Oral Answers to Questions

Andrew Bridgen Excerpts

Thursday 7th February 2013 Commons Chamber

[Vince Cable]

Yes, the decline of relationship banking has been a long-standing problem and it underlines the difficulties my hon. Friend describes. The factual position is that last year a third of all applications to the banks for loans were declined, according to SME Finance Monitor. When appeals were made to an independent arbitrator, some 40% were successful, which shows how bad the banks are in sifting good credit from bad.

[Andrew Bridgen (North West Leicestershire) (Con)]

Does my right hon. Friend agree that the new business bank is not the silver bullet solution for all firms’ financial needs? What is he doing to diversify the sources of finance for business, particularly SMEs?

[Vince Cable]

No, it certainly is not a silver bullet but it will make a significant difference in increasing diversity in the system, in providing wholesale financing for some of the new entrants into the market, and in making Government support more concentrated and easy to access. It will be an important contribution, and the plans are already under way. The expert committee met for the first time a couple of days ago, and we are already looking at products and projects that hopefully will provide some £300 million, geared substantially with private money, over the course of this year.

Oral Answers to Questions

Andrew Bridgen Excerpts

Monday 21st January 2013 Commons Chamber

[Michael Gove]

My hon. Friend makes an excellent point; one of the best ways in which we can ensure that all schools offer the range of subjects that young people need in order to succeed is to ensure that there is transparency about the curriculum and clarity in the minds of parents. The changes he mentions should secure that, and it is important that schools observe them.

[Andrew Bridgen (North West Leicestershire) (Con)]

Does my right hon. Friend agree that if this country’s work force are to be able to compete in the global marketplace, we must always endeavour to equip our students better with the skills that they will need to flourish in an increasingly competitive and globalised world?

[Michael Gove]

My hon. Friend, once again, hits the nail on the head; he is acquiring a reputation in these Question Times for cutting straight to the heart of an issue. He describes why the changes we have made to ensure that all students who fail to secure adequate GCSE passes in English and maths at 16 are now required to take those critical subjects on beyond that age are so important. That is also why we are absolutely delighted that we are recruiting a better cohort of teachers than ever before, to build on the achievements of the past.

Oral Answers to Questions

Andrew Bridgen Excerpts

Monday 3rd December 2012 Commons Chamber

[Andrew Bridgen (North West Leicestershire) (Con)]

Can my right hon. Friend assure the House that when reforms of the national curriculum are published, teachers will have more than sufficient time to become fully familiar with them?

[Michael Gove]

My hon. Friend makes a very good point. It is absolutely important that we ensure that teachers have an opportunity to absorb the changes that we want to make, so that they can do what I know they wish to do, which is to raise the bar for all children.

Life-saving Skills in Schools

Andrew Bridgen Excerpts

Thursday 22nd November 2012 Commons Chamber

[Anne Marie Morris]

The right hon. Lady makes an appropriate and fair point. As they say in business, what gets measured gets done. We have training in this country, but it is not measured. There is no record of how much CPR is included. ELS is included in personal, social, health and economic education, but it is not consistent. We consequently do not get the results that other countries get.

Why do we raise the issue of life-saving skills now? We are doing so in part because we have the evidence, some of which I have just shared with the House, but there is also clear public support. In response to the British Heart Foundation survey in February 2011, 86% of teachers said ELS should be included in the curriculum, and 78% of children said they wanted to be taught it. The evidence is that they enjoy it, and that it gives them a broader sense of self-worth and value within the community. Seventy per cent. of parents believe it should be taught. This will not be an uphill battle, because everybody wants it.

There was a moment when ELS became front and foremost in everyone’s thinking—when Fabrice Muamba tragically collapsed on the football pitch in March. But for an individual with ELS skills coming on to the pitch, he may not have survived as well as he has. That led to the Love Heart campaign in The Sun—well done to The Sun; that was a great campaign that attracted a lot of support. Ultimately, a petition of 130,000 signatures was delivered, asking for us to ensure that we have ELS training in schools. Support in the charitable and third sectors is huge. The British Heart Foundation, the British Medical Association, Cardiac Risk in the Young, St John Ambulance and the Red Cross support it—I could go on, but I am conscious that time is not on my side.

