Those who missed my first post on Red Wall MP Miriam Cates can find it here.

Today’s post continues a profile of the MP for Penistone and Stocksbridge in South Yorkshire.

Levelling up

Miriam Cates is interested in giving the more rural parts of Britain the same advantages as the more urban areas. This is what levelling up means.

On Wednesday, November 9, 2022, she spoke in the Levelling Up Rural Britain debate with a focus on public transport. An excerpt follows, emphases mine:

My constituents share many of the challenges of urban areas, such as the rising cost of living and access to affordable family housing, but we also face some unique disadvantages that highlight the pressing need to include rural Britain in the levelling-up agenda. To state the obvious, and as other Members have said, the lower population density of rural places means that service models that work in urban areas are much less viable in our communities. My right hon. Friend the Member for Ludlow (Philip Dunne) and the hon. Member for Westmorland and Lonsdale (Tim Farron) put this eloquently. The metrics that are used to describe the viability of urban services just do not work in rural areas; they have to have special cases.

I want to speak particularly about bus services, which over recent months have declined significantly in my constituency. Residents of Stocksbridge, Grenoside, Chapeltown, High Green, Ecclesfield, Wharncliffe Side, Oughtibridge and other villages have seen services reduced or even disappearing altogether, cutting people off from jobs, education, training, healthcare and leisure.

The impact on everyday life cannot be overstated. The old are left stranded at bus stops, the young arrive late for school and workers are forced to pay for taxis to get to work. Local employers offering good jobs have told me of their difficulty in recruiting because their premises are no longer served by bus. The vision of levelling up is to spread opportunity evenly around the country, but it really does not matter how much opportunity there is if people cannot get to it.

What has gone wrong in South Yorkshire, particularly rural South Yorkshire, and how can we fix it? Services were struggling even before covid, but the post-pandemic environment has been a perfect storm for rural bus services in South Yorkshire. From my meetings with Stagecoach and First Bus, it is clear that patronage has fallen sharply at the same time as fuel costs have increased.

I was pleased to be successful over the summer in persuading the Government to release a third round of the covid bus recovery grant. But, crucially, the South Yorkshire Mayoral Combined Authority’s bus service improvement plan bid failed completely, which resulted in our region’s receiving not a single penny while neighbouring authorities in Manchester, Derbyshire and Nottinghamshire received tens of millions of pounds.

I am grateful to the Bus Minister, my hon. Friend the Member for North West Durham (Mr Holden), for meeting me this morning to discuss the issue, but I urge the Minister responding to this debate, my hon. Friend the Member for North East Derbyshire (Lee Rowley), to press this matter with his Government colleagues. My constituents pay the same taxes as everybody else. It is not their fault that our combined authority’s bid did not meet an acceptable standard.

Things may look bleak, but I believe there are some glimmers of hope. We have had local successes with the new No. 25 and No. 26 routes around Penistone and a new service connecting Northern College with Barnsley. Those services have reconnected isolated villages and are based on an innovative small bus model pioneered by the excellent South Pennine Community Transport.

In Stocksbridge and Deepcar, we have plans to use our towns fund to commission new buses to help residents to travel around our towns—for anyone who has not been there, Stocksbridge is incredibly steep and people absolutely need a bus to get back up the hill. We are also progressing with plans to restore a passenger rail service along the Upper Don valley and we have a levelling-up fund bid to improve the Penistone line.

However, we need to accept that a one-size-fits-all approach to public transport just does not work. Rural services will never be as profitable as urban routes, but, if they are designed sensibly around what communities actually want, if they are regular and reliable with easy-to-understand timetables, they can be self-sustaining, as we have seen with our new routes. Ultimately, levelling up rural transport requires a localism agenda, putting commissioning in the hands of local people—our town, parish and local councils—and with a funding model that recognises the unique challenges of rural life.

