with
significant changes for how children develop their relationships, including
understanding the risks for children online and the development of social media
as a key feature in the majority of children's lives.
The guidance states that from September 2020 all
schools must have in place a written policy for Relationships Education and
Relationships and Sex Education. Schools must consult parents in developing and
reviewing their policy. Schools should ensure that the policy meets the needs
of pupils and parents and reflects the community they serve. The policy should
set out the subject content, how it is taught, who is responsible for teaching
it and how the subject is monitored and evaluated.
For primary education, the Policy should define
Relationships Education and include information to clarify why parents do not
have a right to withdraw their child. For secondary education, the policy
should define Relationships and Sex Education and include information about a
parent’s right to request that their child be excused from sex education within
RSE only.
The guidance sets out what by the end of primary
school pupils should know about under the headings “families and people who
care for me”, “caring friendships”, “respectful relationships,” “online
relationships” and “being safe.” The guidance also sets out what in addition pupils
should know by the end of secondary school under the headings “families”,
“respectful relationships”, “online and media”, “being safe” and “intimate and
sexual relationships including sexual health”.
There are a number of myths being circulated regarding
the 2020 changes. The first is that schools will from 2020 be required to teach
concepts and values that are contradictory to some religious beliefs. This is
not the case. Schools are required to comply with relevant requirements of the
Equality Act 2010 and the Public Sector Equality Duty, which means, in making
decisions, having due regard to the need to eliminate discrimination,
harassment, victimisation and any other conduct that is prohibited by or under
the Equality Act, and to advance equality of opportunity and foster good
relations between people who share a relevant protected characteristic and
people who do not share it. The guidance states that “the religious background
of all pupils must be taken into account when planning teaching.”
A second myth is that these changes will conflict
or compromise parents’ ability to educate their children according to their own
religious or philosophical beliefs. How this curriculum will be taught will be
a matter for individual schools, who will consult with parents before the
introduction of the new relationships education and will listen to their views.
Governing Boards, which will include parent Governors as members, will then
work with their teaching staff to deliver the most age appropriate elements of
the new curriculum to the pupils. Schools will have the ability to amend their
approach if they believe it is necessary to support pupils and families at the
school.
Brent is home to one of the most diverse
communities in the UK and this is one of our strengths. We strive to be an
inclusive society and to ensure that everyone in the borough feels welcome and
included. This means embracing the modern world we live in, and understanding
and celebrating our various differences and addressing the context in which our
children are growing up.
Councillor Kennelly thanked Councillor Agha (Lead Member for Schools,
Employment and Skills) for his response in relation to the Department for Education
(DfE) guidance on the teaching of Relationship Education. Before moving on to
his supplementary question he took the opportunity, following on from the
Mayor’s Announcements, to also pay tribute to Pride and the LGBTQ+ community
and to express his support for the Armed Forces community in recognition of
Armed Forces Day.
In terms of a supplementary question, whilst recognising that
the Lead Member had acknowledged the challenges faced in addressing the myths
surrounding the DfE guidance, Councillor Kennelly asked what further assurance
could be provided in terms of the support being made available for schools in
order to address any concerns or difficulties experienced.
In response, Councillor Agha advised that the Council was using a number of
different strategies and methods such as the Brent School Partnership, the
Schools Forum and the Annual School Governors Conference to disseminate advice
and guidance and provide support to schools and their governors to assist them
in complying with the statutory guidance. He felt it was important to remember,
however, that the way in which the curriculum was taught would be a matter for
individual schools and their Governing Bodies. Whilst expected to consult with
parents prior to its introduction, schools and their Governing Bodies would
have the ability to amend their final approach, if felt necessary, in order to
support pupils and families at the school. He therefore reminded members of the
importance of Governing Bodies and encouraged any members not already involved
to consider becoming school governors in order to be able to individually offer
their help and support.
Councillor S.Choudhary sought
further details on the teaching of relationship education in schools,
particularly given concerns around parents seeking to withdraw their children
from relationship and sex education as a result of cultural and religious
beliefs. He asked the Lead Member for his views on what more could be done to
inform and educate parents on the new guidance in order to dispel the myths
identified relating to its introduction and impact.
In response, Councillor
Agha (Lead Member for Education, Employment andSkills) advised that it was
important to recognise that the Council could not issue any direction in this
matter and that it would be up to individual schools and their Governing Bodies
to decide how they would teach the curriculum and implement the guidance from
the Department of Education. He pointed out that the introduction of the new
guidance would need to be undertaken in consultation with parents, taking
account of the religious background of all pupils as part of the planning
process, with the Council offering support and guidance, as required, in order
to ensure schools were complying with the necessary requirements.
The approach outlined in the replies with its emphasis on working with parents seems sensible. Successful RSE will depend on an open and transparent relationship between school staff, governors and parents. Anything that suggests a hidden agenda or stereotyping of communities is likely to cause distrust.