As hon. Members have said, there are some great examples of the community providing training voluntarily. Dawlish community college in my constituency does one whole day on emergency life-saving skills for year 10s. A recent Ofsted report found the school to be good, and outstanding for leadership and management. Does that not show?

What is the way forward? The first option is to continue with the status quo, but as we have seen, results are patchy. ELS is included in PHSE, but it is not mandatory or delivered consistently. CPR is often not included. My view is that we will not achieve what we need to achieve as a society with the status quo.

The second option is making ELS a mandatory piece of the PHSE curriculum. Under the current review, although PHSE will not be mandatory, the Minister has said that bits of it will be identified and made so. ELS could be included in the science or physical education curriculums. The Minister could also consider including it as a compulsory element in teacher training, so at least our teachers will have the training. She could also think about including it as a necessary part of the National Citizen Service programme.

The second option has been debated on many occasions, and the objections to it have been very much the same each time. Let me briefly rehearse them and say why they no longer stand ground. The first argument is that the curriculum is too full and teachers need choice. I agree that the curriculum is too full and that we need to ensure that the core subjects are taught well, but I also agree with choice. It is appropriate to consider what is included in PHSE. When the matter was last debated, even my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton), who was then the answering Minister, could see the priority of ELS. He was lobbied to include knitting in PHSE, but agreed that knitting simply does not have the same value as ELS. It is perfectly possible both to include it and to retain flexibility in the curriculum. As I have said, it is only a two-hour course. On choice, we could say to schools, “It is compulsory, though you have the choice of including it in PHSE, science or PE, but it must be measured by Ofsted.” That would give flexibility.

The second argument usually advanced against the proposal is cost and resource. The British Heart Foundation has estimated that it will cost £2,200 a year per school, but that is not a huge amount of money. The charitable sector, trainee doctors and general practitioners can get involved in teaching on a voluntary basis. They will do it for free, and the cascade principle says that if we teach the teachers, they will teach others and so on. I suspect that the number of people wanting to get involved and to help for free would make this a relatively inexpensive activity.

We must set that against the cost to the public purse. If an increasing number of people have brain damage when they need not have it and are kept on life support machines in hospitals, or if there is an increasing number of people who survive but who must be supported at home, the bill goes up. A day in hospital costs £400 or £500. As hon. Members know, disability living allowance can be £131 a week. That adds up to a sizeable bill. It is not just about money—there is also a cost to the family and society. As a nation, we believe in prevention rather than cure. The question, therefore, is not whether we can afford to do this, but whether we can afford not to.

[Andrew Bridgen (North West Leicestershire) (Con)]

I congratulate my hon. Friend on bringing this important issue to the Floor of the House. I was contacted by a constituent whose brother-in-law had a huge heart attack at the age of 46 while at work. If a colleague of his had not had CPR skills to keep him alive until the ambulance arrived, he would have passed away. Does that not emphasise how important it is to give our young people those skills for the whole of their lives to help to save other people’s lives?

[Anne Marie Morris]

My hon. Friend is absolutely right, and leads me to the third and final objection I suspect will be raised, which is the problem of physically damaging somebody’s health through CPR by, for example, breaking a rib. No one has ever been sued for helping somebody in those circumstances. When a person has a cardiac arrest, they are almost clinically dead—only the brain is still going. So someone helping a person who has had a cardiac arrest cannot do any more physical damage because the person is pretty much dead, and no one has been sued; indeed, I do not believe that people in this country would support such legal action. In exchange for training, these young people have a huge opportunity.

In conclusion, the case has been made for emergency life-saving skills to be taught in schools consistently, to ensure it happens in all schools. It is the right thing to do for society and for the economy. It is not just a decision for the Secretary of State for Education. For all the reasons I have mentioned, the Minister should work with the Department of Health, the Department for Work and Pensions, the Department for Communities and Local Government, and the Cabinet Office. This is a broad issue. Not making it mandatory is the triumph of hope over experience.