Considering that levelling up was in the 2019 Conservative Party manifesto, Lee Rowley, representing the Government, provided a somewhat disappointing response at the end of the debate:

… My hon. Friend the Member for North Devon (Selaine Saxby), along with my hon. Friends the Members for Witney (Robert Courts), for Redditch (Rachel Maclean), for Penistone and Stocksbridge (Miriam Cates), for Penrith and The Border (Dr Hudson) and for Meon Valley (Mrs Drummond), among others, raised the point about connectivity, be it of the physical kind, in terms of buses and public transport, or the virtual kind, in terms of broadband. They are absolutely right to advocate on the challenges that this brings. We all know that there have been challenges associated with buses in the past few years. When the level of decrease of passenger use is so profound as it has been with covid, of course we want to try to work through how we can support rural communities. That is no different in my constituency. We have to try to look at the innovative solutions that my hon. Friend the Member for Redditch highlighted with regards to a demand response to travel, while also ensuring that people have good quality bus services over the long term …

Sex education

Lately, Miriam Cates has been outspoken about sex education in English schools. She has put up with a lot for rightly pointing out that children are learning things at school that should be off limits.

On Thursday, June 30, she was granted a backbench business debate on relationship and sex education [RSE] materials in schools:

I beg to move,

That this House has considered relationship and sex education materials in schools …

Let me start with a health warning: my speech is not suitable for children. That is sadly ironic, given that all of the extreme and inappropriate material I am about to share has already been shared with children in our schools. As a former biology teacher, I have delivered my fair share of sex education. Teaching the facts of life often comes with more than a little embarrassment for teachers and pupils alike. I remember teaching about reproduction when I was about 30 weeks pregnant with my first baby. One child asked me if my husband knew I was pregnant. Another, having watched a video on labour and birth, commented, “Miss, that’s really gonna hurt, you know.”

Just as children do not know about photosynthesis or the digestive system without being taught, neither do they know the facts of reproduction. Thus, it is important that children are taught clearly and truthfully about sex. Of course, there is a lot more to sexual relationships than just anatomy. Many people believe that parents should take the leading role in teaching children about relationships, since one of the main duties of parenting is to pass on wisdom and values to children. Nevertheless, in some families parents cannot or do not teach children about relationships, and it is also sadly the case that the internet now presents children with a vast array of false and damaging information about sex.

There is widespread consensus that schools do have a role to play in relationships and sex education. That is why the Government chose to make the teaching of relationships and sex education compulsory in all secondary schools from September 2020. According to the guidance, the aim was to help children

“manage their academic, personal and social lives in a positive way.”

Less than two years later, my right hon. Friend the Education Secretary has written to the Children’s Commissioner asking her for help in supporting schools to teach RSE because we know that the quality of RSE is inconsistent.

The Education Secretary is right that the teaching of sex education is inconsistent. Unlike maths, science or history, there are no widely adopted schemes of work or examinations, so the subject matter and materials vary widely between schools. However, inconsistency should be the least of the Education Secretary’s concerns when we look at the reality of what is being taught. Despite its good intentions, the new RSE framework has opened the floodgates to a whole host of external providers who offer sex education materials to schools. Now, children across the country are being exposed to a plethora of deeply inappropriate, wildly inaccurate, sexually explicit and damaging materials in the name of sex education. That is extremely concerning for a number of reasons.

First, if we fail to teach children clearly and factually about relationships, sex and the law they will be exposed to all sorts of risks. For example, if sex is defined as, “anything that makes you horny or aroused”—the definition offered by the sex education provider, School of Sexuality Education—how does a child understand the link between sex and pregnancy? Sex Education Forum tells children they fall into one of two groups: menstruators or non-menstruators. If a teenage girl’s periods do not start, what will she think? How does she know that is not normal? How does she know to consult a doctor? How will she know she is not pregnant? Will she just assume she is one of the non-menstruators?

The book for teachers, “Great Relationships and Sex Education”, suggests an activity for 15-year-olds in which children are given prompt cards and have to say whether they think certain types of sexual acts are good or bad. How do the children know what acts come with health risks, or the risk of pregnancy or sexually transmitted infections? If we tell children that, “love has no age”—the slogan used in a Diversity Role Models resource—do we undermine their understanding of the legal age of consent? Sex education provider Bish Training informs children that:

“Most people would say that they had a penis and testicles or a clitoris and vagina, however many people are in the middle of this spectrum with how their bodies are configured.”

As a former biology teacher, I do not even know where to start with that one.

As adults, we often fail to remember what it is like to be a child and we make the mistake of assuming that children know more than they do. Children have all sorts of misconceptions. That is why it is our responsibility to teach them factually, truthfully and in age-appropriate ways, so that they can make informed decisions.

