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2much2young | UK Column Interviews · UK Column Radio

• 0:08
  Speaker 1: I'm delighted today to be joined by Rebecca Manning, who
• 0:13
  Speaker 1: is the founder of the organization, one of the founders
• 0:17
  Speaker 1: of the organization Too Much, Too Young, And I learned
• 0:22
  Speaker 1: about Rebeccah when in the middle of April, I think
• 0:25
  Speaker 1: it was the eighteenth of April, I went up to
• 0:28
  Speaker 1: Newport in South Wales to attend the Public Child Protection
• 0:33
  Speaker 1: Wales Conference which was organized by Kim Isherwood and her team.
• 0:39
  Speaker 1: And well, Rebecca, you're one of the speakers there.
• 0:43
  Speaker 2: Yes, Kim was kind enough to put me on first.
• 0:45
  Speaker 1: In fact, it was a very good conference. Unfortunately I
• 0:50
  Speaker 1: wasn't able to stay longer than the one day because
• 0:53
  Speaker 1: on the Sunday you had some sort of breakout time
• 0:58
  Speaker 1: and did some podcasting and some video and things. But
• 1:01
  Speaker 1: it was a fantastic event. I particularly liked the daffodils
• 1:05
  Speaker 1: on the tables, Yes, and a lot of work went
• 1:08
  Speaker 1: into it.
• 1:09
  Speaker 2: Food was excellent this it was absolutely delicious, Yes.
• 1:14
  Speaker 1: But of cause serious subject because the subject was about
• 1:18
  Speaker 1: the sexualization of young children in our schools under the
• 1:23
  Speaker 1: RSC program. And as I said to you before we
• 1:28
  Speaker 1: came down into the studio, I was really impressed at
• 1:32
  Speaker 1: the range of subjects covered by the speakers because between
• 1:37
  Speaker 1: you all you covered everything from the basics as to
• 1:41
  Speaker 1: what was happening in the classroom for these youngsters, taking
• 1:45
  Speaker 1: it all the way through international elements to the people
• 1:51
  Speaker 1: who had historically been behind the drive to sexualize.
• 1:56
  Speaker 2: The children, hidden rotes of the RSE curriculum that once
• 2:00
  Speaker 2: you go look in you do eventually, if you do
• 2:03
  Speaker 2: your research properly, you will find yes.
• 2:06
  Speaker 1: So we've got a lot to talk about. I'd just
• 2:10
  Speaker 1: like you to introduce yourself a little bit for the audience.
• 2:15
  Speaker 1: We had a discussion where I discovered that you were
• 2:17
  Speaker 1: part of a traveling family, say entertainment, which you can explain.
• 2:24
  Speaker 1: You've gone from that to being a mother. You've got children,
• 2:29
  Speaker 1: You've gone through that married life, those experiences, and then
• 2:34
  Speaker 1: you've come to get involved with too much too young.
• 2:38
  Speaker 1: You've come to get involved with public child protection Wales.
• 2:40
  Speaker 1: So give the audience a little taste of your life.
• 2:44
  Speaker 3: And help.
• 2:46
  Speaker 2: Well. One thing I do know about I'm not an
• 2:49
  Speaker 2: expert in criminology or many of the things that some
• 2:52
  Speaker 2: of the experienced people I've been working with lately are
• 2:56
  Speaker 2: experts in. But one thing I do know as children
• 3:00
  Speaker 2: because as a showman which We are a semi hidden
• 3:04
  Speaker 2: community in the UK of about twenty five thousand people.
• 3:07
  Speaker 2: We are the people who run fairgrounds, outdoors, shows and
• 3:11
  Speaker 2: events all across the country and sometimes abroad. Now and
• 3:15
  Speaker 2: I've spent my whole work in life since I started
• 3:18
  Speaker 2: at le when I left school at sixteen, I have
• 3:21
  Speaker 2: served children. I have observed children. I've traveled all over
• 3:24
  Speaker 2: the country. We serve children from all different demographics and backgrounds,
• 3:30
  Speaker 2: and I don't like the changes I am seeing in
• 3:33
  Speaker 2: our children. I'm not laying all of that at the
• 3:36
  Speaker 2: door of the schools in the RSE curriculum, but I
• 3:40
  Speaker 2: think a lot of it. Schools are clearly a big
• 3:42
  Speaker 2: influence on our children. They are there for a awful
• 3:45
  Speaker 2: large time in their lives when they're young, and their
• 3:48
  Speaker 2: brands are very formative. So yeah, I have seen lots
• 3:53
  Speaker 2: of things recently with our children that I've never seen before,
• 3:56
  Speaker 2: self harm and things like that. So that's what I do.
• 4:00
  Speaker 2: That's what I've done for all of my lives. We
• 4:02
  Speaker 2: are a very family based community. We believe in marriage
• 4:06
  Speaker 2: still we christen our children and the vast majority we
• 4:09
  Speaker 2: have long lasting, happy marriages. We work together very often
• 4:13
  Speaker 2: so it can be quite challenging working as a family,
• 4:16
  Speaker 2: but there's also benefits, one of which being that although
• 4:20
  Speaker 2: I have worked, I have always been able to keep
• 4:22
  Speaker 2: my children with me a lot of the time. I
• 4:26
  Speaker 2: haven't never had to leave them to go to work.
• 4:28
  Speaker 2: I have adjusted my work life suit the children. Really,
• 4:33
  Speaker 2: So yeah, that's what I've done up till now. And
• 4:37
  Speaker 2: then we don't believe in all of this sex education
• 4:41
  Speaker 2: too young. We never really have. We give our children
• 4:43
  Speaker 2: the information they need, but generally the parent will do
• 4:47
  Speaker 2: it at the appropriate time when we know our child
• 4:50
  Speaker 2: is ready for the next level of information. We'll give
• 4:53
  Speaker 2: them a little bit when they're young, and a bit
• 4:55
  Speaker 2: more as they get older, and generally as they ask.
• 4:58
  Speaker 2: So we've never really want did sex education in schools.
• 5:01
  Speaker 2: We want our children to go to school to learn
• 5:03
  Speaker 2: maths and English.
• 5:04
  Speaker 1: So, Rebecca, when was it when too much too young
• 5:10
  Speaker 1: got set up? And what was the catalyst for making
• 5:13
  Speaker 1: that happen.
• 5:14
  Speaker 2: What happened was I was already concerned. I knew there
• 5:17
  Speaker 2: was a new curriculum coming in, a sex education curriculum,
• 5:21
  Speaker 2: and I raised it with the school and my son
• 5:23
  Speaker 2: was in primary at the time. My two eldest had
• 5:26
  Speaker 2: left already. It was just right at the end of primary,
• 5:29
  Speaker 2: and they helped me look into it. We couldn't really
• 5:32
  Speaker 2: decide whether because I was asking if we'd still have
• 5:34
  Speaker 2: our opt out, which is what we all When was this, Yeah,
• 5:40
  Speaker 2: towards the end of twenty nineteen, they were having an
• 5:43
  Speaker 2: inquiry that had a teacher's inquiry that'd add a church
• 5:46
  Speaker 2: because it was a church school, a Church of Christian
• 5:49
  Speaker 2: school my son went to, and they was having the
• 5:52
  Speaker 2: teacher's inquiry that had the church inquiry. They were just
• 5:55
  Speaker 2: about to have the parental inquiry in schools clothes for COVID.
• 5:59
  Speaker 2: When schools were back, which was I suppose was twenty
• 6:02
  Speaker 2: twenty one, the curriculum was already in, but it didn't
• 6:05
  Speaker 2: seem too bad on Obviously, when I was where there
• 6:08
  Speaker 2: was a new curriculum coming in, I did not dream
• 6:11
  Speaker 2: it would be as graphic as what it actually turned
• 6:13
  Speaker 2: out to be, but then sent him back to school
• 6:19
  Speaker 2: that winter. It didn't seem too bad at first. I
• 6:22
  Speaker 2: think they started very steadily, but then as the end
• 6:25
  Speaker 2: of let's say, it was going to spring to summer term,
• 6:29
  Speaker 2: it began to get more graphic. When in it began
• 6:32
  Speaker 2: to raise more concerns. We were meant to have the
• 6:34
  Speaker 2: inquiry and we didn't never get the parnal inquiry. And
• 6:39
  Speaker 2: then when schools did eventually go back in twenty twenty one,
• 6:42
  Speaker 2: the curriculum had already had the parnal inquiry during lockdown
• 6:46
  Speaker 2: and the curriculum was in. I wasn't overly concerned. It
• 6:50
  Speaker 2: was right at the end of primary. Then it was
• 6:51
  Speaker 2: a biology lesson really basically in puberty they were and
• 6:55
  Speaker 2: I didn't particularly object to that because at the time
• 6:58
  Speaker 2: they split the boys. I told the boys the boys
• 7:00
  Speaker 2: parts of the girls the girl's part, and I was
• 7:02
  Speaker 2: quite happy for him to have that lesson. I didn't
• 7:04
  Speaker 2: particularly see any harm.
• 7:05
  Speaker 3: Can I ask her how old he was.
• 7:10
  Speaker 2: Turn right, and that's gone younger and younger now I'm
• 7:14
  Speaker 2: well aware because my niece is now in school and
• 7:16
  Speaker 2: they've gone down, down, down with the ages in that.
• 7:20
  Speaker 2: So he was finishing at primary, so I was prepared
• 7:24
  Speaker 2: to give secondary a go with him before he went
• 7:28
  Speaker 2: back the next year. That summer I began writing to
• 7:31
  Speaker 2: the school and asking them, can you send me your
• 7:33
  Speaker 2: RC curriculum, assuming that it would come through in due time.
• 7:36
  Speaker 2: There wouldn't really be an issue. And then one day
• 7:39
  Speaker 2: there was a post on Facebook, well, we're Showman. Being
• 7:43
  Speaker 2: a small community, we do sort of know each other
• 7:45
  Speaker 2: all across the country and if we don't know each other,
• 7:49
  Speaker 2: somebody will know of somebody. And a mum posted a
• 7:52
  Speaker 2: post about what would come home in a girl's school
• 7:54
  Speaker 2: and everyone jorded in and I sort of besides it
• 7:58
  Speaker 2: slowly became aware how bad it was. I was quite shocked.
• 8:02
  Speaker 2: I think it was the body part the correct terminology post.
• 8:06
  Speaker 2: It was the naked outline of a child and that
• 8:09
  Speaker 2: to name all the different body parts on the post.
• 8:12
  Speaker 2: And her little girl was very young. She didn't think
• 8:14
  Speaker 2: she was anywhere near ready for it, and she'd sort
• 8:16
  Speaker 2: of come on Facebook to say, look, I don't agree
• 8:19
  Speaker 2: with this, I don't want it, and it's sort of
• 8:21
  Speaker 2: all snowbob. From there, a few of us mums formed
• 8:23
  Speaker 2: a group who didn't agree with it, and then we
• 8:27
  Speaker 2: started looking for anyone else in the country was having
• 8:30
  Speaker 2: this problem. First of all, we came across the Muslim
• 8:32
  Speaker 2: lads up in Birmingham. They were protested outside of a school,
• 8:36
  Speaker 2: and then we found one of us saw Kimberly Issu
• 8:40
  Speaker 2: Wood doing a speech someway. We found some other ladies
• 8:44
  Speaker 2: who don't like it, so me and one of my
• 8:47
  Speaker 2: friend's Liza, drove up to Wales. It was one of
• 8:50
  Speaker 2: their early things. It was when they was doing outside
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  Speaker 2: the BBC on the Scary Cardiff And we got there
• 8:57
  Speaker 2: a bit early and we sat in the restaurant waiting
• 8:59
  Speaker 2: and was so we in the wrong place. I don't
• 9:01
  Speaker 2: know if there's no one here, and then all of
• 9:02
  Speaker 2: a sudden I was went there she is looking Kimberly
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  Speaker 2: came running out of the train station with all us
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  Speaker 2: speakers and things.
• 9:09
  Speaker 3: Like she does and imagine, yeah, one.
