Agenda item

Ms Sarah Rose, Senior Account Manager at Stonewall, and Mr Colin Tucker, Headteacher at Ryefield Primary School, were in attendance at the meeting to speak to the Committee as part of the review's witness session.

Mr Tucker noted that the issue of homophobic, biphobic and transphobic (HBT) bullying is far more nuanced than in previous years, as children are more likely to identify themselves differently, and schools must ensure that they are well equipped to deal with changing times and opinions. Mr Tucker confirmed that bullying does happen at every school, but is not prevalent at Ryefield Primary School. With regards to HBT bullying, there were not cases of this, although the term "that's gay" is sometimes used; however, the phrase is used much less today than in previous years and is not heard much at all anymore. It was noted that this term is used more commonly among years 5 and 6, although it is not necessarily always used in a homophobic manner.

Responding to Members questions, Mr Tucker confirmed that his school does teach children that all people are different, and respect and inclusiveness is used in the subject matter that is taught. Primary Schools historically have not addressed these issues as it is not included in the curriculum and it was not possible to teach children about LGBT rights until 2003 (section 122 of Local Government Act 2003), but the topic would not be pushed aside if it was raised, and is now welcomed by teachers. Different families should be reflected in schools (e.g. same sex parents) and Ofsted now have a focus on the issue, supporting a better understanding of LGBT rights among pupils.

The Committee heard that it was important that children were taught about relationships and friendships, as well as their body in primary school; this does not necessarily mean sex education though, which is taught in secondary schools. Members agreed that the younger children understand that all families are different, the more accepted these perceived differences are as the societal norm. It was noted that children are more aware of relationships, differences and related topics at an earlier age now as it is more visible, either on TV or film, or through social media and the internet. 

With regards to sex education, Mr Tucker confirmed that 9-11 year olds were taught about sex, as per the curriculum, focussing on the scientific aspects of the topic in a loving relationship. This does not explicitly reference LGBT sex, but does not exclude same sex couples who are in relationships. Ms Rose noted that from 2019 onwards, relationship education would be made compulsory in every English primary school, and relationships and sex education would be made compulsory in every English secondary school.

Mr Tucker was asked whether parent involvement was required as the influence at home is stronger than from school, and confirmed that in many instances children make the changes first, and then ask parents to change, which often leads to changes in the home as well.

The Committee heard that 40% of trans people between the age of 18-25 knew they were trans before the age of 11, but it is not legal to medically transition before the age of 16. Ms Rose also noted that there were case studies that included children as young as three years old who believed they were a girl, although they were born a boy, and it was important that the topic was not ignored in schools, as primary school pupils may come into contact with other children who feel this way from a very young age.

Mr Tucker confirmed that his school follow a bullying policy which has a section regarding HBT bullying, and although other school's policies may have something similar included in them, all policies were different so that could not be confirmed. Members noted that it was important that any policy was proactive, and not reactive, and any bullying issues need to be eradicated early due to concerns for the mental health of the victim. The Committee noted that Mr Tucker believed most schools would likely find it very useful if the Council released a template or some guidance which helped schools form anti-bullying policies that included best practice regarding dealing with HBT bullying. Schools could then use this guidance or template and adapt it to suit their own schools' needs. Councillors commented that if such guidance was put together, it was important that the victim of the bullying was supported, but there should also be a focus on the bully - bullying takes place due to ignorance, and it can help reduce bullying by educating the perpetrators on the issue. Members noted that it was vital the local authority could support and help teachers to address the issues with parents too.

The Committee confirmed that in addition to guidance regarding bullying, schools may also benefit from some guidance regarding gender in PE and sport at school.

Ms Rose commented that Stonewall's "No Bystanders" campaign focused on how others (who were not victims) act towards bullies and instances of bullying, and other London Boroughs had been involved in this campaign.

The Committee suggested officers look into the possibility of becoming a "Stonewall accredited" Council, as it would be another useful step to support schools, and could help with training for schools on these topics.  It was noted that headteachers' conferences could be a good platform for speakers or further training.

The Democratic Services Officer informed the Committee that a survey on combating HBT Bullying was to be sent to all the schools in the Borough, and Mr Tucker offered to help advertise the importance of the survey at primary school forums.

The Committee thanked Ms Rose and Mr Tucker for their time and input, which was very useful for the review.

RESOLVED: That the Committee noted the evidence from the witnesses, and agreed to progress the review to the next stage.