Another concern relates to the teaching of consent. Of course it is vital to teach about consent. The Everyone’s Invited revelations make that abundantly clear. But we must remember that, under the law, children cannot consent to sex. Sex education classes conducted by the group It Happens Education told boys of 13 and 14 that the law

“is not there to…punish young people for having consensual sex”

and said:

“It’s just two 14 year olds who want to have sex with each other who are consensually having sex.”

It is not hard to see the risks of this approach, which normalises and legitimises under-age sex. Not only are children legally not able to consent; they also do not have the developmental maturity or capacity to consent to sexual activity—that is the point of the age of consent.

The introduction of graphic or extreme sexual material in sex education lessons also reinforces the porn culture that is damaging our children in such a devastating way. Of course it is not the fault of schools that half of all 14-year-olds have seen pornography online—much of it violent and degrading—but some RSE lessons are actively contributing to the sexualisation and adultification of children. The Proud Trust has produced a dice game encouraging children to discuss explicit sexual acts, based on the roll of a dice. The six sides of the dice name different body parts—such as anus, vulva, penis and mouth—and objects. Two dice are thrown and children must name a pleasurable sexual act that can take place between the two body parts. The game is aimed at children of 13 and over.

Sexwise is a website run and funded by the Department of Health and Social Care and recommended in the Department for Education’s RSE guidance. The website is promoted in schools and contains the following advice:

“Maybe you read a really hot bit of erotica while looking up Dominance and Submission…Remember, sharing is caring”.

Sex education materials produced by Bish Training involve discussion of a wide range of sexual practices—some of them violent. This includes rough sex, spanking, choking, BDSM and kink. Bish is aimed at young people of 14 and over and provides training materials for teachers.

Even when materials are not extreme, we must still be careful not to sexualise children prematurely. I spoke to a mother who told me how her 11-year-old son had been shown a PowerPoint presentation in a lesson on sexuality. It was setting out characteristics and behaviours and asking children to read through the lists and decide whether they were straight, gay or bisexual. Pre-pubescent 11-year-olds are not straight, gay or bisexual—they are children.

Even School Diversity Week, a celebration of LGBTQIA+ promoted by the Just Like Us group, leads to the sexualisation of children. Of course schools should celebrate diversity and promote tolerance, but why are we doing that by asking pre-sexual children to align themselves with adult sexual liberation campaigns? Let us not forget that the + includes kink, BDSM and fetish …

Even primary schools are not immune from using inappropriate materials. An “All About Me” programme developed by Warwickshire County Council’s Respect Yourself team introduces six and seven-year-olds to “rules about touching yourself”. I recently spoke to a mother in my constituency who was distraught that her six-year-old had been taught in school about masturbation. Sexualising children and encouraging them to talk about intimate details with adults breaks down important boundaries and makes them more susceptible and available to sexual predators, both on and offline.

Another significant concern is the use of RSE to push extreme gender ideology. Gender ideology is a belief system that claims that we all have an innate gender, which may or may not align with our biological sex. Gender ideology claims that, rather than sex being determined at conception and observed at birth, it is assigned at birth, and that doctors sometimes get it wrong.

Gender theory sadly has sexist and homophobic undertones, pushing outdated gender stereotypes and suggesting to same-sex-attracted adolescents that, instead of being gay or lesbian, they may in fact be the opposite sex. Gender theory says that if someone feels like a woman, they are a woman, regardless of their chromosomes, their genitals, or, in fact, reality.

Gender ideology is highly contested. It does not have a basis in science, and no one had heard of it in this country just 10 years ago. Yet, it is being pushed on children in some schools under the guise of RSE, with what can only be described as a religious fervour. Department for Education guidance states that schools should

“not reinforce harmful stereotypes, for instance by suggesting that children might be a different gender”,

and that:

“Resources used in teaching about this topic must…be…evidence based.”

Yet a video produced by AMAZE and used in schools suggests that boys who wear nail varnish or girls who like weight lifting might actually be the opposite sex. Resources by Brook claim:

“‘man’ and ‘woman’ are genders. They are social ideas about how people who have vulvas and vaginas, and people who have penises and testicles should behave”.

Split Banana offers workshops to schools where children learn ideas of how gender is socially constructed and explore links between the gender binary and colonialism. A Gendered Intelligence workshop tells children that:

“A woman is still a woman, even if she enjoys getting blow jobs.”

Just Like Us tells children that their biological sex can be changed. PSHE Association resources inform children that people whose gender matches the sex they were assigned at birth are described as cisgender.