• 9:11
  Speaker 2: A few protests previously Brian, the lockdown protests and the
• 9:15
  Speaker 2: different things, and I didn't really reckon a lot to them.
• 9:18
  Speaker 2: We were sort of marched all around London. I had
• 9:20
  Speaker 2: a bit of a bad leg at the time, so
• 9:22
  Speaker 2: that wasn't most comfortable. And then I didn't seem any
• 9:25
  Speaker 2: I don't know authenticity in some of the speakers.
• 9:28
  Speaker 1: Were results to it. Yeah, I think this is a
• 9:32
  Speaker 1: very interesting point.
• 9:34
  Speaker 2: Go up and speak to any of the speakers. It
• 9:37
  Speaker 2: felt very they were inaccessible like celebrities. And when I
• 9:41
  Speaker 2: went to public Chard Protection Wiles as first the first
• 9:43
  Speaker 2: one of theirs I went to. It was very genuine.
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  Speaker 2: It's the only thing I could say him was welcoming.
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  Speaker 2: So are all the other ladies who she was working
• 9:51
  Speaker 2: with then, and we I suppose we just did it
• 9:54
  Speaker 2: off straight away. And it was a real revelation to
• 9:57
  Speaker 2: me because up till then I believe that most peop
• 10:00
  Speaker 2: people outside of my community, well, well we're okay with
• 10:04
  Speaker 2: this kind of teaching for their children, okay. I sort
• 10:08
  Speaker 2: of thought they've gone more modern than we have. I
• 10:12
  Speaker 2: saw it as we were more traditional and he had
• 10:13
  Speaker 2: more traditional values.
• 10:16
  Speaker 1: Just to be sort of precise setting up of too much,
• 10:22
  Speaker 1: too young, and that already happened when.
• 10:24
  Speaker 2: We sort of slowly rolled onto the Facebook. Off of
• 10:26
  Speaker 2: the Facebook met Kim, he kind of said, we need
• 10:30
  Speaker 2: to do something like this. There's enough of us were
• 10:33
  Speaker 2: going to begin to spread the word. I honestly thought
• 10:36
  Speaker 2: I'd say, look what's happening in schools, and people say,
• 10:39
  Speaker 2: oh my god, that's terrible. Most to my surprise, most
• 10:42
  Speaker 2: people were in denial that anything too bad was happening,
• 10:47
  Speaker 2: because I think it is very hard to believe that
• 10:50
  Speaker 2: schools would do something that might harm children, and I
• 10:53
  Speaker 2: don't think they're intentionally doing it, but I don't think
• 10:56
  Speaker 2: they've done their research into where it comes from and
• 10:59
  Speaker 2: the eye years behind it. I think the vast majority
• 11:01
  Speaker 2: believe they are actually safeguarding. They haven't had the training
• 11:05
  Speaker 2: to see that they could be doing the opposite.
• 11:08
  Speaker 1: Yes, so this was is one of the points that
• 11:11
  Speaker 1: came up with the conference, and I know Kim has
• 11:15
  Speaker 1: been pretty forceful in saying this that it's obvious that
• 11:18
  Speaker 1: there are many teachers maybe be saying most teachers think
• 11:23
  Speaker 1: that they're doing the right things because they're following what
• 11:27
  Speaker 1: they've been told.
• 11:27
  Speaker 2: To tidelines and yeah from above.
• 11:31
  Speaker 1: Through actually what am I teaching and what's the effect?
• 11:34
  Speaker 1: And so the Kim's approach that she's saying what we
• 11:40
  Speaker 1: need to do is get in amongst the teachers and
• 11:43
  Speaker 1: show them what they're doing is wrong.
• 11:45
  Speaker 2: That is I do think it's a factor though Brian
• 11:49
  Speaker 2: sadly that this has been in now since twenty twenty one,
• 11:51
  Speaker 2: it's twenty twenty six, five years the teachers have been
• 11:54
  Speaker 2: doing this. I don't think they're going to very easily
• 11:58
  Speaker 2: let go of the idea that what they're doing is
• 12:00
  Speaker 2: for the best of children, because the alternative is admitting
• 12:03
  Speaker 2: they have been doing something that might have been damaging children. Personally,
• 12:06
  Speaker 2: i'd some of them realize that and help us do
• 12:09
  Speaker 2: something to stop it, but I can see it would
• 12:12
  Speaker 2: be difficult to accept. You may have been blindly led
• 12:15
  Speaker 2: into doing something that could be harmful, but I instinctively
• 12:20
  Speaker 2: knew it was wrong. It's took me learning to understand why.
• 12:24
  Speaker 2: But I don't understand how these teachers can not realize
• 12:28
  Speaker 2: that they shouldn't be discussing these things with someone else's children.
• 12:35
  Speaker 1: We again, before we came into the studio, we were
• 12:39
  Speaker 1: just having a just a little relaxed chat, and for me,
• 12:47
  Speaker 1: I was explaining that the incredible thing about this, about
• 12:52
  Speaker 1: this education, is that we've got young children being taught very,
• 12:57
  Speaker 1: very graphic sexual things to such an extent that when
• 13:03
  Speaker 1: we as adults, say other adults know about this, you
• 13:08
  Speaker 1: almost feel a sense of embarrassment.
• 13:12
  Speaker 2: It's not embarrassment, it's modesty, but we're not allowed to
• 13:15
  Speaker 2: be modest anymore. It's been retitled shame.
• 13:18
  Speaker 1: Now you're using terminology which you know most people will
• 13:24
  Speaker 1: actually pull back from. So in order to explain the
• 13:29
  Speaker 1: horrors of what the children are being taught, you are
• 13:32
  Speaker 1: forced to put on the table. If you like things
• 13:36
  Speaker 1: that the average mum and dad, man and woman don't
• 13:40
  Speaker 1: feel comfortable, they might feel comfortable discussing it with their
• 13:44
  Speaker 1: mates over a point of beer.
• 13:46
  Speaker 2: Your husband and wife were discussing maybe, but no, not
• 13:49
  Speaker 2: in open company.
• 13:52
  Speaker 1: Let's say so, this is a measure, a very easy
• 13:55
  Speaker 1: measure for me of what's going on is that the
• 13:57
  Speaker 1: subject is so graphic and in fact and some so
• 14:00
  Speaker 1: unpleasant that you feel this slight barrier when you try
• 14:04
  Speaker 1: and engage with an audience. And yet this is exactly
• 14:09
  Speaker 1: what very increasingly young children are being taught in the schools.
• 14:15
  Speaker 2: And starts talking about these things which that children have
• 14:19
  Speaker 2: a natural instinct that is putting them to keep them safe.
• 14:21
  Speaker 2: If something feels off to them, they need to be
• 14:24
  Speaker 2: able to come away from it. And I've advocated for
• 14:27
  Speaker 2: a lot of parents since I started doing this in
• 14:29
  Speaker 2: twenty twenty one, it's been five years now, I've helped
• 14:31
  Speaker 2: a lot of mums and dads who don't like any
• 14:35
  Speaker 2: of this for their children.
• 14:38
  Speaker 1: And what are the effects that you're seeing on young
• 14:41
  Speaker 1: children as a result of this RSC.
• 14:44
  Speaker 2: She was so uncomfortable hearing it. She asked about with
• 14:48
  Speaker 2: multiple children who have asked themselves to be removed from
• 14:50
  Speaker 2: the class because they weren't comfortable with what they were
• 14:54
  Speaker 2: being told. I've had one little girl who's who put
• 14:56
  Speaker 2: her hands over her ears and their hands were forced
• 14:59
  Speaker 2: away from and she was told she had to listen.
• 15:03
  Speaker 2: We're saying that the script is that this is going
• 15:06
  Speaker 2: to safeguard children, and this is for their benefit, this
• 15:09
  Speaker 2: is something they need. If they're actively telling you I
• 15:12
  Speaker 2: don't want it, we should be listening. If they's only
• 15:15
  Speaker 2: where uncomfortable. I'd be uncomfortable talking about these things in
• 15:19
  Speaker 2: a classroom full of my peers or a room full
• 15:22
  Speaker 2: of my peers. It's not something you go in and
• 15:23
  Speaker 2: talk about generally. Some of these correct terminologies they're now
• 15:29
  Speaker 2: teaching up five years old are words, and I'm not
• 15:31
  Speaker 2: going to repeat them now because I am still uncomfortable
• 15:33
  Speaker 2: using them. I've never needed to use I'm fifty three
• 15:37
  Speaker 2: years of age, I've had three children. I've never needed
• 15:39
  Speaker 2: to use the word vagina. If I go to a
• 15:42
  Speaker 2: doctor's I don't have to use that word. Even in
• 15:44
  Speaker 2: a medical setting. There is such a thing as gestures,
• 15:47
  Speaker 2: and we are told that this terminology will keep children
• 15:51
  Speaker 2: safe because they know the words to use. The other
• 15:55
  Speaker 2: side of that swing door is a predator will know
• 15:58
  Speaker 2: the exact word to use to engage with your child
• 16:00
  Speaker 2: to discuss private things, and the child will already be
• 16:02
  Speaker 2: comfortable discussing their private parts and private things. And I
• 16:06
  Speaker 2: think children are much safer when they know nothing about
• 16:10
  Speaker 2: any of.
• 16:10
  Speaker 1: That, and more reactive, more sensitive.
• 16:16
  Speaker 2: Way danger if it did occur your.
• 16:18
  Speaker 1: Things and the child, I think, so I don't quite
• 16:20
  Speaker 1: understand that, and there's a bit of a pull back.
• 16:24
  Speaker 1: They don't have that anymore because they've been taught.
• 16:27
  Speaker 2: That this is you just talk about this in front
• 16:30
  Speaker 2: of anyone, You can talk about this openly, and in
• 16:34
  Speaker 2: actual fact, they're not things we talk about openly really
• 16:37
  Speaker 2: in polite society, or need to Yeah, obviously there are
• 16:41
  Speaker 2: occasions when you might need medical words, but I've never
• 16:44
  Speaker 2: found one yet. So at fifty three years, I really
• 16:47
  Speaker 2: don't see why five year old needs to know. And
• 16:50
  Speaker 2: the very obvious danger that most teachers seem to fail
• 16:53
  Speaker 2: to see is it takes two seconds these days, even
• 16:56
  Speaker 2: if you've got your child's device fully locked up with
• 16:58
  Speaker 2: parental controls, it takes a child two seconds to pick
• 17:01
  Speaker 2: up someone else's phone and Google. These days, they're quicker
• 17:04
  Speaker 2: than we are. It'd let me pull him out of
• 17:08
  Speaker 2: all the lessons, including the relationship's part, because I objected
• 17:11
  Speaker 2: so strongly. But then in geography they did an RS
• 17:17
  Speaker 2: lesson on how gay people are killed around the world,
• 17:20
  Speaker 2: which I understand is a sad factor life. And he
• 17:22
  Speaker 2: would have got to an age when he would have
• 17:23
  Speaker 2: probably known that, But that's not something he was ever
• 17:27
  Speaker 2: likely to come across as a child.
• 17:28
  Speaker 1: Was that a specialist teacher that injected that into a job.
• 17:32
  Speaker 2: As far as I'm aware, it was a geography teacher.
• 17:35
  Speaker 2: But when I went to the school to inquire, they
• 17:38
  Speaker 2: wasn't actually aware that geography teacher was given that lesson.
• 17:41
  Speaker 2: And this is why my concerns are with the regulation
• 17:43
  Speaker 2: of it. It's not like with a maths curriculum you
• 17:47
  Speaker 2: can say we'll cover this, this and this. It's all
• 17:50
  Speaker 2: written down, you know the standards of it, you know
• 17:52
  Speaker 2: how to test, you know how to tell it for
• 17:53
  Speaker 2: child's getting on in it. How are they meant to
• 17:56
  Speaker 2: assess as child's a child shouldn't have any sexual development,
• 18:01
  Speaker 2: and now they reckon they are assessing these children to
• 18:03
  Speaker 2: know what age appropriate for a class full of children who,
• 18:08
  Speaker 2: even considering the year's age range that will be between
• 18:11
  Speaker 2: that class, some children are vastly different than others. I
• 18:16
  Speaker 2: gave my eldest girl knowledge a good couple of years
• 18:19
  Speaker 2: in age before the middle one because she asked more questions.
