Tag Archives: Parenting


Kirsty Williams AM, Cabinet Secretary for Education, announced the Welsh Assembly’s consultation on elective home education recently. The inclusion of compulsory registration and inspection was widely expected. In a surprising turn of events, it didn’t happen. Williams revealed that there wil be no compulsory registration, despite calls for this following the death of Dylan Seabridge.

She acknowledged that Wales (and this is also true of England) has the lightest touch legislation on elective home education of any government in Europe. That makes it the envy of many other countries, including America. That light touch may well continue, but don’t be too easily persuaded. Two definitive statements stand in stark contrast in the speech: ‘let me be absolutely clear: we will not be compelling parents to register that their child as being home educated’ (so far, so good) followed by a declaration that ‘the Government has a moral duty to ensure that all children receive a suitable education’ (probably not so good). Williams explained in some detail how this will be implemented. The responsibility will rest with Local Authorities to know where the children in their remit are being educated. To facilitate this, LAs will be required to maintain a database, to which independent schools will be have to contribute.

But that doesn’t mean that EHE parents are home and dry. The Children’s Commissioner for Wales has raised the issue of children’s rights and that is part of a much more sinister trend of governments across the UK to ‘rebalance’ the rights of children against their parents – the Named Person strategy in Scotland is the most overt attempt. The only possible outcome of rebalancing is for the state to assume all rights over a child’s upbringing. With rights and responsibilities removed, parents become nothing more than biological hosts for the next generation of society. It’s also a key indicator of a totalitarian regime.

There is also the issue of who defines ‘suitable education’ – this was described in the debate as a key litmus test. Very few home educating parents have sympathy with the current culture of measurement which values children solely by exam grades. But Williams is clear ‘that local authorities will act on their legal duties to intervene when children are not receiving a suitable education or may be experiencing neglect’. So this isn’t just about safeguarding. In fact, as with all other debates about the rights of parents, safeguarding is only a convenient smokescreen – a useful mechanism for garnering public support. At first reading, it seems like a good deal. On closer inspection, one might reasonably assume that the Welsh government has decided it can’t get away with walking through the door, but it’s certainly intending to climb through a window.

Little is said about the parents of special needs or disabled children who are increasingly removing their children from formal schooling because their needs are simply not being met. Other parents are choosing to home educate because they don’t consider the state offer to be appropriate for their children. Increasingly, there is anecdotal evidence that some schools are themselves encouraging parents to home educate their children, rather than face an expulsion which will remain on their record. None of these children is receiving a ‘suitable’ education from the very state which assumes moral superiority.

So what does this mean for England? Various high profile cases have hit the headlines recently, including mass ‘return to school’ notices in East Anglia, and a similar notice to the child actor who took the role of Matilda in the West End hit musical last year. The bigger picture suggests that Local Authorities in England are pushing hard to ensure that they are being seen to do their duty, but also to demonstrate the urgent need for compulsory registration.

A government consultation is expected in England any day now, so it will be interesting to see whether any notice has been taken of the approach preferred by the Welsh Assembly. Lord Agnew would be well advised to take note of Williams’ answer when asked why she wasn’t making registration compulsory:

a compulsory register that would potentially criminalise parents if they failed to register—relies on those parents to do that. The issue is that that legislation would only be as good as our ability to enforce it, which means you need to know who hasn’t registered.’

Applying the Rumsfold formula to the situation, if you don’t know what you don’t know, you can’t take any action. So the very children most at risk of harm, or radicalisation, or neglect, can remain hidden from authorities if parents are determined to keep them so.

During the debate in the Welsh Assembly , Williams made the following statement:

This Government is committed to ensuring that every child and young person receives an education that inspires, motivates and equips them with the skills and knowledge necessary to fulfil their potential.’

Perhaps it might occur to those trying to limit, or oppose, the rights of parents that this is exactly the reason why home educators do what they do, rather than leave their children’s potential and wellbeing to the vagaries of the state.


The Archbishops of Canterbury and York have written a letter to parishes, challenging the thinking of Christians about the upcoming election.

Education features throughout their letter, acknowledging its significance in nurturing a strong, stable society and raising some relevant questions about our education service. They state: ‘If our shared British values are to carry the weight of where we now stand and the challenges ahead of us, they must have at their core, cohesion, courage and stability. Cohesion is what holds us together’. Education can be a powerful force for nurturing cohesion, but it shouldn’t be used as a tool of force. Instead of seeking to impose further centralised control over curriculum content, the government should be acknowledging and celebrating the diversity of our education service, the role that the Church has played in its formation over centuries, and the right of parents to choose the education which most closely matches their parenting values. Cohesion is not uniformity – cohesion is living at peace with difference and showing respect for fellow humanity. These should be the British values which we share in a pluralist society.

The letter calls for ‘education for all’. For this to be effective, it requires us to acknowledge that we are all uniquely created in the image of God, with different gifts, skills and aspirations. To achieve meaningful education for all which nurtures individuals and promotes human flourishing, we must stop the current ‘one size fits all’ approach to education. We should create an environment in which schools of all types, including Christian schools, can thrive without fear.