Gender theory is even being taught to our very youngest children. Pop’n’Olly tells children that gender is male, female, both or neither. The Introducing Teddy book, aimed at primary school children, tells the story of Teddy, who changes sex, illustrated by the transformation of his bow tie into a hair bow. The Diversity Role Models primary training workshop uses the “Gender Unicorn”, a cartoon unicorn who explains that there is an additional biological sex category called “other”.

Numerous resources from numerous sex education providers present gender theory as fact, contrary to DFE guidance. However, it is not just factually incorrect resources that are making their ways into schools; visitors from external agencies are invited in to talk to children about sex and relationships, sometimes even without a teacher present in the room.

Guidance says that, when using external agencies, schools should check their material in advance and

“conduct a basic online search”.

However, a social media search of organisations such as Diversity Role Models reveals links to drag queens with highly sexualised, porn-inspired names, or in the case of Mermaids, the promotion of political activism, which breaches political impartiality guidelines.

In some cases, children are disadvantaged when they show signs of dissent from gender ideology, as we saw in the recent case, reported in the press, of a girl who was bullied out of school for questioning gender theory. I have spoken to parents of children who have been threatened with detention if they misgender a trans-identifying child or complain about a child of the opposite sex in their changing rooms. I have heard from parents whose child’s RSE homework was marked down for not adhering to this new creed. 

Children believe what adults tell them. They are biologically programmed to do so; how else does a child learn the knowledge and skills they need to grow, develop and be prepared for adult life? It is therefore the duty of those responsible for raising children—particularly parents and teachers—to tell them the truth. Those who teach a child that there are 64 different genders, that they may actually be a different gender to their birth sex, or that they may have been born in the wrong body, are not telling the truth. It is a tragedy that the RSE curriculum, which should help children to develop confidence and self-respect, is instead being used to undermine reality and ultimately put children in danger. 

Some may ask what harm is being done by presenting those ideas to children, and, of course, it is right to teach children to be tolerant, kind and accepting of others. However, it is not compassionate, wise, or legal to teach children that contested ideologies are facts. That is indoctrination, and it is becoming evident that that has some concerning consequences …

There has been a more than 4,000% rise in the referrals of girls to gender services over the last decade, and a recent poll of teachers suggests that at least 79% of schools now have trans-identifying children. That is not a biological phenomenon. It is social contagion, driven by the internet and reinforced in schools.

The Bayswater Support Group, which provides advice and support for parents of trans-identifying children, reports a surge of parents contacting them after their children are exposed to gender content in RSE lessons and in assemblies. A large proportion of parents say their child showed no sign of gender distress until either a school assembly or RSE lessons on those topics. Children who are autistic, who are same-sex attracted, who do not conform to traditional gender stereotypes, or who have mental health conditions are disproportionately likely to identify as trans or non-binary.

In fact, children who tell a teacher at school that they are suffering from gender distress are then often excluded from normal safeguarding procedures. Instead of involving parents and considering wider causes for what the child is feeling and the best course of action, some schools actively hide the information from parents, secretly changing a child’s name and pronouns in school, but using birth names and pronouns in communications with parents.

One parent of a 15-year-old with a diagnosis of Asperger’s syndrome said she discovered that without her knowledge, her daughter’s school had started the process of socially transitioning her child, and has continued to do so despite the mother’s objections. Another mother said:

“It’s all happened very quickly and very unexpectedly after teaching at school during year seven and eight. As far as I can understand the children were encouraged to question the boundaries of their sexual identity as well as their gender identity. Her friendship group of eight girls all adopted some form of LGBTQ identity—either sexual identity or gender identity. My daughter’s mental health has deteriorated so quickly, to the point of self harm and some of the blame is put on me for not being encouraging enough of my daughter’s desire to flatten her breasts and for puberty blockers.”

As my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) said, some parents have been referred to social services when they have questioned the wisdom of treating their son as a girl or their daughter as a boy.

Socially transitioning a child—changing their name and pronouns, and treating them in public as a member of the opposite sex—is not a neutral act. In her interim report on gender services for children, paediatrician Dr Hilary Cass remarks that although social transition

“may not be thought of as an intervention or treatment,”

it is

“an active intervention because it may have significant effects on a child or young person’s psychological functioning.”