--- Later in debate ---

[Mr Andrew Smith (Oxford East) (Lab)]

I warmly welcome this debate. I congratulate the hon. Member for Newton Abbot (Anne Marie Morris) and other hon. Members on bringing this issue before the House, and commend all the newspaper and petitioning activity that led to that. It is not every motion before the House of which we can say it will save thousands of lives and cost very little, but that is precisely what this motion will do if the Government follow through on it, as the hon. Lady has been advocating. I wholeheartedly agree with everything she said about making it mandatory and with her demolition of all the arguments against it.

In the brief time allowed, I want to refer to a programme that originated 15 years ago at the John Radcliffe hospital in my constituency, which has been extended to nine other centres in the UK and emulated overseas in Hong Kong and Belarus. The injury minimisation programme for schools was, like most of the best ideas, very simple and obvious once someone was clever enough to think of it. The idea is that if we educate children in accident prevention and what to do when there is an accident, and at an age when they are old enough to understand and apply the lessons but before they become especially sensitive about their bodies, that will cut accidents and save lives. The programme works by combining work in the classroom with a visit to hospital to learn emergency life skills. Approximately 5,000 10 and 11-year-olds in Oxfordshire take part each year. Children enjoy it, teachers value it, and, most importantly, it works.

I congratulate all who work on the programme—its administrators and volunteers, as well as the medical staff and teachers. I have met children on the course, and it is uplifting to see their enthusiasm for the knowledge and practical skills that they have learned, and how proud they are to go home and tell their parents that they know how to save their life. I have one feedback message from a youngster who went on the programme:

“I have shown my mum how to do the recovery position! She was very impressed! I told her about CPR and I now know that if someone has collapsed then I could save their life. Hope you enjoy my feedback. Please carry on teaching children to save people’s lives.”

[Andrew Bridgen]

Does the right hon. Gentleman agree that if the practice were adopted and made mandatory, it could improve social cohesion? Young people could have the skills to save the lives of people from the older generation, and that would change perceptions in society.

[Mr Smith]

The hon. Gentleman makes a good point. It is vital to understand what children are capable of, and that we do not underestimate the live-saving skills they can learn. There is hard evidence for that. In a scientific abstract to the international conference on emergency medicine in June, the journal Academic Emergency Medicine reported on a study assessing whether children can defibrillate. The study was done properly and rigorously, with control groups and so on, and chi-squared analysis of the conclusion. In concluded:

“This study demonstrates that children aged 11-years-old can use a defibrillator effectively and safely, and retain this knowledge over several weeks”—

and that active training, unsurprisingly, is the most effective way of teaching it to them.

--- Later in debate ---

[Elizabeth Truss]

I am sorry; I have taken quite a few interventions, and Mr Deputy Speaker is keen to get on to the next debate.

As I have said, I believe that it is best to win hearts and minds. We can then ensure that the teaching of life-saving skills in our curriculum is first class. Compulsion could result in the subject being taught in a tick-box fashion.

Schools can choose to cover ELS as part of non-statutory personal, social, health and economic education, which we have already talked about. At primary level, PSHE provides for pupils to be taught aboutbasic emergency procedures and where to get help, and at secondary schools they can develop the skills tocope with emergency situations that require basic first aid procedures, including, at key stage 4, resuscitation techniques.

In this afternoon’s debate, I was struck by the fact that 86% of teachers are in favour of teaching life-saving skills at school, but that the take-up is much lower. From all the discussions I have had with the professionals in the organisations that design life-saving courses and offer them in schools, I have found that the reason teachers often give for not being able to take up these good programmes is that they do not have enough discretion within their teaching time and their curriculum time to be able to teach those subjects. Our whole aim of giving teachers more discretion and more time will surely mean much stronger take-up. As my hon. Friend the Member for Newton Abbot pointed out, 86% of teachers want this subject to be taught. That is already a long way towards 100%; there is only another 14% to persuade.

[Andrew Bridgen]

From my own experience in education and that of my children, I know that schools have spent many hours a week teaching children to learn to swim, giving them the tools to save their own lives if they fall into water. Why can they not be given two hours a year to help save the lives of others?

[Elizabeth Truss]

I agree with my hon. Friend’s sentiments, but my point is that teachers want to do this and that we are giving them space in the curriculum to allow them to do so. I think that will result in a very positive outcome, but I also think it is better to win hearts and minds and allow freedom of judgment.