• 18:23
  Speaker 2: She was obviously more ready for the information. But now
• 18:26
  Speaker 2: they're just shoving all the information into their lap whether
• 18:30
  Speaker 2: they want it or not.
• 18:32
  Speaker 1: And tell us something about the age bit on it
• 18:35
  Speaker 1: because the age is very young, but it's getting younger.
• 18:39
  Speaker 2: Getting younger and younger. Now the correct terminology has gone
• 18:42
  Speaker 2: down from age six to seven. Now it's in the
• 18:44
  Speaker 2: youngest classes. Now it's getting more and more graphic in
• 18:49
  Speaker 2: primary and the schools are less inclined to let parents
• 18:52
  Speaker 2: remove them, which at once I don't know whether they're
• 18:55
  Speaker 2: getting pressure from above about the children they have been
• 18:59
  Speaker 2: allowing to out the lessons, but now even schools that
• 19:03
  Speaker 2: was allowing removal by parents now are not and now
• 19:07
  Speaker 2: say no, I'm sorry, it's statutory, it's mandatory. You have
• 19:10
  Speaker 2: to that. Moving forwards in any way, less and less
• 19:13
  Speaker 2: children of school, then it's okay for the rich people
• 19:15
  Speaker 2: because they will afford. Maybe private schools are not going
• 19:18
  Speaker 2: quite so strong because they're still reliant on income from
• 19:22
  Speaker 2: the parents. Oh, edicate, educate, which is what I had
• 19:26
  Speaker 2: to do in the end when they wanted to on.
• 19:28
  Speaker 2: His curriculum was pornography, and he didn't know pornography existed
• 19:34
  Speaker 2: in the world at eleven eleven eleven right, no interest
• 19:37
  Speaker 2: whatsoever in girls yet because.
• 19:40
  Speaker 1: I am learning out of this so out of nowhere
• 19:43
  Speaker 1: in his life. One day he's playing with bikes and
• 19:45
  Speaker 1: the next morning is in school you want to take
• 19:48
  Speaker 1: The subject is pornography.
• 19:49
  Speaker 2: And hardcore pornography as well, which is something I would
• 19:53
  Speaker 2: as sooner him not exist. He now existed in the
• 19:55
  Speaker 2: world until he was older. Let's put it like that.
• 19:58
  Speaker 2: I appreciate every reach is an age when they will
• 20:01
  Speaker 2: learn most things. My girls are adults now, there's not
• 20:03
  Speaker 2: much they don't know. They'll help me with this fight
• 20:06
  Speaker 2: now because we have I have young nieces. They're still
• 20:09
  Speaker 2: in school. Because it's not so easy for some parents,
• 20:12
  Speaker 2: I was very lucky. It was quite easy for me
• 20:14
  Speaker 2: to uneducate my son. I was at home mostly so
• 20:18
  Speaker 2: and he could work with me when I worked, so
• 20:20
  Speaker 2: it was easy for me. I understand it's not that
• 20:22
  Speaker 2: easy for some parents to un educate, but I think
• 20:26
  Speaker 2: it's worth it because it's just getting stronger and stronger
• 20:29
  Speaker 2: in these schools. Secondary is very difficult. It's not like primary.
• 20:34
  Speaker 2: You can kind of become involved with the school in primary,
• 20:37
  Speaker 2: and many schools are being very supportive. I will say
• 20:40
  Speaker 2: that some schools are not. And we're in now postcode
• 20:42
  Speaker 2: lottery of if you've got a school that has got
• 20:45
  Speaker 2: a lot of teachers who wants to push your genders,
• 20:47
  Speaker 2: or you've got a more conservative school in a more
• 20:50
  Speaker 2: conservative area, it might not be as bad Catholic schools.
• 20:54
  Speaker 2: It's still in there, but the curriculum is slightly milder.
• 20:58
  Speaker 2: It is kind of still left of the school are strong.
• 21:00
  Speaker 2: They want to go with the curriculum, I think, but
• 21:03
  Speaker 2: everyone has to cover it now at some degree or another.
• 21:06
  Speaker 1: Some of the speakers at the Public Job Protection Whales conference,
• 21:13
  Speaker 1: if I remember correctly, and I think I am, we're
• 21:16
  Speaker 1: definitely saying that. The other thing happening is that teachers
• 21:21
  Speaker 1: are putting Some teachers are putting their own nuance on stuff.
• 21:25
  Speaker 1: So you know, if the syllabus goes so far and
• 21:29
  Speaker 1: you say okay, and then when the teachers actually delivering
• 21:33
  Speaker 1: that material. They're taking it a bit further because, for
• 21:37
  Speaker 1: whatever reason, but I mean themselves engaged in a particularly
• 21:42
  Speaker 1: sexual relationship, and therefore they think this is normal. And
• 21:46
  Speaker 1: then it's pushed across to the children. What are you
• 21:49
  Speaker 1: trying to achieve, Rebecca, We're too much too young.
• 21:52
  Speaker 2: We are very hopeful, and I'm not going to give
• 21:54
  Speaker 2: up until we show this curriculum for what it is
• 21:57
  Speaker 2: that it will be. It's very unfortunate that we've got
• 21:59
  Speaker 2: into an air now where we are talking damage limitation.
• 22:04
  Speaker 2: I am here in cases of child on child abuse.
• 22:07
  Speaker 2: I don't think many parents realize what the downsides of
• 22:10
  Speaker 2: this curriculum are. They think maybe they'll learn a few
• 22:13
  Speaker 2: words they shouldn't use, and it won't really do any
• 22:16
  Speaker 2: great harm. They're not taken into account the psychological effects
• 22:19
  Speaker 2: of being given information in their brain is not quite
• 22:22
  Speaker 2: ready yet to process. Let's say, what's happening is is
• 22:28
  Speaker 2: we know children, if they see you hoovering, they'll get
• 22:31
  Speaker 2: a little toy hoover and they'll copy you hoover. And
• 22:34
  Speaker 2: they like to copy their parents and might copy their dad.
• 22:36
  Speaker 2: They might copy their mum little book My little boy.
• 22:39
  Speaker 2: Quite enjoyed flopping around in his nuns ninety over his
• 22:42
  Speaker 2: clothes and pretending to be Children will experiment, and it's
• 22:47
  Speaker 2: in their nature to be very experimental. And when you
• 22:51
  Speaker 2: give them this much information too young, the most likely
• 22:55
  Speaker 2: person they will go in and try out what they've
• 22:56
  Speaker 2: learned on is a younger sibling. But then what tends
• 22:59
  Speaker 2: to happen is and obviously I will not give any
• 23:02
  Speaker 2: details because any help I give is very confidential. But
• 23:05
  Speaker 2: not many parents want to publicize that fact that one
• 23:09
  Speaker 2: of their children has been caught in a compromising position
• 23:12
  Speaker 2: with the other of their children.
• 23:13
  Speaker 3: The children get this.
• 23:16
  Speaker 2: Sex and intercourse now towards the end of primary. There
• 23:20
  Speaker 2: are now It used to just be puberty lessons biology
• 23:23
  Speaker 2: basically for primary, and anything else was reserved for secondary.
• 23:27
  Speaker 2: But now the lessons on intercourse and sexual relations do
• 23:31
  Speaker 2: come in in primary now, and I think that's very
• 23:34
  Speaker 2: young for a child to even know that exists in
• 23:35
  Speaker 2: the word. And the argument is, well, people say to me,
• 23:39
  Speaker 2: it's homophobic. You don't want them to talk talk about
• 23:41
  Speaker 2: gay sex. No, I don't want to talk about gay sex.
• 23:44
  Speaker 2: I don't want to talk about any sex until they're older.
• 23:46
  Speaker 2: It's not particularly gay sex. And I'm sure two responsible
• 23:49
  Speaker 2: gay parents would no more discuss what happens in their
• 23:53
  Speaker 2: bedroom than I did with my husband in front of
• 23:56
  Speaker 2: their small children. Children. See, everyone is just friends or family,
• 24:01
  Speaker 2: So you don't need to teach them that two women
• 24:03
  Speaker 2: can love each other or two men can love each other.
• 24:05
  Speaker 2: They already know that their dad loves their brother, they
• 24:08
  Speaker 2: love their mum. If they're a girl, they love their siblings.
• 24:12
  Speaker 2: When you're teaching gay relationships, which is what's happening now,
• 24:15
  Speaker 2: you're not actually teaching about love gay being gay, it's
• 24:18
  Speaker 2: a sexuality. You're teaching them about sex. And I don't
• 24:21
  Speaker 2: think sex is a subject for children. Puberty, yes, they
• 24:25
  Speaker 2: need to know their body changes. That's going to come soon.
• 24:27
  Speaker 2: And then as they go through puberty and they're mature,
• 24:29
  Speaker 2: yes they will need more knowledge. You don't throw it
• 24:32
  Speaker 2: all at them and they're seven and they're not ready
• 24:34
  Speaker 2: for it, and then expect them to come out of
• 24:36
  Speaker 2: well balanced.
• 24:37
  Speaker 1: Right, And your key point is that they are not
• 24:40
  Speaker 1: coming out well balanced. They're increasingly beginning to show damage
• 24:46
  Speaker 1: from being sexualized by the system.
• 24:49
  Speaker 2: I won't give up as long as I've got a
• 24:51
  Speaker 2: breath in my body. Of standing here and saying that, no,
• 24:55
  Speaker 2: I don't think it's safeguards. No, I don't think it's
• 24:58
  Speaker 2: for the benefit of children. And I actually think it
• 25:01
  Speaker 2: makes it harder to spot children who are being abused
• 25:04
  Speaker 2: at home because every child in the classroom is preoccupied,
• 25:07
  Speaker 2: preoccupied with their private parts because they've been given lesson
• 25:10
  Speaker 2: after lesson about them. It's going to make it harder
• 25:14
  Speaker 2: to spot the ones who might be more preoccupied than
• 25:16
  Speaker 2: usual because every child's been exposed to the information, where
• 25:22
  Speaker 2: usually it would only be the abused ones that may
• 25:25
  Speaker 2: be preoccupied with seeing knowing that their sexual parts because
• 25:31
  Speaker 2: for a child, they're down below parts for ween, that's
• 25:34
  Speaker 2: all they really know, and that's all they really need
• 25:36
  Speaker 2: to know. You get a lot older, or when I
• 25:40
  Speaker 2: was young, you get a lot older before you understand
• 25:42
  Speaker 2: that those parts are for something other than going to
• 25:45
  Speaker 2: the toilet, because it's all a child should know, and
• 25:48
  Speaker 2: a child that knows more in the past should have
• 25:52
  Speaker 2: been a red flag to teachers for a child looking
• 25:56
  Speaker 2: at possible abuse, that's going to be harder to spot
• 25:59
  Speaker 2: now in my opinion.
• 26:00
  Speaker 1: Yeah, because because they're all they're all talking.
• 26:02
  Speaker 2: About it, happy to discuss.
• 26:04
  Speaker 1: It and it's compounded, as you say, by the fact
• 26:07
  Speaker 1: that very young children now are highly competent on mobile
• 26:12
  Speaker 1: phones and the sex thing.
• 26:16
  Speaker 2: So I get the same thing up if you google
• 26:19
  Speaker 2: penis as if you google through through or dinkle. It's
• 26:23
  Speaker 2: a lot safer for a child to know dinkle, in
• 26:26
  Speaker 2: my opinion, than to know the exact word to google.
• 26:29
  Speaker 2: And if he googles, little child googles that word, and
• 26:32
  Speaker 2: I'm not even comfortable. I'm more comfortable. So this is
• 26:34
  Speaker 2: how no desensitization works. Because after five years are doing this,
• 26:38
  Speaker 2: I am far more comfortable saying these words in front
• 26:40
  Speaker 2: of you than I would have been five years ago.
• 26:42
  Speaker 2: So I've become desensitized and I'm a full grown woman
• 26:45
  Speaker 2: setting me away. So how easy it is to cause
• 26:48
  Speaker 2: desensitization in children? It must be very very easy.