The majority of adolescents who suffer from gender dysphoria grow out of it, but instead of safeguarding vulnerable children, schools are actively leading children down a path of transition. If a child presented with anorexia and a teacher’s response was to hide that from parents, celebrate the body dysmorphia and encourage the child to stop eating, that would be a gross safeguarding failure. For a non-medical professional to make a diagnosis of gender dysphoria, exclude the child’s parents and encourage the child to transition is just such a failure.

In some schools, children are not only taught about the concept of gender theory but signposted to information about physical interventions. Last year, sixth-formers at a grammar school sent a newsletter to girls as young as 11, detailing how to bind their breasts to “look more masculine” and outlining how surgery can remove tissue if it hurts too much. Also, schools have played a major role in referrals to gender identity clinics, where children are sometimes set on a path to medical and surgical transition.

I was really pleased to see the Health Secretary announce today that he is commissioning a more robust study of whether treatment at such clinics improves children’s lives or leads to later problems or regret, because schools may think that they are being kind, but the consequences of full transition—permanent infertility, loss of sexual function and lifelong health problems—are devastating, as has become clear following the case of Keira Bell.

Anyone hearing for the first time what is going on in schools might reasonably ask, “How can this be allowed?” The answer is that it is not allowed. DFE guidance tells schools:

“Resources used in teaching about this topic must always be age-appropriate and evidence-based. Materials which suggest that non-conformity to gender stereotypes should be seen as synonymous with having a different gender identity should not be used and you should not work with external agencies or organisations that produce such material.”

However, many teachers just do not have the time to look into the background of every group that provides sex education resources, and when faced with teaching such difficult and sensitive topics, they understandably reach for ready-made materials, without investigating their source.

Furthermore, those teachers who are aware of the harms are sometimes afraid to share their concerns. A lot of teachers have written to me about this situation, with one writing:

“I left my job in a Primary School after we were asked to be complicit in the ‘social transitioning’ of a 7 year old boy. This was after Gendered Intelligence came into the school and delivered training.”

Relationship and sex education in this country has become a Wild West. Anyone can set themselves up as a sex education provider and offer resources and advice to schools. Imagine if someone with no qualifications could set themselves up as a geography resource provider, insert their own political beliefs on to a map of the world—perhaps they would put Ukraine inside the Russian border—and then sell those materials for use in schools. I do not believe that some of these sex education groups should have any place in our educational system.

Indeed, the guidance says that schools should exercise extreme caution when working with external agencies:

“Schools should not under any circumstances work with external agencies that take or promote extreme political positions or use materials produced by such agencies.”

Yet all the organisations that I have mentioned today, and many others, fall foul of the guidance. What is more, the Government are actually funding some of these organisations with taxpayers’ money. For example, The Proud Trust received money from the tampon tax, and EqualiTeach and Diversity Role Models have received money from the DFE as part of anti-bullying schemes. We have created the perfect conditions for a safeguarding disaster, whereby anyone can set up as an RSE provider and be given access to children, either through lesson materials or through direct access to classrooms.

Yet parents—those who love a child most and who are most invested in their welfare—are being cut out. In many cases, parents are refused access to the teaching materials being used by their children in school. This was highlighted by the case of Clare Page, which was reported at the weekend. She complained about sex education lessons that were being taught in her child’s school by an organisation called the School of Sexuality Education. Until this year, that organisation’s website linked to a commercial website that promoted pornography. Mrs Page’s daughter’s school refused to allow the family to have a copy of the material provided in lessons, saying it was commercially sensitive.

Schools are in loco parentis. Their authority to teach children comes not from the state and not from the teaching unions, but from parents. Parents should have full access to the RSE materials being used by their children. We have created this safeguarding disaster and we will have to find the courage to deal with it for the sake of our children …

… there are strong parallels here with grooming practices, and I have no doubt that children will be more susceptible to being groomed as a result of the materials they are being exposed to.

How have we gone so wrong? We seem to have abandoned childhood. Just as in the covid pandemic when we sacrificed young for old, our approach to sex education is sacrificing the welfare and innocence of children in the interests of adults’ sexual liberation. In 2022, our children are physically overprotected. They have too little opportunity to play unsupervised, to take responsibility and to mature and grow wise, yet at the same time they are being exposed to adult ideologies, being used as pawns in adults’ political agendas and at risk of permanent harm. What kind of society have we created where teachers need to undertake a risk assessment to take pupils to a local park, but a drag queen wearing a dildo is invited into a library to teach pre-school children?

