My Lords, I rise to speak to Amendment 171F in my name. Had I not had an amendment in this group, I would have risen to support the amendment to be addressed by the noble and right reverend Lord, Lord Harries of Pentregarth. I very much support the gist of that amendment on citizenship, having worked with him on some of the committees. What it says makes absolute sense and I hope we will see progress with that idea as we take the Bill forward.
Amendment 171F is on something completely different. I do not think it is contentious. I hope that we will all agree that there is a problem that needs to be solved. I do not think for a minute that it has been deliberately created by Ministers or anyone else. I think it is a loophole, but a very big loophole, and the Bill is an ideal opportunity to address it.
We all would sign up to the idea that partnership between schools and parents is absolutely crucial. Whether we are mums, dads, grandparents or whatever, we all make speeches and know that partnership and the strength of it between the teacher, parent and child are crucial. It is possibly more crucial in some areas of the curriculum than in others: sex education, faith education and some aspects of history. That understanding about what is happening in the school is very important so that the parent can support the teacher and the teacher can support the parent, all in the interests of the child.
If we look at the Government’s guidance on relationships and sex education, it says that parents should have visibility of what is being taught to their children. That is the central core of what I have always thought was the case, both as a teacher and through my time in politics. I was therefore surprised to see a letter that a parent made available to me after she had gone to her child’s school to ask to see some of the
curriculum papers that were being used in relationships and sex education. In this case the child was in key stage 2, the latter years of primary education. The head had written to the parent to say that he could not make the curriculum materials available to her because the organisation that was delivering that part of the curriculum said that it was exempt under Section 43(2) and Section 42 of the Freedom of Information Act.
In many areas of the curriculum, especially the contentious areas, schools look to outside bodies to bring in their expertise. We have already had a discussion in Committee on the importance of sometimes not necessarily using teachers with QTS but going to where there is specialist skill. This school had asked an organisation to come in and deliver sex and relationships education. But the organisation had said, “This is our intellectual property. It can’t be photocopied and shown to a third party.” The law allows it to claim that parents are a third party. That cannot be right. It does not matter whether they like the curriculum material or not. This particular bit of curriculum material was, I think, very contestable in terms of appropriateness for age. However, even if I thought it the best bit of teacher material I had ever seen, I would say it could not be right that a parent could not have access to it and see it. There are so many areas where a parent would want to know what is being taught to a child, and something needs to be done about this.
It is in the area of contested facts and difficult things to teach that schools are most likely to turn to outside organisations to help. They tend not to do that with maths and English and things like that, because they have the qualified staff in the school. It is for the areas that are difficult to teach, because they are contested, that outside organisations are particularly likely to be approached.
Whether we like it or not, we live at a time when there are lots of curriculum areas in which facts are not facts, and what we all assumed was appropriate to pass on to the next generation is now being contested. We have contested information and different views; as a society and a generation we are trying to work these things out. It is critical that giving ideas and words to the next generation is done with care, openness and the support of all the adults possible.
I very much hope that the Minister will be able to do two things when she responds to this amendment: first, to accept that there is a problem and, secondly, to say how it will be addressed before Report. I do not want—as was the position in the letter I read—the head to have to come between the parent and the outside provider. It was not fair for that head to have to write to the parent, with whom they would be having a longer-term relationship than that over the relationships and sex education lesson. We can all see that it potentially damaged the working relationship between the head and the parent.
Even if it were the case that the law could be got round, or it would have been possible for parent to see the material, or the outside provider need not have said that that should happen, we cannot make the head the go-between. We must have greater clarity. I do not think that this is intentional on anyone’s part. If this amendment is not appropriate, that is fine. We
think it works but, if it is not appropriate—or perhaps I should say, if there is a better way of solving this problem—I know that everybody who supports this amendment will be delighted to discuss this with the Minister in the intervening weeks. I hope we can solve this problem.