• 26:52
  Speaker 1: Well that this comes on to key agenda, doesn't it,
• 26:56
  Speaker 1: which was the major part of the public Chopter conference,
• 27:01
  Speaker 1: because the speakers, bluding yourself, told the story of where
• 27:08
  Speaker 1: this has come from. So we are now at the
• 27:10
  Speaker 1: stage where very young children increasingly being sexualized through the
• 27:15
  Speaker 1: education system. How did that happen? Well, what the speakers
• 27:20
  Speaker 1: demonstrated was this was happening as a result of international
• 27:26
  Speaker 1: education policy coming through the United Nations, UNESCO and the
• 27:30
  Speaker 1: World Economic Forum, amongst others.
• 27:33
  Speaker 2: For English children by English people, or anything done on
• 27:36
  Speaker 2: studies for our own children now.
• 27:39
  Speaker 1: Never astonishingly, I think it will be astonishingly for most
• 27:45
  Speaker 1: people who are new to this subject. You come to, well,
• 27:49
  Speaker 1: where was this stuff created? And you're into Kinsey back
• 27:53
  Speaker 1: in the nineteen fifties, where all sorts of devious practice,
• 28:00
  Speaker 1: actual practices were going on before his so called research
• 28:06
  Speaker 1: team moved to the idea that children were sexual for birth,
• 28:10
  Speaker 1: babies could have orgasms.
• 28:12
  Speaker 3: Yeah, and then it is almost difficult too.
• 28:18
  Speaker 2: It's difficult. It is difficult to believe.
• 28:22
  Speaker 1: So called research is then reprinted in documents as if
• 28:27
  Speaker 1: it's a bona fidee educational objective to teach children about this.
• 28:32
  Speaker 2: You cool understood the skewed data, and it's very easy.
• 28:37
  Speaker 2: Let's say we want to prove that everybody loves football,
• 28:40
  Speaker 2: everybody in the world. Football is the most favorite thing.
• 28:43
  Speaker 2: And you go to five football fans and you say
• 28:44
  Speaker 2: what is your most favorite thing? And they say football,
• 28:47
  Speaker 2: And there you go approved that football is the most
• 28:49
  Speaker 2: favorite thing in the world. You haven't approved anything, and
• 28:51
  Speaker 2: that's kind of how this happened. They am picked their
• 28:54
  Speaker 2: subjects to prove sexual devincy was more normal than it
• 28:59
  Speaker 2: was homosexual, it was more usual than it was and
• 29:02
  Speaker 2: there will be as children unfortunately, to prove the children
• 29:07
  Speaker 2: are sexual from birth. When any mother knows, that's the
• 29:10
  Speaker 2: biggest load of rubbish that's ever been written.
• 29:13
  Speaker 1: Prince had a range of speakers, so you were speaking
• 29:16
  Speaker 1: from here in England, from Ireland, there was lady from
• 29:21
  Speaker 1: New Zealand, there were two speakers from America, and of
• 29:25
  Speaker 1: course all of you coming up on the stage and
• 29:28
  Speaker 1: giving your presentations demonstrated that this educational agenda to sexualized
• 29:37
  Speaker 1: children is not just something happening in this country. It's
• 29:42
  Speaker 1: an agenda which has been seeded.
• 29:46
  Speaker 2: And worked on for years in ever increase in stages.
• 29:49
  Speaker 2: Although it's only been signed in this new version in
• 29:51
  Speaker 2: twenty seventeen, it's been slowly creeping in since probably the
• 29:56
  Speaker 2: nineteen sixties seventies. I didn't really have actual education in
• 30:01
  Speaker 2: school as such. I have biology lessons at the beginning
• 30:03
  Speaker 2: of secondary so, but in between me and my little
• 30:08
  Speaker 2: girl who had the pleasure of putting a condom on
• 30:10
  Speaker 2: a plastic will you when she was thirteen without me
• 30:12
  Speaker 2: knowing about it, which I was.
• 30:14
  Speaker 1: You said you were shocked when she came. She came
• 30:17
  Speaker 1: home and.
• 30:19
  Speaker 2: I said, Larsa, I don't want you doing these classes,
• 30:21
  Speaker 2: and she said you too, like so I've done them
• 30:23
  Speaker 2: and I did. Like many children, she didn't want to
• 30:26
  Speaker 2: be pulled out of the class and made to feel
• 30:27
  Speaker 2: different from all the other children.
• 30:29
  Speaker 1: That's the insidious thing, isn't it. When if you try
• 30:32
  Speaker 1: as a parent and you say, well, okay, the way
• 30:34
  Speaker 1: to deal with this is I don't want my child
• 30:36
  Speaker 1: to see and hear enough.
• 30:38
  Speaker 2: Yet you're making them the odd one out. Yes, no
• 30:43
  Speaker 2: child wants to be They like to fit in with
• 30:44
  Speaker 2: their pits and be part of the gang. So yeah,
• 30:48
  Speaker 2: very insidious and causes can cause. I've spoke to many parents.
• 30:52
  Speaker 2: Has caused big divides when the children come in with
• 30:55
  Speaker 2: ideologies that like the transgender ideology that has no basis
• 31:00
  Speaker 2: whatsoever in fact, and their child is coming home and
• 31:05
  Speaker 2: telling the seventy six genders and the parent is objecting
• 31:07
  Speaker 2: and say no, there isn't. The child will very lightly
• 31:11
  Speaker 2: turn on the parent, and so will my teachers, because
• 31:14
  Speaker 2: don't forget, we've spent the first, however, many years of
• 31:16
  Speaker 2: their life telling our children, go to school, do what
• 31:18
  Speaker 2: you're told, listen to your teachers, be well behaved. Yes,
• 31:22
  Speaker 2: And now then we've got to switch and say no,
• 31:24
  Speaker 2: don't listen to them on this subject because they don't
• 31:26
  Speaker 2: know what they're talking about. So that's a bit confusing
• 31:28
  Speaker 2: for a child, along with all the other things they
• 31:29
  Speaker 2: give in to confuse them these days.
• 31:31
  Speaker 1: Yeah, there's a huge irony in that, isn't there That
• 31:34
  Speaker 1: this is absolutely true. A lot of parents of imposed
• 31:39
  Speaker 1: on their children to go to school and be behaved
• 31:42
  Speaker 1: and follow the system.
• 31:44
  Speaker 2: Yeah, and then you actually you think, hmm, hang on
• 31:48
  Speaker 2: a minute there when they start coming home and this
• 31:50
  Speaker 2: is where all this education that is outside the bounds
• 31:53
  Speaker 2: of normal education. It's so tricky. I should imagine it's
• 31:57
  Speaker 2: tricky for teachers because they're not really trying to deal
• 32:00
  Speaker 2: with psychiatry and all the things that will come off
• 32:03
  Speaker 2: the back, criminology, all the things you would need to
• 32:05
  Speaker 2: understand to cover abuse properly. They're trying to do it
• 32:09
  Speaker 2: in this little snap lesson thing without saying that there
• 32:12
  Speaker 2: are many arms that can come off the back of
• 32:15
  Speaker 2: what they're teaching.
• 32:15
  Speaker 1: As well, and some of the children, sorry, some of
• 32:20
  Speaker 1: the teachers. It doesn't have to be the teachers who
• 32:22
  Speaker 1: are actually giving the rc lessons. But as a result
• 32:27
  Speaker 1: of the r A lessons and the sexualization of children,
• 32:31
  Speaker 1: more teachers are having to face what is effectively sexual
• 32:36
  Speaker 1: abuse from children from teenagers than ever before. So the
• 32:42
  Speaker 1: perversion is being reflected bad.
• 32:46
  Speaker 2: I should imagine it's not an easy job being a
• 32:48
  Speaker 2: teacher these days. I'm not going to say I'm an
• 32:51
  Speaker 2: advocate for smaking children, but I don't I think we've
• 32:56
  Speaker 2: gone I think we've backed up from a road that
• 32:58
  Speaker 2: we'd gone down that was too far with it with
• 33:01
  Speaker 2: punishing children. But we've maybe gone too far the of
• 33:03
  Speaker 2: the way now because children do need some forms of discipline.
• 33:08
  Speaker 2: In my opinion, they need correction if they're wrong, and
• 33:12
  Speaker 2: schools haven't been able to correct children when they were
• 33:14
  Speaker 2: wrong for a long time. I think there's a lot
• 33:16
  Speaker 2: of home education because I don't think there's any proper
• 33:18
  Speaker 2: controlling schools anymore. Hence, they can't control bullying because they
• 33:22
  Speaker 2: don't want anyone to be seen as an aggressor, so
• 33:25
  Speaker 2: and then they will often side with the bully. They
• 33:28
  Speaker 2: don't the old fashioned way. If you were being bullied
• 33:31
  Speaker 2: in school, they would call both sets of parents in
• 33:34
  Speaker 2: and the children and they would have a discussion in
• 33:36
  Speaker 2: the school and generally the parents could liaise over the
• 33:39
  Speaker 2: kids and sort it out. Now, if I'm finding having
• 33:42
  Speaker 2: parents contact to me the children are being bullied, they're
• 33:46
  Speaker 2: asking to speak to the other set of parents of
• 33:48
  Speaker 2: the child is consistently bullying, and the school won't allow
• 33:50
  Speaker 2: the parents to meet and liaise. I mean, I know
• 33:54
  Speaker 2: this is a separate.
• 33:55
  Speaker 1: Under data protection or something.
• 33:57
  Speaker 2: I don't under data protection as a separate issue from RSE,
• 34:00
  Speaker 2: but it's another problem that is going on in our schools.
• 34:04
  Speaker 2: So things are going unresolved on and on and on
• 34:08
  Speaker 2: for children these days. So I think I do feel
• 34:10
  Speaker 2: I feel very sorry for a lot of the children
• 34:12
  Speaker 2: going up in today's world because the Internet is blasting
• 34:15
  Speaker 2: information at a pace that they don't really ever seem
• 34:19
  Speaker 2: to have time to stop and reflect.
• 34:21
  Speaker 1: The children think they are getting something out of the
• 34:27
  Speaker 1: world around them because the phones are very exciting and
• 34:30
  Speaker 1: the internet's very exciting. The children will think they're actually
• 34:33
  Speaker 1: winning out of this, but actually the material is destroying them.
• 34:37
  Speaker 1: And of course they're not old enough or wise enough
• 34:41
  Speaker 1: to actually see what's how it's changing.
• 34:43
  Speaker 2: Them safe space. Children are all too easy at cracking
• 34:47
  Speaker 2: passwords and breaking through parental controls, probably better on the
• 34:50
  Speaker 2: phones than most parents are. And the information is all
• 34:54
  Speaker 2: out there and too easily readily, and the only real
• 34:57
  Speaker 2: protection you've got of the parent is to not not
• 34:59
  Speaker 2: to know so they don't go looking for it. But
• 35:02
  Speaker 2: that's become impossible now because even children who didn't know
• 35:05
  Speaker 2: pornography exists, their school will tell them, and children who
• 35:08
  Speaker 2: didn't know these words they could google. The school will
• 35:10
  Speaker 2: tell them, like my son's school, that this was one
• 35:13
  Speaker 2: of the crazy things that happened in the last winter
• 35:15
  Speaker 2: my son was in school. So this is a school
• 35:17
  Speaker 2: in Hampshire. It's a normal secondary school twenty twenty one.
• 35:21
  Speaker 2: He was twelve thirteen. It's just for I pulled them out.
• 35:24
  Speaker 2: He came home from school and said, Mum, I'm gonna
• 35:26
  Speaker 2: have to use I'm going to spell this word out
• 35:27
  Speaker 2: because I don't even actually want to say it, because
• 35:29
  Speaker 2: it's not a word anybody in my family uses. What
• 35:31
  Speaker 2: is an slag and what is an s l ut?
• 35:36
  Speaker 2: And I said, oh, Mark, they're really nasty words for women.