Parents do not know where to turn, and many I have spoken to tell me how they complain to schools and get nowhere. Even the response from the DFE comes back the same every time telling parents that, “Where an individual has concerns, the quickest and most effective route to take is to raise the issue directly with the school.” The complaints system is circular and schools are left to mark their own homework.

Ofsted does not seem willing or able to uphold the DFE’s guidance. Indeed, it may be contributing to the problem. It was reported last week that Ofsted cites lack of gender identity teaching in primary schools as a factor in whether schools are downgraded. There is a statutory duty on the Department to review the RSE curriculum every three years, so the first review is due next year. I urge the Minister to bring forward that review and conduct it urgently. I understand that the Department is in the process of producing guidance for schools on sex and gender, so will Minister tell us when that will be available? …

The DFE should consider creating a set of accredited resources, with regulatory oversight by Ofqual, and mandating that RSE be taught only by subject specialists. The Department has previously said in correspondence that it is

“investing in a central package to help all schools to increase the confidence and quality of their teaching practice in these subjects, including guidance and training resources to provide comprehensive teaching in these areas in an age-appropriate way.”

Can the Minister say when that package will be ready?

In the light of the Cass review interim report, the Department must write to schools with clear guidance about socially transitioning children, the law on single-sex facilities and the imperative to include parents in issues of safeguarding. The Department should also conduct a deep dive into the materials being used in schools, the groups that provide such materials and their funding sources …

… it is the Department for Education that imposed the mandatory requirement for schools to deliver RSE, so it is fundamentally the responsibility of the Department to ensure that schools are equipped and held accountable to deliver it well.

I look forward to hearing from the Minister how the Department plans to clean up this mess and give our children the protection they deserve.

Afterwards, Labour MP Lloyd Russell-Moyle (Brighton Kemptown) spoke. Keep his name in mind, because this was the start of an unheard-of incident in another debate in January 2023:

… Where I disagree, I am afraid, is on some of the hon. Member’s examples. I did not plan to say this, but during the pandemic, my second cousin—a 15-year-old boy—died in a tragic accident of auto-asphyxiation. It devastated the family, as can be imagined, and happened in the pandemic when we were only allowed six people at the funeral. If he had been taught about risky sex acts—he was 15, not a pre-pubescent child—and how to make sure he did things safely, rather than just learning something from the internet that then led to the end of his life, he might still be around and his family might not be devastated. So, actually, because of that personal experience I do have a problem with saying that we should not teach any of this to our children.

The hon. Member picks out examples of the dice or whatever that might sound frivolous, and I cannot judge how exactly things played out in those schools—she might well be right that it was played out by some teachers incorrectly—but the principle of learning about things before people are legally able to do them but when they are physically able to engage in them, which 15-year-olds are, I am afraid, could have been lifesaving.

My sister, who is a teacher in Essex, has worked hard to try and incorporate some of those teaching methods into the school’s RSHE, focused on an age-specific approach and on stories of people such as my cousin and others, so we can talk about the dangers of some of these things. We cannot know about the dangers of things if we do not talk about them, or if we say that they are just things that families need to talk about. I am afraid most families will not do that because those kinds of things are darn embarrassing to talk about—but also because you never think your child will do something like that. I disagree with that element of what we heard today. I do agree that there needs to be oversight and I do agree that there need to be checks to make sure that we are not just promoting risky activities; we need to be talking about the risks of risky activities. Then, when people are of age, they can make their own choices.

I want to reflect on the things I was planning to say in this debate in the last few seconds I have. The UK Youth Parliament ran a campaign for years to try to get RSHE better taught. Elements of the campaign were about emotions and relationships, and it was also about LGBT inclusive education—and that does include T. We have seen the Fédération Internationale de Natation ruling that competitors will not be able to swim unless they transitioned before they were 12, so we are in a difficult and complex world that we have to navigate. Broad-brush bans from the Department are unhelpful; we need to be content specific and school specific. The Department needs to show more leadership, but we cannot exclude talking about trans people or these complex issues in schools because that, I am afraid, would be very dangerous.