Oral Answers to Questions

Andrew Bridgen Excerpts

Monday 29th October 2012 Commons Chamber

[Mr Laws]

I am grateful to the hon. Lady for her kind comments, and I am keen to work across the House where we can on some of the issues to which the previous Labour Government showed considerable commitment. This Government, however, are trying to put in place a simpler funding system, not only for the baseline funding, but by giving schools through the pupil premium a large amount of additional finance— £2.5 billion by the end of this Parliament—so that schools can prioritise in each setting the mechanism and the intervention that best serves their pupils. Schools will, through the pupil premium, have the moneys for precisely the types of reading recovery that the hon. Lady mentioned.

[Andrew Bridgen (North West Leicestershire) (Con)]

My constituency is not getting the full benefit of the pupil premium because many parents are far too proud to access free school meals for their children on account of the stigma attached. What can my right. hon. Friend do to address this problem?

[Mr Laws]

That is an important point. Research from the Department will be published shortly, which will highlight the massive differences in the take-up of free school meals right across England. In some parts of England there is essentially 100% take-up, while in other parts almost a third of pupils do not take up free school meals. The Government will look at this and work with local authorities and schools to get those figures up.

Enterprise and Regulatory Reform Bill

Andrew Bridgen Excerpts

Tuesday 16th October 2012 Commons Chamber

[Guy Opperman]

rose—

[Andrew Bridgen (North West Leicestershire) (Con)]

rose—

[Mr Wright]

I will give way to a fellow member of the Public Bill Committee, and then to a fellow north-eastern MP.

[Andrew Bridgen]

Not only did I serve on the Public Bill Committee for this important Bill, but I served on the Löfstedt review into health and safety reform, as did a representative from the Trades Union Congress, Sarah Veale. I assure the shadow Minister that there was absolute agreement among those on the Löfstedt review, including the TUC, that the perception of health and safety legislation—indeed, over-perception—is wrong in this country, and is holding back business and giving health and safety a bad name. The new clause goes some way in addressing that.

[Mr Wright]

I will go on to address the Löfstedt report in specific terms, and say where we agree with it and where we disagree, particularly with regard to the new clause, and if the hon. Gentleman will allow me, I will expand on that point. I am conscious that my hon. Friend the Member for Liverpool, Wavertree (Luciana Berger), a proud member of the Union of Construction, Allied Trades and Technicians, also wants to intervene, but I will first give way to the hon. Member for Hexham (Guy Opperman).

--- Later in debate ---

[Matthew Hancock]

Indeed, and over-compliance and the fear of technical breach bring the wider health and safety law into disrepute. All parties support that law. As has been acknowledged, it was introduced by a Conservative Government, and it has been vigorously supported by Labour Governments over the past century or so. However, it is undermined when the impression is given that the system is over-complicated, confusing and aimed at technical, rather than substantive, breaches.

[Andrew Bridgen]

I, too, was impressed with the genuine passion of Opposition Members who talked about health and safety, but I honestly believe that they missed one fundamental point. They seem to believe that there is no cost to over-compliance with regulations, but there is not only a cost to our economy and the Exchequer, which is important at the moment, but a cost borne by the long-term unemployed and the workless. They pay for over-compliance by not having access to the workplace, which vastly decreases their life expectancy. They are the people paying the price.

[Matthew Hancock]

My hon. Friend makes the point with great power that those who are out of work pay for an uncompetitive economy. They are the people whom we need to support.

Exam Reform

Andrew Bridgen Excerpts

Monday 17th September 2012 Commons Chamber

[Michael Gove]

I absolutely agree and would say two things. First, the efforts being made to improve access to broadband across the country will help to ensure better internet access for every family. Secondly, improving education in a child’s early years is critical. That is why we are extending the number of hours of pre-school learning available for disadvantaged two-year-olds, and why we are ensuring that the early years foundation stage is more rigorous.

[Andrew Bridgen (North West Leicestershire) (Con)]

My right hon. Friend the Secretary of State will be aware of the investigation by The Daily Telegraph into the conduct of exam boards last year. One examiner was recorded as saying that the exam in question had so little content he was surprised it got through, and other examiners were caught telling teachers which questions to expect in that year’s exams. Will the Secretary of State assure the House that the reforms will end the ludicrous situation in which exam boards compete with each other in a race to the bottom to offer the easiest exams to schools?

