Children have the right to access information that keeps them safe from harm and that allows them to navigate the complex world we live in—one that is very different to the world that we grew up in. As a society, we're becoming ever more aware of advances in technology, including the rising influence of social media and increased use of digital communications and devices. In this context, RSE is an important support in enabling learners to navigate these changes and to keep them safe from harm.

There's also an important role for RSE to respond to a wide range of alarming issues and challenges that young people face, which have been highlighted more recently, whether it's staying safe online, peer-on-peer sexual harassment, or the exposure of children and young people to sexual imagery and pornography. It's essential that our learners have an understanding of these issues, but it is also essential that we support them to be safe in an inclusive environment that is supportive of all children and that we equip our teachers and practitioners to deal with these issues. We have maintained that all learning in RSE should be developmentally appropriate and the phases outlined within the code are a guide to give practitioners an understanding of what is likely to be developmentally appropriate. Promoting and supporting healthy relationships is already a key part of our approach to end violence against women, domestic abuse and sexual violence, and has already informed the new Curriculum for Wales. The Welsh Government’s new draft VAWDASV strategy will run alongside the new relationships and sexuality education code and statutory guidance.

More broadly, we continue to promote healthy relationships in the way we support families and vulnerable individuals. By promoting a consistent concept of what healthy relationships look like, we will support our whole-society approach to end the abuse of women and girls in Wales. Our new strategy for VAWDASV will be delivered through a genuine partnership approach, including education, health, police, specialist services, and survivors to create the blueprint for action.

On 26 November, I wrote to Members of the Senedd, sharing the draft RSE statutory guidance. Within this guidance, which must be read with the code, Members will note it is clear that the approach to RSE should be positive, protective and preventative, considering how learners can be supported to have the knowledge to recognise all forms of discrimination, violence, abuse and neglect, including violence against women, domestic abuse and sexual violence. A link is included to a toolkit of resources to support schools and settings on the issue of violence against women and girls.

I would like to particularly pay tribute to and thank organisations such as the National Society for the Prevention of Cruelty to Children, Welsh Women’s Aid and others for their continued support for mandatory RSE and their input over recent months as we strengthen this area of learning within the statutory guidance and code, which will support learners’ safety by enabling them to recognise unsafe or harmful relationships and situations.

Estyn’s recent report on peer-on-peer sexual harassment in education settings is very challenging to read, and the prevalence of peer-on-peer sexual harassment in our society amongst young people is unacceptable. It is also clear that violence against women and girls is far too common, and I strongly believe that mandatory RSE will help support learners to form and maintain a range of healthy relationships based on mutual trust and respect. Estyn’s report also highlighted that our LGBTQ+ pupils have substantial personal experiences of verbal, homophobic harassment. Any form of bullying is completely unacceptable.

RSE will be realised, Dirprwy Llywydd, in a way that is inclusive, in accordance with the principles of equality. This helps ensure that all learners can see themselves, their families, their communities and each other reflected across the curriculum and can learn to value difference and diversity as a source of strength. This, of course, includes gender equity and LGBTQ+ inclusivity. This contributes to a cohesive, fair and equitable society that equips learners with the skills for life. We are clear that effective RSE requires specialist expertise, time and resources. This will ensure a supportive environment is created to enable learners and practitioners to be safe, in order to discuss and learn about issues that may be sensitive or challenging.

A key priority for us over the coming months will be to support schools and setting ahead of the implementation of RSE. A national plan for professional learning for RSE is currently being developed with practitioners and partners. Earlier this year I announced a budget of £100,000 to support the development of high-quality RSE resources, which will help develop teachers’ confidence and understanding in delivering high-quality, inclusive RSE. We are in dialogue with key stakeholders and practitioners to identify any gaps and to commission new, high-quality resources, where required, to support that implementation. Our national network conversations with the sector will also provide an opportunity to discuss RSE implementation further.

I wish to thank the practitioners within the RSE working group for their hard work and for their dedication and commitment in developing this code. I’d also like to offer thanks to the organisations spanning religion, rights, stakeholders representing children’s interests, and experts for their involvement in developing this code. You are far too many in number to name individually, but my thanks is no less personal. I am so proud that this RSE code commands so much consensus and support from across civic society. I look forward to the contributions in the debate and to dialogue with Members on this important area of learning. Diolch yn fawr iawn.