Later on, Northern Ireland’s Jim Shannon (Democratic Unionist Party, Strangford) sided with Miriam Cates:

… Relationships and sex education is an essential issue, and a crucial topic for young people to understand. We must all realise that there is a time and a place for relationships and sex education in schools. However, underpinning that is the right of a family to pass on their morals and values, and not to be undermined by teachers who do not know individual children and cannot understand the family dynamic.

I am clear about what I want to see when it comes to sex education: no young person should be unaware of how their body works, but similarly, no teacher nor programme should seek to circumnavigate the right of a family to sow into their child’s life what they see is needed. That is especially the case in primary school children—I think of innocence lost …

… a worrying number of schools across the United Kingdom have felt it necessary to teach children not only about sex, but about gender identity and trans issues. Conservatives for Women has said that children are being encouraged from as young as primary school to consider whether they have gender identity issues that differ from their biology—being male or female—as the hon. Member for Penistone and Stocksbridge outlined. That leaves children confused for no other reason than the misunderstanding, and it makes them believe that they should be looking at their own gender issues. My humble opinion—I am putting it clearly on the record—is that children in primary schools are too young to be taught sex education at that level …

It is crucial that we do not unduly influence young people or pupils’ innocent minds by teaching extreme sex and gender legislation. I have seen some material taught in Northern Ireland, such an English book that refers to glory holes, sexual abuse of animals and oral sex. That book was taught to a 13-year-old boy, whose parents were mortified whenever they saw it, and the young boy had little to no understanding of what was going on. I wrote to the Education Minister in Northern Ireland, asking how that book could ever be on a curriculum and what possible literary benefit—there is none—could ever outweigh the introduction of such concepts.

There needs to be a greater emphasis on the line between what is appropriate to be taught at school and at home, and a greater respect for parents and what they want their children to be taught. Family values should be at the core of a child’s adolescence education, as it is of a sensitive nature and needs to be treated carefully, with respect and compassion.

Robin Walker replied for the Government:

I congratulate my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates), along with my hon. Friend the Member for Thurrock (Jackie Doyle-Price) and the hon. Member for Canterbury (Rosie Duffield), on securing today’s debate …

I have listened carefully to some of the examples that have been given by Conservative and Opposition Members, in particular those cited by my hon. Friend the Member for Penistone and Stocksbridge. There is no doubt that some of those things are totally unsuitable for school-age children: “age is only a number” is clearly an unsuitable phrase to be used in the context of consent, and the Department has been clear that the Proud Trust’s dice game is unacceptable for use as a school resource. I have to say that, despite a lot of coverage of that particular issue, we are unaware of any individual cases in which that game has been used in schools.

… To support teachers to deliver in the classroom, we have run expert-led teacher training webinars that covered pornography, domestic abuse and sexual exploitation—topics that teachers told us they find difficult to teach. We also published additional guidance to schools on tackling abuse, harassment, and other sensitive topics.

It has been almost three years since the Department published statutory guidance on relationship, sex and health education, and almost two years since relationship education became a compulsory subject for all schools and relationship and sex education became a compulsory subject for all secondary schools. As has been acknowledged, primary schools can choose to teach sex education in order to meet the needs of their pupils, but if they do so, they must consult with parents on their policy and grant parents an automatic right to withdraw their child from sex education lessons …

At the heart of RSHE is the need to keep children healthy, happy and safe. The hon. Member for Brighton, Kemptown (Lloyd Russell-Moyle) gave a very powerful example of where more education could make a difference in terms of safety. I sympathise with his deep hurt …

The Ofsted review of sexual abuse in schools and colleges found that online forms of sexual abuse are increasingly prevalent, with 88% of girls and 49% of boys reporting being sent unwanted sexual images and 80% of girls and 40% of boys pressured to provide sexual images of themselves. The review also showed that children, even in primary schools, are accessing pornography and sharing nude images. We want to make sure that children receive appropriate teaching in schools on topics that are relevant to their lived experience, rather than going online to educate themselves. Through the RSHE curriculum, pupils will be taught about online relationships, the implications of sharing private or personal data—including images—online, harmful content and contact, cyber bullying, an overreliance on social media and where to get help and support for issues that unfortunately occur online. Through the topic of internet safety and harms, pupils will be taught to become discerning customers of information and to understand how comparing oneself with others online can have an impact on one’s own body image. The Department is reviewing its guidance on teaching online safety in schools, which supports teachers to embed teaching about online safety into subjects such as computing, RSHE and citizenship. The guidance will be published in the autumn of this year. The Online Safety Bill will also ensure that children are better protected from pornographic content, wherever it appears online.