• 35:38
  Speaker 2: They're not very nice, and I don't really want you
• 35:40
  Speaker 2: using them, and wherever of you wear these words. So
• 35:44
  Speaker 2: I'm thinking another boy in school, or that's what I
• 35:46
  Speaker 2: was thinking. Well, we've been given a list of words.
• 35:49
  Speaker 2: They were children. It was twelve a list of offensive words.
• 35:53
  Speaker 2: Now he knew some of the swear words on there,
• 35:55
  Speaker 2: obviously because he hadn't asked me about them. And they've
• 35:59
  Speaker 2: been told you're not to repeat these words. Is a
• 36:01
  Speaker 2: horrible words. You must not repeat them if you hear
• 36:04
  Speaker 2: anyone using them. There's an amnesty box in the hallway.
• 36:08
  Speaker 2: You could drop a slip in, putting the name of
• 36:10
  Speaker 2: the child on and what word they've said, and we
• 36:14
  Speaker 2: can address it. No.
• 36:16
  Speaker 1: I said to them that this is really horrible because
• 36:20
  Speaker 1: two things are happening, aren't they The children are being
• 36:23
  Speaker 1: sexualized by teaching.
• 36:24
  Speaker 3: Them the words didn't know before, any of them I.
• 36:28
  Speaker 1: Didn't know before. And then they're being taught to snitch
• 36:31
  Speaker 1: on each other.
• 36:32
  Speaker 2: And I said, how do you know that these kids
• 36:35
  Speaker 2: might not just have it in for another kid and
• 36:37
  Speaker 2: make up that they're saying the world to say, because
• 36:39
  Speaker 2: you're not making the person who's doing the grassing identify
• 36:42
  Speaker 2: their self, so that any child is free to say
• 36:45
  Speaker 2: so and so. I said, so and so, and drop
• 36:46
  Speaker 2: it in the box and get anyone they want who
• 36:48
  Speaker 2: they don't like. That week in trouble and I said
• 36:51
  Speaker 2: to my my son doesn't know these words. Do you
• 36:53
  Speaker 2: know what the school said to me? What the teacher?
• 36:55
  Speaker 2: Teacher wasn't a head teacher with a deputy head. I
• 36:58
  Speaker 2: assure you you're sun did or a. You know those words?
• 37:01
  Speaker 2: I said, No, he didn't know these words. I said,
• 37:03
  Speaker 2: do you want to teach him about pornography? He does
• 37:04
  Speaker 2: not know what pornography is. I could assure you that
• 37:07
  Speaker 2: in this da and age, your son does know what
• 37:10
  Speaker 2: that is. I thought, well, who is these people that
• 37:14
  Speaker 2: think they know so much better about my son?
• 37:16
  Speaker 1: To me, Rebecca, the comments that man made of very
• 37:19
  Speaker 1: dangerous comments because there's a very arrogant base on them,
• 37:23
  Speaker 1: because he's saying to you, well, you may be the parent,
• 37:26
  Speaker 1: but you don't know best.
• 37:28
  Speaker 2: You don't know best, And basically that is basically what
• 37:31
  Speaker 2: one teacher did actually say to me. I said, I
• 37:34
  Speaker 2: think I know what's best for my son. And so,
• 37:36
  Speaker 2: in the end, the only way I could deal with that,
• 37:38
  Speaker 2: I tried to keep him in school. Because he wanted
• 37:40
  Speaker 2: to go to school. They don't want to feel left
• 37:42
  Speaker 2: out and outside of normal society, generally children. He'd already
• 37:46
  Speaker 2: been to school, he'd experienced it. He wanted to go.
• 37:48
  Speaker 2: His mates was there, his rugby was there, the things
• 37:50
  Speaker 2: he liked were there. But in the end, you know,
• 37:53
  Speaker 2: they that much went on to him. Maybe because I
• 37:56
  Speaker 2: had caused a bit of a fuss about the RSSE,
• 38:00
  Speaker 2: perhaps he was slightly targeted. But in the end he said, month,
• 38:03
  Speaker 2: please take me out of this place. He said, it
• 38:05
  Speaker 2: is a stupid place with stupid rules, and I don't
• 38:07
  Speaker 2: want to be here anymore. So well done him for realizing.
• 38:11
  Speaker 2: And now the other day, ready out. I had an
• 38:13
  Speaker 2: email come through to me with some RSC work and
• 38:16
  Speaker 2: I was driving. He was in the cal I said,
• 38:18
  Speaker 2: breed that up to me while I'm driving, please mark
• 38:19
  Speaker 2: and I can answer it later. And he was reading
• 38:22
  Speaker 2: our rs C curriculum and he's I made him read
• 38:25
  Speaker 2: the rude words as well, because he's sixteen now he's
• 38:27
  Speaker 2: hold enough. I said, no reading out because I thought
• 38:29
  Speaker 2: they're going to teach Dolly in school, so you need
• 38:31
  Speaker 2: to know what's going on. And he was absolutely horrified.
• 38:33
  Speaker 3: So he could feel it as well.
• 38:36
  Speaker 2: Say that it's inappropriate for children. Yeah, he wouldn't want
• 38:38
  Speaker 2: his little cousin learning this is what he said. So
• 38:42
  Speaker 2: I said, well, that's it's a class. This is coming
• 38:44
  Speaker 2: into now.
• 38:45
  Speaker 1: So Rebecca, you, you and some other ladies or men.
• 38:52
  Speaker 2: There's a few of us, yes, there's about six of
• 38:55
  Speaker 2: us the group starting in the Showmurn community. But I
• 38:58
  Speaker 2: quickly realized I wanted it to be a group all
• 39:00
  Speaker 2: people as I met Kim and the ladies and realized
• 39:03
  Speaker 2: that actually there are many people outside in my community
• 39:06
  Speaker 2: who didn't agree with this curriculum, and actually found out
• 39:10
  Speaker 2: there's some in my community who did agree with it.
• 39:12
  Speaker 2: So it's a general mix of things, isn't it. So
• 39:14
  Speaker 2: we kind of opened up the group to all started
• 39:17
  Speaker 2: what does the group do? We basically help parents how
• 39:21
  Speaker 2: to deal with their schools, give out advice on ways
• 39:24
  Speaker 2: to on our the law stance, how things done with
• 39:27
  Speaker 2: them our too, Li has with their school nicely or
• 39:30
  Speaker 2: without it getting aggressive. Many schools will work with parents.
• 39:33
  Speaker 2: Many teachers don't actually want to teach this. They are
• 39:36
  Speaker 2: feeling impression from above to tick the boxes, but they're
• 39:39
  Speaker 2: being told they got to tick I don't think if
• 39:41
  Speaker 2: schools were still more head teacher, based on how they learned,
• 39:45
  Speaker 2: how they used to be a lot of a lot
• 39:47
  Speaker 2: of things was left to the head teacher and how
• 39:49
  Speaker 2: their school was run, I don't think it would have
• 39:52
  Speaker 2: happened like this. But yeah, so we basically help parents,
• 39:55
  Speaker 2: and then I started joining with other groups. Now more
• 39:58
  Speaker 2: recently we've joined with the international groups like the American
• 40:01
  Speaker 2: ladies who you saw speaking, who did actually they worked
• 40:04
  Speaker 2: with Dr Jed Reissman. This was our last work trying
• 40:08
  Speaker 2: to prove the damage this would do. We are by
• 40:11
  Speaker 2: far from the first people who have tried to put
• 40:13
  Speaker 2: a spoke in this wheel.
• 40:15
  Speaker 1: With her excellent book sexual Sabotage.
• 40:20
  Speaker 2: Habotage, very good book.
• 40:23
  Speaker 1: This men the audience should go and research her and
• 40:26
  Speaker 1: have a look at Sandie the videos where she's speaking
• 40:30
  Speaker 1: and warning that American children were to be attacked and
• 40:34
  Speaker 1: destroyed in this way. And when we look at I
• 40:40
  Speaker 1: know a little bit about this because I've been following
• 40:42
  Speaker 1: some ladies in America speaking out about it. Isn't on
• 40:46
  Speaker 1: the specifically on the sexual education of children, but they're
• 40:50
  Speaker 1: talking about the breakdown in relationships.
• 40:52
  Speaker 3: Between men and women.
• 40:53
  Speaker 2: The bigger picture.
• 40:54
  Speaker 1: This is part this is all part of young men
• 40:58
  Speaker 1: and women have been effectively groomed, sexually groomed.
• 41:03
  Speaker 2: We've all been groomed to a degree. I think we've
• 41:05
  Speaker 2: all been groomed to a degree to believe that this
• 41:08
  Speaker 2: was an organic change, that we were just becoming more
• 41:12
  Speaker 2: modern and this was the way society was moving, rather
• 41:15
  Speaker 2: than the actual truth, which people are going to find
• 41:17
  Speaker 2: hard to believe. But the truth is that this was
• 41:20
  Speaker 2: an actual plan to break down family because family is
• 41:24
  Speaker 2: where we are strongest, and as a strong family, that
• 41:28
  Speaker 2: is where we can stand most against any state interference
• 41:32
  Speaker 2: or anything terrible that might be going on in the world.
• 41:34
  Speaker 2: And community as well. Outside of family comes community, yep.
• 41:38
  Speaker 2: And communities come band together and I can make big changes.
• 41:42
  Speaker 2: And that's what I'm hoping. If we form a community
• 41:46
  Speaker 2: of people who will not never say that we agree
• 41:48
  Speaker 2: with this RC, hopefully we can make changes. If there
• 41:52
  Speaker 2: are enough of.
• 41:53
  Speaker 1: Us group you give talks as well.
• 41:56
  Speaker 2: Presumly we've just started a website. There's a lot of
• 42:00
  Speaker 2: more useful information on there. This is not anything I've
• 42:03
  Speaker 2: used to doing. This is something all of us has
• 42:05
  Speaker 2: been Yeah, my business is looking after children, but where
• 42:11
  Speaker 2: I watch children so much, and I can see children
• 42:14
  Speaker 2: are not happier. I have seen things in the last
• 42:17
  Speaker 2: couple of years on my roundabout i've never seen before.
• 42:19
  Speaker 2: Scars from self harm, old scars on children's legs, young children.
• 42:25
  Speaker 2: I think if people open their eyes and look at
• 42:28
  Speaker 2: our children are and our loss, they've seen so many
• 42:31
  Speaker 2: of them these days. And then you realize that people
• 42:36
  Speaker 2: saying this was going to happen years before it did happen,
• 42:39
  Speaker 2: and now we've got the benefit of hindsight, we are
• 42:41
  Speaker 2: well on our way to it happening. It's the breakdown
• 42:45
  Speaker 2: of society, the breakdown of the family, the breakdown of
• 42:49
  Speaker 2: the things that it's all about. Wanting to have a
• 42:51
  Speaker 2: happy life, wanting your children to go and live us
• 42:54
  Speaker 2: happy and a productive as life perfect.
• 42:57
  Speaker 1: But overall they do pretty good job, and most will
• 43:03
  Speaker 1: adjusted children are brought up in will adjusted family relationship.
• 43:08
  Speaker 1: That doesn't necessarily mean marriage. It means in a family, a.
• 43:11
  Speaker 2: Better settled family, stable environment where children like routine. And
• 43:15
  Speaker 2: that's why I hate this transgender ideology, because it must
• 43:18
  Speaker 2: be very disturbing for them to be told that even
• 43:21
  Speaker 2: what I was brought up is the basics of life
• 43:23
  Speaker 2: you've got men, you've got women. Even that's come under
• 43:26
  Speaker 2: question for children now, yes, that's become a choice, which
• 43:31
  Speaker 2: they was better with, just the basic fact the foundation's
• 43:34
  Speaker 2: being wobbled. That's it.
• 43:39
  Speaker 1: You do that parents are getting in contact with you?
• 43:42
  Speaker 1: What primarily through Facebook? Or do you get approached after
• 43:45
  Speaker 1: you've done a talk by parents.
• 43:47
  Speaker 2: Who primarily through Facebook? Yes, the Facebook. It's been brilliant
• 43:50
  Speaker 2: for that, and then we started a lot of parents
• 43:53
  Speaker 2: were happy for us to post their comments, and then
• 43:55
  Speaker 2: obviously the discussions they're on there going back to twenty twenty.