[Michael Gove]

My hon. Friend is to be congratulated on the clarity of his question and the cogency of his argument, as is The Daily Telegraph on the public benefit that accrued from its investigation.

Oral Answers to Questions

Andrew Bridgen Excerpts

Thursday 6th September 2012 Commons Chamber

[Andrew Bridgen (North West Leicestershire) (Con)]

More than 900,000 private sector jobs have been created since this Government came to power. Will the Minister guarantee that her Department will deliver growth and that we will continue to see a rise in private sector job creation?

[Jo Swinson]

The hon. Gentleman is right to point out the success in the creation of private sector jobs. Members on both sides of the House share a concern about the problems of unemployment, which is why it is vital that the Government continue with our measures to kick-start the economy.

Oral Answers to Questions

Andrew Bridgen Excerpts

Monday 18th June 2012 Commons Chamber

[Michael Gove]

As Robert Burns, that great poet, once said,

“facts are chiels that winna ding”—

[Hon. Members: “Translate.”] The collapse of understanding of modern foreign languages under the Labour Government is something to behold, as is the Opposition’s disdain for an important part of the United Kingdom. But those of us who are Unionists, as well as lovers of poetry, know that recent statistics from the Teaching Agency showed that, among graduates who are contemplating entering the teaching profession, the estimation of the prestige and status of teaching has risen. Those are facts—statistics—that do not lie, unlike some of the press releases that have suggested that teacher morale has fallen.

[Andrew Bridgen (North West Leicestershire) (Con)]

The public perception of any profession is normally based on the two extremes—the best and the worst practitioners—so what steps is my right hon. Friend taking to retain excellent teachers and to ensure that the incompetent ones are removed from the profession?

[Michael Gove]

My hon. Friend is absolutely right. We have changed the capability procedures—basically the rules that govern whether underperforming teachers can be dealt with quickly—to ensure that a process that used to take a year now takes only a term. At the same time, we are liberating head teachers to pay good teachers more, because we want to send a clear and consistent signal that teachers, like lawyers and doctors, are professionals who deserve appropriate salaries for doing a great job.

School Funding

Andrew Bridgen Excerpts

Tuesday 24th April 2012 Westminster Hall

[Andrew Bridgen (North West Leicestershire) (Con)]

Does my hon. Friend agree that even a modest increase in the budgets of low-funded local education authorities would make a significant difference to the education that could be offered to children?

Picking up on a point made by my hon. Friend the Member for Loughborough, Leicestershire is the lowest-funded area in the country. Coalville, the most deprived town in Leicestershire, is in my constituency. Even in the centre of Coalville there is below average take-up for free school meals, so we will not benefit from the pupil premium to the extent that the Government might expect. There are a lot of proud people out there and they are reluctant to take up free school meals because a great stigma is attached to them.

[David Mowat]

I agree. Clearly, every hon. Member has places in their constituencies that are deeply deprived and lose out in this regard.

It is said that it is difficult to put in place a national formula, but I do not think it is. An exercise to decide the inputs to the national formula, indices of deprivation, London weighting and historical issues could take place over a long period. Several things could be done, and I find it difficult to understand why they have not been, because there is a precedent in a national formula for health funding. The way in which all our primary care trusts are funded is driven by the ACRA formula—called after the Advisory Committee on Resource Allocation—which appears to work reasonably well. A characteristic of the ACRA formula is that it gives different numbers and numbers that one might not want to adjust to immediately because they are too far up or down in the next year. The Department of Health deals with that with what it calls a direction of travel adjustment—adjustment to the correct number takes place over a number of years. I see no difficulty in the education community doing something similar because, as I said, no one is asking for the problem to be fixed quickly. We want to know that there is a direction of travel and that over the next decade, say, it will be sorted out.

Finally, I very much support our policy and what we are doing with academies and free schools. For me and for people in my constituency on the wrong end of the formula, however, the funding issue is more potent. It is disappointing that our Front Bench is on the same side as the teaching unions, which should give Ministers pause for thought. We are asking not for the problem to be fixed now but for a start to be made.