The statutory RSHE guidance sets out the content that we expect children to know before they complete each phase of education. We have, however, been clear that our guiding principles for the development of the statutory guidance were that all the compulsory subject content must be age-appropriate and developmentally appropriate. It must be taught sensitively and inclusively, with respect for the backgrounds and beliefs of pupils and parents, while always with the aim of providing pupils with the knowledge they need. Given the need for a differentiated approach and the sensitive and personal nature of many of the topics within the RSHE curriculum, it is important that schools have the flexibility to design their own curricula, so that it is relevant and appropriate to the context of their pupils. The Department’s policy, therefore, has been to trust the expertise of schools to decide the detail of the content that they teach and what resources they use.

As mentioned previously, we have made a commitment in the White Paper to strengthen our guidance in this respect. We will also review and update that guidance regularly—at least every three years. We are confident that the majority of schools are capable of doing this well and have been successful in developing a high-quality RSHE curriculum that is appropriate to the needs of their pupils, but, in the context of this debate, it is clear that that is not always the case and that there are genuine concerns about many of the materials that have been used.

I stress that allowing schools the flexibility to make their own decisions about their curricula does not mean that they should be unaccountable for what they teach. Schools are required by law to publish their RSHE policies and to consult parents on them. As their children’s primary educators, parents should be given every opportunity to understand the purpose and content of what their children are being taught. In the RSHE statutory guidance, which all schools must have regard to, we have set out a clear expectation for schools to share examples of resources with parents. Schools are also bound by other legal duties with regard to the delivery of the wider curriculum. All local authority maintained schools are required to publish the content of their school curriculum, including the details of how parents or other members of the public can find out more about the curriculum that the school is following. There is a parallel requirement in academy trust model funding agreements for each academy to publish the same information on its website. It is our intention that that should form part of the new standards for academies.

… We are clear that schools can show parents curriculum materials, including resources provided by external organisations, without infringing an external provider’s copyright in the resource. For example, it is perfectly possible for a school to invite parents into the school to view materials on the premises. Although of course we have to be mindful of not overburdening schools with repeated requests, we do expect schools to respond positively to all reasonable requests from parents to share curriculum material. We therefore expect schools to share RSHE content and materials with parents openly and transparently, where requested. We are clear that they should not enter into any contracts with third parties that seek to restrict them from sharing RSHE resources with parents.

… To help schools to make the best choices, the Department published the non-statutory guidance, “Plan your relationships, sex and health curriculum”. That sets out practical advice for schools on a number of topics, including using externally produced resources. Indeed, my hon. Friend the Member for Penistone and Stocksbridge quoted from it.

… We are working with the Equality and Human Rights Commission to ensure that we are giving the clearest possible guidance to schools on transgender issues. We will hold a full public consultation on the draft guidance later this year. Given the complexity of the subject, we need to get this right and we want to take full account of the review being conducted by Dr Hilary Cass.

I realise that my hon. Friend the Member for Penistone and Stocksbridge will need time to respond, so I conclude by saying that I hear very clearly the concerns that have been expressed. As a parent of both a girl and a boy, I know that we need to address these issues and to do so in a way that can reassure parents but continue to deliver high-quality relationships, sex and health education.

Miriam Cates concluded:

I thank the Minister for his response. I am looking forward to seeing the consultation on the guidance. I thank everybody who contributed today. This has been a very good debate. We have had some surprising areas of agreement. I think that most of us have agreed that this is a very important topic. The key phrase that has come out is “age appropriate”. I personally do not think that it should be up to schools, teachers or, potentially, parents to have to decide that. I think that we need child development experts on the case to determine which materials are suitable for which time.

I will conclude by reflecting on the speech from my hon. Friend the Member for Thurrock (Jackie Doyle-Price). Family is key to this, and parents’ values and parents’ choice are so important. We must never teach relationships and sex education in schools outside the context of respecting parents’ choice and parents’ values. Parents are the people who love and are most invested in children, and theirs are the views that we should most take into account.

I saw that debate on BBC Parliament. My shock at the time has not diminished, even when sharing the Hansard transcript with you.

As for Lloyd Russell-Moyle, things came to a head between him and Miriam Cates in January. More on that next week.