Life-saving Skills in Schools

Anne Marie Morris Excerpts

Thursday 22nd November 2012 Commons Chamber

[Anne Marie Morris (Newton Abbot) (Con)]

I beg to move,

That this House believes every child should leave school knowing how to save a life.

First, a big thank you is due to the hon. Member for North East Derbyshire (Natascha Engel) and the Backbench Business Committee, because without them this important issue would not have been given air time. This matter has concerned a number of Members for many years, and I pay tribute to those who have fought on this issue, including my hon. Friend the Member for North Swindon (Justin Tomlinson), and the hon. Members for Cambridge (Dr Huppert), for Bolton West (Julie Hilling) and for Colchester (Sir Bob Russell). It is something about which Members across the House feel strongly and passionately.

What do I mean by emergency life-saving skills? For most of us that includes some of the basic things that can be done for an individual before professional trained help arrives. It usually includes putting people into the recovery position and enabling them to lie down and feel safe; helping people who are at risk of choking or have severe bleeding injuries; and, perhaps the most well known, CPR—cardiopulmonary resuscitation—when somebody’s heart has stopped and they are not breathing.

Why has this issue been raised in connection with our schools and schoolchildren? Most of us are passionate about the fact that if anything in life is truly important, it is life itself and how to save it. That being the case, the more widely spread life-saving skills are, the better off we will be as a community and society. If we start with schoolchildren we build a pyramid, and slowly but surely we begin to inculcate those skills into society.

[Huw Irranca-Davies (Ogmore) (Lab)]

The hon. Lady is introducing this debate very well indeed. When I was at school I did full St John Ambulance training that involved three or four days on a course and was extensive. Training does not have to be like that, however; it can be quick, effective, short and clear instruction that could result in saving many lives. Children are often at home in the kitchen near their parents and would be able to save a life if they had clear instruction.

[Anne Marie Morris]

The hon. Gentleman is absolutely right. It takes two hours—that is all—to teach CPR. Indeed, if CPR is applied, a person is three times more likely to survive. It is well worth while. A third of all deaths in the UK result from cardiovascular disease and there are about 124,000 heart attacks each year. Heart attacks are perhaps the most common situation in which people need life-saving skills.

[Karen Lumley (Redditch) (Con)]

I thank my hon. Friend for securing this debate. Does she agree that great work has been done by the charity SADS—Sudden Arhythmic Death Syndrome—UK? In my constituency, Robert and Maggie Underwood have already secured 14 defibrillators for our schools and campaigned tirelessly for that charity.

[Anne Marie Morris]

My hon. Friend gives me added ammunition and I am delighted to hear what has happened in her community. That is absolutely first rate.

Although we talk mainly about heart attacks, there are more cases of cardiac arrest generally but we are not necessarily as aware of them. A person can suffer an arrest if they lose an excessive amount of blood, suffer a lack of oxygen, become very hot or very cold, or have a blood clot on the lung. It could happen to anybody. It does not have to be someone who suffers from heart disease or is elderly; it could happen to any of us here.

As was alluded to earlier, 60,000 cardiac arrests happen outside hospitals—two thirds in the home and one third in public. In the public arena there is often a witness, and in half those cases somebody who would be able to do something if they were properly trained. Irreversible brain damage to an individual who is not helped can take place in very few minutes. Every minute counts and there is a 10% reduction in someone’s chances of survival for every minute that passes. That must be put in context with the time the ambulance takes to arrive. The target at the moment is eight minutes, and 75% of ambulances make that. If we do our maths, however, we can see that it does not leave long to get professionals to the site.

[Penny Mordaunt (Portsmouth North) (Con)]

Does my hon. Friend agree that this is not just about heart attacks? Unbelievably, a four-year-old in my constituency who is a carer for her mother undertook training with the local ambulance crew. She was able to put her mother in the recovery position and managed to save her life. That was at four years old.

[Anne Marie Morris]

That is a wonderful example of what can be done. There is often a sense that this issue applies only to older children, but younger children can also learn valuable skills.

[Fiona Bruce (Congleton) (Con)]

I commend my hon. Friend on securing the debate. Does she agree that if we educate pupils, they in turn can educate their parents? A school in Cheshire teaches emergency life support, and I understand that a parent of one of its pupils was able to administer the appropriate action when confronted with someone choking in a restaurant.

[Anne Marie Morris]

That is an excellent example and I thank my hon. Friend for her contribution.

If we look across the world, the UK does not find itself in a happy, comparable position in terms of the teaching of ELS and survival rates. Our survival rate following a cardiac arrest is pretty poor and quite variable—it depends on where someone is in the country. The survival rate for those who suffer an arrest is between 2% and 12% after they leave hospital. The British Heart Foundation estimates that 75% of people are untrained. That means that only 25% of the population have some training and the number of people in our community who are able to help is very small.

[Gareth Johnson (Dartford) (Con)]

My hon. Friend is generous in giving way. Speaking to the British Heart Foundation today, I discovered that only 13% of children leave school with some sort of training in CPR. Although I have reservations about making such training compulsory in schools, does she agree that making CPR courses available to children and encouraging their use in schools is key?

[Anne Marie Morris]

It is key that courses are available and recommended, but I will come to compulsion later. My hon. Friend is right that the number of children who have access to training is relatively small, but all credit to the British Heart Foundation, which started its Heartstart programme in 1996. We now have courses in life-saving skills in 400 of our secondary schools. The problem is that it has taken 16 years to cover only 10% of secondary schools, so it will take an awfully long time to get to 100%.

The position in Europe is much better. Eighty per cent. of residents of Scandinavia and Germany have first aid skills because they learned them in schools and elsewhere. The survival rate from a shockable cardiac arrest in Norway is 52%, whereas our survival rate is between 2% and 12%. Compulsory training is common in Europe—Norway, Denmark and France are good examples. Across the pond, 36 US states have legislation requiring the training. The cardiac arrest survival rate in Seattle is twice what the survival rate is in the UK, and 50% of the population is trained.

[Mark Tami (Alyn and Deeside) (Lab)]

Does the hon. Lady agree that there is a lack of understanding in this country that young people suffer cardiac arrest? We need to do more, because it is not just an older persons’ illness.

[Anne Marie Morris]

The hon. Gentleman makes an appropriate point. He is right. There is an additional benefit—on top of the volume of people who will end up trained—because cardiac arrest happens to young people as well.

[Dame Joan Ruddock (Lewisham, Deptford) (Lab)]

The hon. Lady is extremely generous in giving way, and I congratulate her on securing this debate. She mentioned a number of countries and US states where training is compulsory. Compulsory training could give us much greater chances of survival. I hope she will tell us she is in favour of mandatory training.

[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.

[Several hon. Members]

rose—

--- Later in debate ---

[Anne Marie Morris]

I will be brief. We have had an excellent debate. Given the restricted time available, I shall not name them all, but hon. Members’ contributions have been first class across the board. I have learned a lot; some wonderful personal insights have been shared.

The message I take from the all the contributions, however, is that it is the mood of the House—despite what the Minister has said—that this issue needs to be made compulsory. What gets measured gets done. If we think that we can achieve this without some element of compulsion, I am afraid that is little more than hope. It is not borne out by 10 years’ experience of trying, trying and trying again.

I thank all hon. Members for their contributions. The Minister has the message, and I hope she will take it away and discuss what can be done across the ministerial portfolio.

Question put and agreed to.

Resolved,

That this House believes every child should leave school knowing how to save a life.