• 43:58
  Speaker 2: Now it's now really good resource actually the Facebook group
• 44:02
  Speaker 2: because you can type anything into the search box, say
• 44:05
  Speaker 2: for arguments. So you want to know more about the
• 44:06
  Speaker 2: Jigsaw curriculum, type Jigsaw in and you will get all
• 44:09
  Speaker 2: the posts up that people have discussed Jigsaw on. So
• 44:13
  Speaker 2: people can make up their own minds, because obviously not
• 44:15
  Speaker 2: every parent. I'm actually all right with my children. I
• 44:18
  Speaker 2: didn't mind the puberty, but some parents don't even want
• 44:21
  Speaker 2: their child really taught that by school. They would sooner
• 44:24
  Speaker 2: do it theirself. I don't see why it couldn't be
• 44:27
  Speaker 2: an opt in subject for parents who didn't feel they
• 44:29
  Speaker 2: wanted to cover this with their children. But I personally,
• 44:32
  Speaker 2: I've never met a parent who wasn't happy to cover
• 44:35
  Speaker 2: this with their own children.
• 44:36
  Speaker 3: About that, yeah, yeah, So.
• 44:41
  Speaker 2: Obviously some children are abu as at home and have
• 44:43
  Speaker 2: a terrible chot time at home, But schools would have
• 44:45
  Speaker 2: you believe that's the only place abuse happens, or the
• 44:50
  Speaker 2: main place, main place home.
• 44:52
  Speaker 3: Yeah.
• 44:54
  Speaker 2: Actually, institutional abuse is as they said in that inquiry
• 44:58
  Speaker 2: they did a few years back, and open seek. I
• 45:00
  Speaker 2: don't like the sound of an open secret. What does
• 45:02
  Speaker 2: that even mean? They know it goes on and they're
• 45:04
  Speaker 2: not going to do anything about it.
• 45:05
  Speaker 3: Absolutely, that's exactly well.
• 45:07
  Speaker 2: The last thing you do in that environment is allow
• 45:10
  Speaker 2: unfettered access to discuss any sexual thing with your child
• 45:13
  Speaker 2: in secondary school, which is basically it is now. There's
• 45:15
  Speaker 2: a bit of restriction still in primary of what they
• 45:17
  Speaker 2: came and can't say, but it seems to be open
• 45:21
  Speaker 2: season in secondary. Yet you get an unlucky teacher who
• 45:24
  Speaker 2: has a strong opinion one way. No regulations in place too.
• 45:30
  Speaker 2: I preferred it when you just didn't discuss that with children,
• 45:33
  Speaker 2: especially other people's children, and in any other setting. If
• 45:36
  Speaker 2: a man in a park was showing your child the
• 45:39
  Speaker 2: photos they're showing them in the RS lessons, the drawings,
• 45:41
  Speaker 2: the pictures or the videos. They'd be arrested and carried
• 45:44
  Speaker 2: away under education. It's sliding through, but it's still the
• 45:49
  Speaker 2: same exposure an adult to a child.
• 45:54
  Speaker 3: Do the parents.
• 45:56
  Speaker 1: Just come to you with concerns and you talk to
• 45:59
  Speaker 1: them and you reassure them that they're not alone, or
• 46:02
  Speaker 1: are they coming to you as well with serious problems
• 46:06
  Speaker 1: with the children that have resulted from RSin.
• 46:10
  Speaker 2: Some of them are more serious, and majority of what
• 46:13
  Speaker 2: I deal with his parents wanting to navigate the curriculum,
• 46:16
  Speaker 2: how to handle their schools where they stand under the law. Unfortunately,
• 46:22
  Speaker 2: the only answer I can honestly give them is for secondary. Really,
• 46:25
  Speaker 2: own education is the only option if you want to
• 46:27
  Speaker 2: keep your child innocent for a few more years. Because
• 46:30
  Speaker 2: I tried in secondary and I had a good try
• 46:32
  Speaker 2: and secondary and it wasn't going quite strong. Then it
• 46:35
  Speaker 2: was twenty one, twenty two, twenty three, it's three more
• 46:38
  Speaker 2: years down the line. Now it seems to be getting
• 46:40
  Speaker 2: worse every year. And this is the other thing I'm
• 46:41
  Speaker 2: concerned about. How do we know when they're going to stop?
• 46:44
  Speaker 2: How do we know when they're going to decide they
• 46:46
  Speaker 2: want to move the graphic stuff from secondary down to
• 46:48
  Speaker 2: primary age because they seem to be sliding it all down.
• 46:51
  Speaker 2: The ages already.
• 46:53
  Speaker 1: Fits where Kinsey started because in his twisted mind, with
• 46:58
  Speaker 1: his twisted researchers, babies were sexual.
• 47:02
  Speaker 2: Babies were was it? Kimberly says womb to toom the
• 47:06
  Speaker 2: support side, right. I think the other issue with it
• 47:08
  Speaker 2: is I think there are many parents across the country
• 47:11
  Speaker 2: who disagree with this curriculum, but there is a very
• 47:14
  Speaker 2: bullying attitude. When you start to speak out against it,
• 47:17
  Speaker 2: the teachers will speak to you like you are the
• 47:19
  Speaker 2: one that needs correcting and retraining into the modern way,
• 47:23
  Speaker 2: and other parents tend to gang up with the mod mentality.
• 47:28
  Speaker 2: So one of the most important things I think we
• 47:30
  Speaker 2: do is letting parents know that they're not alone, because
• 47:33
  Speaker 2: I think the schools have been trained to make them
• 47:36
  Speaker 2: feel like they're the odd one. Everyone else is fine
• 47:39
  Speaker 2: with it. They're really old fashioned and backwards, and they
• 47:43
  Speaker 2: need educating and moving into the modern era so that
• 47:45
  Speaker 2: they can accept the children.
• 47:47
  Speaker 1: This is psychological manipulation.
• 47:49
  Speaker 2: Is obviously, children don't always come home and tell you
• 47:52
  Speaker 2: immediately what they've learned. Sometimes they process it for a
• 47:55
  Speaker 2: couple of months. It might come up a week later,
• 47:58
  Speaker 2: it might come up a month later. I would encourage
• 48:00
  Speaker 2: all parents, if children in school, to talk to their
• 48:03
  Speaker 2: children at home so reptitiously try and find out if
• 48:08
  Speaker 2: anything's been said that day that might have upset or
• 48:10
  Speaker 2: destabilized their general worldview, and just be aware that this
• 48:15
  Speaker 2: is now the month. I have a theory, because I've
• 48:19
  Speaker 2: watched it for three years, that the majority of the
• 48:21
  Speaker 2: RS lessons go on in the last week of term,
• 48:25
  Speaker 2: because I think they work on the theory that if
• 48:27
  Speaker 2: the children do tell the parents what they've been taught
• 48:29
  Speaker 2: is the summer holidays, nine times out of ten, by
• 48:32
  Speaker 2: the time the six weeks is over, new class, New Year,
• 48:36
  Speaker 2: it's mostly brushed up the carpet under the carpet, and
• 48:39
  Speaker 2: non complaints are really made because by the time the
• 48:42
  Speaker 2: children say, the school's gone. Because so be aware, parents,
• 48:45
  Speaker 2: this is now the time when the majority of the
• 48:47
  Speaker 2: most graphic RS lessons do come in.
• 48:51
  Speaker 3: You telling me that.
• 48:56
  Speaker 1: In your head, you have clearly come to the conclusion
• 48:59
  Speaker 1: that schools, at least some of the schools, at least
• 49:02
  Speaker 1: some of the teachers are putting this across in a
• 49:06
  Speaker 1: very devious way, because my experience, need to manipulate the
• 49:15
  Speaker 1: time that they give this in order that any pushback
• 49:19
  Speaker 1: on it can be well.
• 49:20
  Speaker 2: But I know they are aware that they was going
• 49:23
  Speaker 2: to get pushed back because as I said early on Showman,
• 49:26
  Speaker 2: have always been not a fan of this education and
• 49:29
  Speaker 2: the way they call us into school to calm us
• 49:32
  Speaker 2: down and tell us it would be fine when it
• 49:34
  Speaker 2: come in. They knew they was going to be the
• 49:36
  Speaker 2: government knew there was going to be parents across this
• 49:38
  Speaker 2: country it was going to kick back against this, So
• 49:41
  Speaker 2: I think they have planned on ways to do it
• 49:44
  Speaker 2: to have the least Obviously they don't want their teachers,
• 49:46
  Speaker 2: parents coming mob banded down schools shouting at teachers when
• 49:49
  Speaker 2: actually the teachers aren't the ones who have decided to
• 49:52
  Speaker 2: teach this, They just carrying out the instructions.
• 49:55
  Speaker 1: This is this is a very important point that people
• 49:59
  Speaker 1: tend to have this amazing trust in schools. I did
• 50:05
  Speaker 1: until at one point there was an incident with one
• 50:10
  Speaker 1: of my youngsters which led me to question what was
• 50:15
  Speaker 1: actually going on in school, and I was really really
• 50:19
  Speaker 1: surprised at what I discovered wasn't anything actually to do
• 50:23
  Speaker 1: with sexual education or sc It was to do with
• 50:28
  Speaker 1: a political agenda that was going through the school. But nevertheless,
• 50:32
  Speaker 1: some things have been said to one of my youngsters
• 50:35
  Speaker 1: which had a adverse impact on them, and it felt afterwards,
• 50:42
  Speaker 1: my goodness, you know you just used to trust.
• 50:44
  Speaker 2: The school, Yes, blightly trust.
• 50:47
  Speaker 1: Then you listen and you watch and you get a
• 50:50
  Speaker 1: feel for actually what's happening to young grandchildren, and I
• 50:54
  Speaker 1: share some of your concerns.
• 50:56
  Speaker 2: Concerns that they knew there was going to be kicked
• 50:59
  Speaker 2: back and then prepared for it.
• 51:02
  Speaker 1: Many people listen to our interviews and they come to
• 51:05
  Speaker 1: the point they obviously they understand the topic and they
• 51:10
  Speaker 1: will be aligning with it, and then they come to
• 51:11
  Speaker 1: the point, ye, but what do we do about it?
• 51:13
  Speaker 3: Now?
• 51:14
  Speaker 1: You have been working with Kimischerwood in order to tackle
• 51:19
  Speaker 1: the source of it.
• 51:21
  Speaker 2: We're hoping because it's very difficult to speak out about.
• 51:23
  Speaker 2: It's very difficult for parents to speak out about because
• 51:25
  Speaker 2: they're ganged up upon by other parents. It's very difficult
• 51:29
  Speaker 2: to speak out about and wider society because I've been
• 51:32
  Speaker 2: called a homophobe or bigot, all of these things. I'm not.
• 51:36
  Speaker 2: I've never been homophobic. We hope we've found a non
• 51:40
  Speaker 2: controversial way to push this forward into a bill, and
• 51:44
  Speaker 2: we have got an MP to listen to us. We
• 51:46
  Speaker 2: did go and see him just after the conference in April.
• 51:50
  Speaker 2: He did have some ways and some ideas about where
• 51:53
  Speaker 2: we may be able to move forward with an all
• 51:54
  Speaker 2: party group. But we want to attack the root of it.
• 51:58
  Speaker 2: If we can get any information that's off of the unathick,
• 52:02
  Speaker 2: all data sets that we know it's been built off of,
• 52:04
  Speaker 2: if we can get an inquiry into this, if we
• 52:06
  Speaker 2: can get the right people to look at this data
• 52:09
  Speaker 2: and where it's come from, because most people are not aware.
• 52:13
  Speaker 2: Most teachers are never going to have heard of Kinsey
• 52:15
  Speaker 2: or John Money. They won't understand where it's come from.