We are called to act with courage, which ‘also demands a radical approach to education, so that the historic failures of technical training and the over-emphasis on purely academic subjects are rebalanced’. It is time to reverse an education culture of constant high stakes measurement, which values nothing but results and predictions of future economic prosperity. We need to develop an education service which focuses on the holistic development of people. Careers education, for example, should be about reflecting on individual identity, values, interests, aspirations and ambitions, rather than measuring the effectiveness of careers education purely on consideration of maximising income.

The Archbishops further write: ‘To our concern for housing, health and education as foundations for a good society, we add marriage, the family and the household as foundational communities, which should be nurtured and supported as such, not just for the benefit of their members, but as a blessing for the whole of society’. Yet the new Relationship and Sex Education (RSE) requirements, made statutory in the Children and Social Work Bill that received royal assent this week, require schools to teach all relationships as being equal.

There is a growing body of evidence that children raised in stable families with two parents who are committed to each other in marriage are much more likely to achieve their potential academically, socially and personally. Yet despite highlighting the importance of marriage and family in the past, the government does not privilege them in any of the new policy proposals. Secretary of State for Education, Justine Greening, recently called for faith schools to reach ‘common ground’ with the LGBT community on sex education. Why? Faith schools should be allowed to genuinely teach according to the tenets of their faith. Further, the right of parental opt out should be extended across the whole of the RSE and Personal, Social and Health Education (PSHE) policies. To do otherwise is to open the door to state indoctrination on matters of morality and ethics.

Regarding the issue of assumptions of secularism, which now inform all education policy formation, the Archbishops state: ‘Contemporary politics needs to re-evaluate the importance of religious belief. The assumptions of secularism are not a reliable guide to the way the world works, nor will they enable us to understand the place of faith in other people’s lives’. This is nowhere more evident than in the teaching of science. Government advice states that ‘Any explanation or theory which holds that natural biological processes cannot account for the history, diversity and complexity of life on earth and therefore rejects the scientific theory of evolution cannot be permitted in science classes’. This limits open consideration of a range of theories about our origins, including creation.

Finally, the letter raises the issue of religious freedom, positing that, ‘The new Parliament, if it is to take religious freedom seriously, must treat as an essential task the improvement of religious literacy’. The RE Commission, a non-statutory body, is currently gathering evidence with a remit to make recommendations designed to improve the quality and rigour of religious education and its capacity to prepare pupils for life in modern Britain. Any changes to the framework or policy must acknowledge the religious diversity of Britain, the distinctiveness of each faith, the right of parents to make decisions about their child’s involvement in religious education and the right of schools to determine curriculum in a local context. We must avoid the imposition of a centralised curriculum, which is the route to totalitarian control. It is also time to put an end to the practice of safe spaces and no-platforming in further education institutions which limit the rights of Christians to express their views openly in the public square.




‘Families are the most important institution in our society. We have to do everything in our power to strengthen them’, proclaimed David Cameron in 2009: very few would disagree. A recent amendment to the Children and Social Work Bill, to include Relationships Education in all schools, says that children are to be taught to respect relationships of every kind as being equal. Except that, by the government’s own declaration, they are not. One relationship – that of family, is the foundation on which a strong and stable society is built. So why is it not privileged above all other relationships?

From the beginning of human existence, people have lived together in families – the book of Genesis describes Adam and Eve living and working together, and raising their children together. Family is the place where we raise our young, giving them love and care, and creating a place of safety until they reach maturity and are ready to take their own place in the world. Family provides a framework within which we pass on values to the next generation – something we do whether or not we act intentionally. Every action we take and every conversation we have transmits something of our values to our children. Family is a place to share the fun and the sadness of life and a place where parents protect their children from the harm of outside influences until they are ready to meet the challenges of life. You just need to look at the depth of parental concern about protecting their children online to see that instinct in evidence.

But family is not just a private matter. Family is a public institution, because it is where we learn how to care for others as we are cared for, how to trust others as we are trusted, and where we learn to live at peace with others. Our belief in the value of family is so central to our thinking that children are adopted into a new family when their birth family breaks down.

And yet, Relationships Education won’t privilege family. Why not? Because relationships would no longer then be equal; because we would have to acknowledge that exclusivity and faithfulness within marriage are necessary for families to be strong and stable. Because to do so would be to create a hierarchy of relationship.

That would, of course, conflict with the liberal equality agenda, which says that everyone can live as they wish as long as nobody gets hurt. The outworking of that, though, is that the most vulnerable people, ie children, do get hurt, because they have no voice. And so, slowly but surely, we are teaching successive generations of children that relationships are transitory, only lasting until it’s time to move on, as if the need to please ourselves somehow makes us victims of circumstance, rather than being the person in control.

In 2014, David Cameron returned to his theme of family, saying, ‘I think it’s absolutely right that government should do everything possible to help support and strengthen family life in Britain today…doctors, teachers and police officers listen to their patients, pupils and the local community instead of ministers and bureaucrats in Westminster, Whitehall and the town hall.’ So, let that be the basis on which RSE is founded. Teachers and governors listen to parents and pupils, not central government. Consult parents on curriculum content and allow them to retain the right to remove their child when that content directly conflicts with their moral or religious views. And above all, privilege family and marriage as the key foundations on which to build society.