Today we publish a landmark report setting out parental concerns with the implementation of Relationships and Health Education in primary schools and Relationships, Health and Sex Education in secondary schools. We are seeking to amplify the voice of parents, a key stakeholder often left out from the debate.
The report is based on:
A Parental Survey of 637 parents
Thirty eight Parental Case Studies
An in-depth look at 400 RHE policies across primary schools in 34 cities in England
We set out 9 recommendations that we believe go a long way to rectifying the problems parents have identified with RSE teaching in schools.
Parents raised to us the following concerns:
Lack of transparency and communication by schools.
Schools teaching topics too soon.
Schools propagating contested values about ‘sexuality’ and ‘gender identity’.
Schools refusing to show parents resources.
Teachers imposing their personal views on children.
Disparity between schools willing to work with parents and those that refuse. This suggests that establishing a trusting relationship built on collaboration and transparency is possible.
Teachers refusing to allow different moral perspectives to be heard in the classroom and children being penalised for raising opinions protected under the Equality Act.
Schools denying they have any flexibility to make changes to the way they teach RSE even though the flexibility does exist.
Schools failing to discharge their legal duty to consult parents.
Schools promoting social transition to children.
Schools insisting that teaching children the names of sexual body parts in Key Stage 1 is statutory.
Teachers actively telling children the pronouns they decide to use or any decision to change their biological status as male or female will not be shared with their parents.
Schools imposing a narrow perspective of equality that recognises ‘sexual orientation’ and ‘gender reassignment’, but not ‘religion or belief’.
Schools teaching non-statutory sexual content in statutory subjects.
Schools forcing children to celebrate sexual identities that run counter to their moral perspectives.
Teachers claiming to have expertise in religious theology to justify their sexual perspectives.
Schools teaching masturbatory practice to 6–7-year-olds.
Children being labelled ‘homophobic’ or ‘transphobic’ for raising an alternative view.
Our in-depth look at RSE policies across 34 cities in England reveals:
Most schools are failing to fulfil their legal duty to consult parents.
Many schools have created a hierarchy of equalities, which does not exist in law. Whilst schools takeactive measures to protect one protected characteristic (sexual orientation) most schools do notacknowledge faith and belief as a protected characteristic in their policies.
Many policies fail to offer sufficient guidance for teachers in fulfilling their legal obligation toaccurately teach about values.
Many policies do not specify the names of the teaching materials used by schools.
Many policies are unclear about which aspects parents are legally permitted to withdraw their childrenfrom.
Schools are including non-statutory elements in mandatory classes, effectively bypassing the parentalright to withdraw.
In response to this we recommend the following:
Teachers need to be reminded to separate their personal views from their professional role
Schools should be reminded to respond to the needs of the communities they serve
Schools must be cautioned against teaching that goes beyond the statutory requirements
Ofsted must ensure that meaningful consultations are held with parents
RSE policies must be clear and detailed
Regulation of RHE/RSHE resource providers is needed.
Schools must involve parents when pupils decide to socially transition
The definition of what is inappropriate must be made clear
Meaningful channels for parental concerns must be put in place