• 52:18
  Speaker 2: They just think they're doing the right thing because they're
• 52:20
  Speaker 2: being told this will safeguard yes, so they're just following
• 52:24
  Speaker 2: along with the rules. But sometimes rule following without question
• 52:27
  Speaker 2: is not always a good thing. And that's why I
• 52:29
  Speaker 2: wish I haven't told my children to go to school
• 52:31
  Speaker 2: and just do what they were told. I should have
• 52:33
  Speaker 2: told them to always question things and took into account
• 52:36
  Speaker 2: that they might I never considered they might be told
• 52:38
  Speaker 2: things I wouldn't agree with.
• 52:41
  Speaker 1: They just stay with the political side at the moment.
• 52:44
  Speaker 1: So this is the agenda to get a cross party
• 52:48
  Speaker 1: group to what put through a member's.
• 52:50
  Speaker 2: Billfully a member's bill, or at least get people discussing it.
• 52:55
  Speaker 2: If we could just get put the right people discussing
• 52:58
  Speaker 2: it and looking at it. Yep, once you look, there's
• 53:02
  Speaker 2: not a single soul in this world who could agree
• 53:04
  Speaker 2: with moving forward. I don't think with this education when
• 53:07
  Speaker 2: they see what it is actually based on. I would
• 53:10
  Speaker 2: encourage teachers you are told that correct terminology safeguards, please
• 53:15
  Speaker 2: ask those above you for the evidence it's safeguards. Because
• 53:19
  Speaker 2: we did kim ask for years and years and years
• 53:21
  Speaker 2: off of the NSPCC for the evidence that proves that
• 53:25
  Speaker 2: teaching children correct terminology for body parts safeguards and it
• 53:29
  Speaker 2: never did come when they event it doesn't exist. It
• 53:33
  Speaker 2: doesn't exist.
• 53:35
  Speaker 1: To me, absolutely respect that you couldn't talk about the
• 53:40
  Speaker 1: name of the end not no, no, explain to the
• 53:44
  Speaker 1: audience why at the moment you, you and the wider
• 53:49
  Speaker 1: group have got to keep the MP a little bit
• 53:55
  Speaker 1: prim yes.
• 53:55
  Speaker 2: Not listen if any investigative journalists doubt they wanted to
• 53:59
  Speaker 2: find out it was sure it wouldn't be too difficult,
• 54:01
  Speaker 2: but MPs are getting backlash if they stand on outside.
• 54:04
  Speaker 2: They are very strong lobby groups with a lot of
• 54:07
  Speaker 2: money behind them, pushing some of these agendas in and
• 54:11
  Speaker 2: wanting to argue against anyone like us who wants to
• 54:13
  Speaker 2: stand in the way of them. There are MPs of
• 54:16
  Speaker 2: lost their seats that have supported us previously. We did
• 54:20
  Speaker 2: make this MP aware of this. He's prepared to still
• 54:23
  Speaker 2: go ahead because most people, at the end of the
• 54:26
  Speaker 2: day do want to safeguard children and I think once
• 54:29
  Speaker 2: it's illustrated that this could do the opposite and the
• 54:33
  Speaker 2: evidence is there now he's asked for the evidence as
• 54:35
  Speaker 2: well now of the Unfortunately, our legal system works in
• 54:38
  Speaker 2: a way that there has to be harm first. This
• 54:41
  Speaker 2: is why Kimberley didn't do so well with our court case,
• 54:45
  Speaker 2: because she was working from a preventative angle. Then the
• 54:49
  Speaker 2: curriculum hadn't come into Wales at that time. She was
• 54:52
  Speaker 2: trying to stop the curriculum coming into Wales. But because
• 54:55
  Speaker 2: the curriculum hadn't come in, no harm could be proved. Unfortunately,
• 54:59
  Speaker 2: we're now in a position where that there has been
• 55:01
  Speaker 2: harm off the back of this curriculum. So we are
• 55:04
  Speaker 2: now in the process of gathering together evidence not just
• 55:07
  Speaker 2: from our country, our other international partners are gathering evidence
• 55:10
  Speaker 2: from their country of the harm this is causing. Once
• 55:14
  Speaker 2: we can prove harm, hopefully we can do something about
• 55:17
  Speaker 2: it and get this unethical data. It's not only in
• 55:20
  Speaker 2: our educational institutions. There was a thing when I went
• 55:23
  Speaker 2: to the hospital the other day that they was going
• 55:26
  Speaker 2: to ask anyone if they were pregnant men or women.
• 55:29
  Speaker 2: How are you meant to trust the medical institution that
• 55:32
  Speaker 2: will ask a man if he's pregnant?
• 55:34
  Speaker 3: Well, I am smiling.
• 55:36
  Speaker 1: It was a couple of years ago, but I attended
• 55:40
  Speaker 1: hospital because I had a slight eye problem. And the
• 55:44
  Speaker 1: thing that made me laugh then is that as part
• 55:48
  Speaker 1: of the pre pre or checked, the nurse asked me
• 55:53
  Speaker 1: if I was on any medication. She got a check
• 55:56
  Speaker 1: off list.
• 55:56
  Speaker 3: You on this? No, no, no, no.
• 55:59
  Speaker 1: She looked at me and she said, aren't you taking
• 56:02
  Speaker 1: any medication? And I said no, And there was a pause,
• 56:06
  Speaker 1: and clearly she was surprised.
• 56:09
  Speaker 2: That medication because most people, Yeah, I get the same
• 56:12
  Speaker 2: thing when I say.
• 56:13
  Speaker 1: That, you do see these glimpses of stuff going on
• 56:18
  Speaker 1: through the system. Isn't it interesting that it's difficult to
• 56:24
  Speaker 1: stop this because harm has got to be done first.
• 56:28
  Speaker 1: So if you come in and you see something that
• 56:31
  Speaker 1: you consider with your intelligence.
• 56:34
  Speaker 2: And experience experience until the harm happened, it's a crazy
• 56:40
  Speaker 2: way of thinking. But that is unfortunately did the MP.
• 56:44
  Speaker 1: Was the MP actually aware of RSC and what it
• 56:48
  Speaker 1: was about before you.
• 56:50
  Speaker 2: Approached degree to a degree? But I don't think he
• 56:53
  Speaker 2: was aware of where it came from, And I think
• 56:55
  Speaker 2: he was. I think it was where many parents objected
• 56:58
  Speaker 2: to it. I think he was aware there were issues with.
• 57:00
  Speaker 3: Our well how graphic it is.
• 57:02
  Speaker 2: I was aware of Miriam Kates and what she did
• 57:05
  Speaker 2: a few years but she spoke out very well about
• 57:08
  Speaker 2: it and spelled it what But she again she got
• 57:10
  Speaker 2: kicked back of people saying it was lies and there
• 57:14
  Speaker 2: wasn't anything like I had parents bringing things literally from
• 57:17
  Speaker 2: their child's curriculum, out of their child's own workbook to me,
• 57:21
  Speaker 2: sharing them on Facebook to inform other parents and people say, no,
• 57:24
  Speaker 2: that's lies. How can so? People was very hesitant to
• 57:30
  Speaker 2: believe it. People are believing it more now because by
• 57:32
  Speaker 2: now most people have had a child in their family.
• 57:35
  Speaker 2: Even if they're older and their children have grown up.
• 57:38
  Speaker 2: Most people have now had a child come back. Most
• 57:40
  Speaker 2: people who I now say are when they asked what
• 57:42
  Speaker 2: I do with it, and I saw, I fink they
• 57:44
  Speaker 2: are se bloody, bloody blood this is what I do. Oh,
• 57:47
  Speaker 2: it's terrible. My son and my niece or my cousin.
• 57:50
  Speaker 2: Everyone's got a story now of a child that's brought
• 57:52
  Speaker 2: and something that the parents will considerabal damage them. And
• 57:55
  Speaker 2: the children are even saying I don't want to learn this. Yeah,
• 57:59
  Speaker 2: I don't think this. My friend's little boys stood up
• 58:01
  Speaker 2: in a lesson said I don't think my mum will
• 58:03
  Speaker 2: want me learning this. I don't really want to learn it.
• 58:05
  Speaker 2: Can I go in the library? And was told no.
• 58:09
  Speaker 1: And at the conference there was tool about a little
• 58:13
  Speaker 1: the girl she might have been a young teenager, but
• 58:16
  Speaker 1: a girl who found these lessons really offensive, and she
• 58:20
  Speaker 1: was actually punished for.
• 58:21
  Speaker 2: Nought, which she said, they're teaching me to sing yeah,
• 58:24
  Speaker 2: as she phrased it, And that is basically what it is,
• 58:26
  Speaker 2: because the curriculum is very lacking in teaching about the
• 58:30
  Speaker 2: fact that actually probably better until you're a bit older
• 58:33
  Speaker 2: not to have sex at all. You don't really need
• 58:36
  Speaker 2: to be have it. You do only be thinking about
• 58:37
  Speaker 2: it at twelve and thirteen, but it's kind of presented
• 58:39
  Speaker 2: to them now in a way. They must have everybody
• 58:42
  Speaker 2: making them feel the oldborne out if they're not pressure
• 58:45
  Speaker 2: on them too rush into that stage of development, and
• 58:48
  Speaker 2: I think that would be very I think early promiscuity
• 58:51
  Speaker 2: can be very harmful for the adult. I think it
• 58:53
  Speaker 2: will affect their life. But I definitely don't think sex
• 58:57
  Speaker 2: is a subject for children as it's become today. I'm
• 59:00
  Speaker 2: actually in shock sometimes still that this is it is
• 59:03
  Speaker 2: as bad as it is.
• 59:04
  Speaker 1: Yes, and it's sort of crept in under the radar.
• 59:07
  Speaker 1: And most parents are very busy and they've got lots
• 59:09
  Speaker 1: of other worries working and keeping the house.
• 59:13
  Speaker 2: Running, and we kept very busy, and they.
• 59:15
  Speaker 1: Trust the schools, and this stuff has been drifted in,
• 59:20
  Speaker 1: and to me it's obvious it is malicious because Kim
• 59:24
  Speaker 1: and yourself and other people have been researching. None of you,
• 59:30
  Speaker 1: I think, would describe yourself as a professional researcher. It's
• 59:33
  Speaker 1: something self doot, but you've been able to identify.
• 59:37
  Speaker 2: If I could do it, And I'm just a mass
• 59:39
  Speaker 2: yes to look into the material they're teaching I would
• 59:42
  Speaker 2: have thought, and that is what I always encourage teachers.
• 59:44
  Speaker 2: And there's many teachers. There's many teachers who have said
• 59:48
  Speaker 2: to me, Oh, thank god, I would have retired just
• 59:50
  Speaker 2: before this come in and oh I know this was
• 59:52
  Speaker 2: coming in and I was pleased, I'll be retiring or
• 59:54
  Speaker 2: I took it. I was offered early retirement.
• 59:56
  Speaker 1: Yeah, but that protects them, but it doesn't take the children.
• 1:00:00
  Speaker 1: On the side of these cameras, Rebecca is the audience,
• 1:00:04
  Speaker 1: So tell them how they can find your organization. Also,
• 1:00:12
  Speaker 1: I want you to say very directly to them what
• 1:00:16
  Speaker 1: they should be looking out for and what they should
• 1:00:20
  Speaker 1: be doing to try and challenge this.
• 1:00:22
  Speaker 2: Well, I would say the most important thing any parent
• 1:00:25
  Speaker 2: can do is speak to their child. You'll notice if
• 1:00:28
  Speaker 2: they're learning something that's upsetting them or destabilizing them, you'll
• 1:00:31
  Speaker 2: see changes in their mood. As one parent put lots
• 1:00:36
  Speaker 2: so long ago to someone else in the too Much
• 1:00:38
  Speaker 2: to Young groups, you reported back to me child had
• 1:00:41
  Speaker 2: the lessons and came home and looked at her and
• 1:00:43
  Speaker 2: her dad, looked at their mom and dad differently, and
• 1:00:46
  Speaker 2: they didn't like that they had that adult knowledge. Now,
• 1:00:49
  Speaker 2: it changed the child's perception of their parents too early.
