Baroness Grey-Thompson (CB)

My Lords, I will speak to Amendment 495, tabled by the noble Lord, Lord Holmes, and to which I have added my name. This amendment, after Clause 62, seeks to insert a new clause on teacher training reviews. I declare my interests as president of the LGA, chair of Sport Wales and chair of the Duke of Edinburgh’s Award, which is actively looking at enrichment around the school day to help children develop more skills that will help them across the whole of their lives. It feels like we have been discussing teacher training for sport and physical activity for years. Quite often, certainly around primary-age teacher training, only about four hours of instruction are given on how to deliver physical education. It is a very difficult subject to teach because, even at the youngest age, there is a huge range of capability in children. The amendment is important because it is not just about finding a new set of Olympians and Paralympians but about developing physical activity for life. The amendment is required because of the state of inactivity in England and in the UK. Women in Sport data shows that 80% of women are not fit enough to be healthy. The organisation ukactive has published lots of research on obesity rates in children, which seem to be creeping up and up. While I acknowledge that the school cannot do everything around encouraging children to be fit, healthy and active, it can play a huge part. If we look to another subject, we do not expect children to be able to do trigonometry without teaching them the basics of maths; there is a path to follow. However, we expect children to play sport without teaching them the basics of physical literacy. It is really important that we learn from elsewhere. In Wales in 2012 and 2013, we came very close to giving physical literacy the same status as literacy and numeracy in schools; it would have been part of the teacher training and measured by Estyn. This is important because it is about a healthy mind, body and spirit and about developing a certain level of activity. We know people’s relationship with physical activity: they drop in and out, and girls especially drop out at the ages of 18 and 13. We have to do something to change that pattern of behaviour. This is also really important for disabled people. Quite often, PE teachers, through a lack of experience, will still send disabled children to the library—and that is happening more and more. You would think that, on the back of some amazing Paralympic success, there would be better attempts at inclusion, but that is not happening. A number of parents write to me to tell me that their children are being excluded from PE lessons under health and safety rules. Alternatively, they are told that, because there is not another disabled child in the class, they cannot participate or play sport with anyone else, so they are excluded. His Majesty’s Government already offer support through the Inclusion 2028 programme, which is a step forward. They have worked with the Youth Sports Trust and 50 lead schools to develop this knowledge. I would be interested to understand how that is developing. We have to develop much wider support to ensure that the patterns of inactivity are broken and that we have a fitter and healthier nation.