• 1:00:54
  Speaker 2: I don't know about you, Brian, but I didn't want
• 1:00:56
  Speaker 2: to particularly picture that side of my parents' relationship when
• 1:00:59
  Speaker 2: I as a child. As I got older, I knew
• 1:01:02
  Speaker 2: it was something that went on and obviously we was
• 1:01:05
  Speaker 2: here and I knew our babies was made, so I
• 1:01:07
  Speaker 2: understood it was something they've done. I don't think children
• 1:01:10
  Speaker 2: want to be confronted with that side of a relationship particularly.
• 1:01:13
  Speaker 2: I think that nature has its way of protecting them like.
• 1:01:17
  Speaker 1: That because it's it's private behavior, and even parents are
• 1:01:21
  Speaker 1: allowed private a private life.
• 1:01:24
  Speaker 2: Good and even gay parents, I'm sure, do not probe
• 1:01:27
  Speaker 2: what they do in the bedroom. Their child doesn't need
• 1:01:29
  Speaker 2: to know their partners in that way. Their child can
• 1:01:31
  Speaker 2: just know their friends till they're old enough to understand
• 1:01:34
  Speaker 2: what actually has really done on like we all do.
• 1:01:37
  Speaker 2: So I would say, yes, we've got a new website.
• 1:01:39
  Speaker 2: It's www dot too Much, too Young, number two much
• 1:01:43
  Speaker 2: number two young dot co dot UK. We are slowly
• 1:01:46
  Speaker 2: working on uploading more resources more for ome education on
• 1:01:50
  Speaker 2: there as well, because obviously a lot of parents who
• 1:01:52
  Speaker 2: object to this are finding in the end, that is
• 1:01:54
  Speaker 2: the only avenue you can really take if you want
• 1:01:58
  Speaker 2: to protect your child from this. I'm still forging a
• 1:02:00
  Speaker 2: head because I hope to make school safe for when
• 1:02:03
  Speaker 2: I have grandchildren one day. Again, it's too late for
• 1:02:06
  Speaker 2: my children. They're out of the education system now. They
• 1:02:08
  Speaker 2: won't be going back in. Personally, I think it's failing
• 1:02:12
  Speaker 2: at the minute and it needs massive reform, not just
• 1:02:15
  Speaker 2: the sex education. Like I said, I ideal with children
• 1:02:19
  Speaker 2: Brian on a day to day basis. They can't count
• 1:02:22
  Speaker 2: money anymore. They are more unhappy than they've ever been.
• 1:02:26
  Speaker 2: They are not as agile. Children used to run up
• 1:02:29
  Speaker 2: on our ride. We've got like a swing ride that
• 1:02:30
  Speaker 2: swings out. They would run up, grab the chains, hop
• 1:02:33
  Speaker 2: up onto the swing, fasten their self in. Now you've
• 1:02:37
  Speaker 2: got children stand in front of the thing. They can't jump.
• 1:02:41
  Speaker 2: You say, hold onto the chain and lift and pool.
• 1:02:43
  Speaker 2: They can't follow that simple instruction. The agility's gone, the
• 1:02:46
  Speaker 2: problem solving's gone. They are having meltdowns everywhere. They do
• 1:02:50
  Speaker 2: answer to be running about and playing as happy as
• 1:02:52
  Speaker 2: they used to be. And this and the worst thing
• 1:02:55
  Speaker 2: is the crisscross scars that I'm seeing on arms and legs.
• 1:02:58
  Speaker 2: When it's hot in the summer and the kids have
• 1:02:59
  Speaker 2: gone on something I have done this for thirty years.
• 1:03:05
  Speaker 2: I've never seen that before this last five or six.
• 1:03:07
  Speaker 1: Years, children are being attacked.
• 1:03:12
  Speaker 2: Don't know if they're a boy or a girl. They're
• 1:03:15
  Speaker 2: cutting their body parts off before they've even finished growing
• 1:03:17
  Speaker 2: up into the adult they will be one day. They
• 1:03:20
  Speaker 2: seem to act theirselves so much, some of them that
• 1:03:24
  Speaker 2: they change sex to try and be something they can like.
• 1:03:27
  Speaker 2: And I generally think the children are under attacking. It's
• 1:03:30
  Speaker 2: really important that parents prioritize their children. It's only for
• 1:03:34
  Speaker 2: a few years and then there'll be adults again. Prioritize,
• 1:03:36
  Speaker 2: give them your time, listen to them. If you can
• 1:03:39
  Speaker 2: see armsmin don't go to your school, talk to your school.
• 1:03:42
  Speaker 2: Remember your beliefs are still protected. As a parent, you
• 1:03:46
  Speaker 2: are I've still got freedom of belief in the UK.
• 1:03:50
  Speaker 2: Your beliefs are to be listened to. Don't allow school
• 1:03:54
  Speaker 2: teachers to tell you that you're wrong and you need correcting,
• 1:03:56
  Speaker 2: because I think that's a terrible attitude to have to
• 1:03:59
  Speaker 2: a parent. They should be working together with parents. And
• 1:04:02
  Speaker 2: see I was very jealous because we work with the
• 1:04:04
  Speaker 2: Irish lady in our Januy you met at a conference
• 1:04:07
  Speaker 2: and in Ireland they are still the parents are still
• 1:04:10
  Speaker 2: in underlaw they're the primary educators of their children, so
• 1:04:14
  Speaker 2: it's been more difficult to take the opt out away
• 1:04:16
  Speaker 2: in Ireland, whereas in England I think we've got far
• 1:04:21
  Speaker 2: far less parental rights than we even think we have well.
• 1:04:24
  Speaker 1: And the other thing is I've come back to this
• 1:04:28
  Speaker 1: in talking about child protection issues. A couple of years
• 1:04:33
  Speaker 1: ago in Scotland they were trying to get the named
• 1:04:36
  Speaker 1: person scheme through, where the state would appoint a person
• 1:04:41
  Speaker 1: who would supposedly be alongside the child and protect them
• 1:04:45
  Speaker 1: the named person, and in one of the addresses to
• 1:04:49
  Speaker 1: the public about the scheme of Scottish Lady member of
• 1:04:53
  Speaker 1: the Scottish Parliament said in a talk, well, don't worry
• 1:04:57
  Speaker 1: because parents will all so have a role in bringing
• 1:05:02
  Speaker 1: up their children.
• 1:05:03
  Speaker 2: That's nice. Also I like to deliver the children as well,
• 1:05:07
  Speaker 2: because it's quite scary Brian, because there's a push now
• 1:05:10
  Speaker 2: to children in from two years out.
• 1:05:14
  Speaker 1: You just mentioned the term from womb to tomb and
• 1:05:18
  Speaker 1: this is what they're after. So we have to say
• 1:05:21
  Speaker 1: to the audience this is very, very serious. I have
• 1:05:26
  Speaker 1: talked about child protection issues, about the state taking children,
• 1:05:29
  Speaker 1: children abused in the state now We've got the state
• 1:05:33
  Speaker 1: attacking children who are not in the protection system. They're
• 1:05:37
  Speaker 1: just your children at school. It's malicious and it's calculated
• 1:05:42
  Speaker 1: and people need to understand its need to happen, and
• 1:05:45
  Speaker 1: you've got to stand up.
• 1:05:46
  Speaker 3: I am.
• 1:05:48
  Speaker 1: I have less and less time for parents that have
• 1:05:51
  Speaker 1: an excuse to do the easy route, to not say
• 1:05:55
  Speaker 1: anything or pretend it's not happening.
• 1:05:57
  Speaker 2: I think they realize what the bad outcomes of it
• 1:05:59
  Speaker 2: could be. Once their children are lost. They're lost and
• 1:06:02
  Speaker 2: they want their children are ruining their lives in one
• 1:06:04
  Speaker 2: way or another. They're not going to be able to
• 1:06:06
  Speaker 2: do anything but sit back and watch because unfortunately law
• 1:06:10
  Speaker 2: isn't there now to properly support parents and to give
• 1:06:12
  Speaker 2: them the job as a primary educator in England anymore.
• 1:06:16
  Speaker 2: The school seems to think they can do a better job.
• 1:06:19
  Speaker 1: So Rebecca, we've back covered it. Lots of great work
• 1:06:23
  Speaker 1: by you and your too Much Too Young team, lots
• 1:06:27
  Speaker 1: of great work by Kim and the other ladies public
• 1:06:30
  Speaker 1: child Protection Whales and as we can prove by the
• 1:06:34
  Speaker 1: fact that speakers came in from overseas, this awareness is growing,
• 1:06:39
  Speaker 1: isn't it Yes now outside.
• 1:06:41
  Speaker 2: Yes, it's not when people say it's not happening anymore.
• 1:06:43
  Speaker 2: So much now most people agree it's bad. Most people
• 1:06:48
  Speaker 2: are just a bit lost what to do, and the
• 1:06:52
  Speaker 2: best thing to do is work, especially in primary. Work
• 1:06:54
  Speaker 2: with your school. Most schools are allowing a lot of it.
• 1:06:58
  Speaker 2: You cannot protect them from it all because it's cross
• 1:07:00
  Speaker 2: curriculum for arguments sake, spellings might be inappropriate words with
• 1:07:05
  Speaker 2: the meanings, and so you can't completely protect them by
• 1:07:09
  Speaker 2: pulling them out of one RC lesson like you used to,
• 1:07:12
  Speaker 2: because it has gone in many lessons. But you can
• 1:07:16
  Speaker 2: protect them from much of it. It is still possible
• 1:07:18
  Speaker 2: to send your kids to secondary to primary. Secondary has
• 1:07:21
  Speaker 2: become unless it's a private secondary. Yess become a bit
• 1:07:26
  Speaker 2: of a rich poor divide again the poor children in
• 1:07:29
  Speaker 2: the normal schools. They have got to have the sex education.
• 1:07:32
  Speaker 2: If you can afford not to, then you can maybe.
• 1:07:34
  Speaker 1: Not utterly brilliant. Thank you for popping it studio on
• 1:07:40
  Speaker 1: the wacast and it's been really great. Hope to speak
• 1:07:44
  Speaker 1: to you again, and I'm really hoping to speak to
• 1:07:48
  Speaker 1: the other ladies that spoke at Kim's events, because there's
• 1:07:51
  Speaker 1: all sorts of bits of the.
• 1:07:53
  Speaker 2: There is there is and especially Audrey and Ronda, they
• 1:07:56
  Speaker 2: can really provide a lot of information on the background
• 1:07:59
  Speaker 2: being from an America audience. From I mean, Rhonda is
• 1:08:03
  Speaker 2: from the state Indiana, where Indian Institute was from, and
• 1:08:08
  Speaker 2: Penny Marie's actually she's from New Zealand. That's where your
• 1:08:11
  Speaker 2: money came from, apparently, so I didn't realize that Ronda
• 1:08:14
  Speaker 2: feels a bit more responsible. This is my state. This
• 1:08:17
  Speaker 2: is America's dirty secret, and it's gone all around the world,
• 1:08:22
  Speaker 2: which it has, and it's so identical in all of
• 1:08:24
  Speaker 2: our countries, Brian, We're all experiencing, as we're chatting in
• 1:08:27
  Speaker 2: WhatsApp groups amongst ourselves, what's happening in our respective countries.
• 1:08:31
  Speaker 2: It is the same in all of these Western countries.
• 1:08:35
  Speaker 2: I mean, America's ahead of us. They started a bit
• 1:08:37
  Speaker 2: earlier than us because I kind of watched this all
• 1:08:40
  Speaker 2: happen already in America. I was watching parents speaking in
• 1:08:43
  Speaker 2: school board meetings in twenty eighteen, and now I kind
• 1:08:47
  Speaker 2: of feel free four years later it rolled in here.
• 1:08:51
  Speaker 1: You saw it, and you had it. You were gutsy
• 1:08:55
  Speaker 1: enough to stand up and do something about it, which
• 1:08:57
  Speaker 1: is not.
• 1:08:58
  Speaker 2: The people who foult the same. So I did We
• 1:09:00
  Speaker 2: all found each other, and there are lots of us,
• 1:09:02
  Speaker 2: and we are growing in number, so.
• 1:09:04
  Speaker 1: Brilliant, let's send it there. Rebecca, thank you much.
• 1:09:09
  Speaker 2: You're very welcome.
• 1:09:10
  Speaker 3: Good