Compulsory Emergency First Aid Education (State-funded Secondary Schools) Bill

David Nuttall Excerpts

Friday 20th November 2015 Commons Chamber

[Teresa Pearce]

I agree with the hon. Lady, and that is why the Bill gives flexibility to schools regarding how and where first aid is taught. Some schools have suggested that it could be done during PE lessons or as part of personal, social health and economic education. Some have suggested teaching first aid during assemblies, or jointly with other schools. Some will use first aid-trained teachers, and others want to use external providers or online resources. It is up to head teachers and governors to decide how it is delivered.

[Mr David Nuttall (Bury North) (Con)]

What the hon. Lady says seems slightly to contradict what might be inferred from the words that she seeks to insert into the Education Act 2002, which state:

“For the purposes of this Part, EFAE shall comprise formal lessons to equip pupils with age-appropriate skills”.

That does not quite tally with the impression that she seeks to give the House.

[Teresa Pearce]

“Formal lessons” means within a school setting. Informal lessons are when people are taught at home, for example. In this case there is no testing and none of the things that one would imagine would be part of formal lessons. However, if the hon. Gentleman is concerned about this issue, and if the Bill goes into Committee, I would be happy to suggest that he serves on it, and if he wished to table an amendment I would be more than happy to work with him on that.

Skills can be taught quickly and easily so as not to overburden schools. Importantly, no assessment or attainment targets will be set, and it will be up to headteachers and governors to determine how lessons will be delivered. I am happy that the Parent-Teacher Association is backing the Bill, as that indicates the range and depth of support for these proposals. It is also a measure of support from those who matter most, because 95% of parents and 84% of secondary school teachers agree that such skills should be taught as part of the school curriculum.

Beyond the process of learning these skills, the Bill could have other benefits. The International Red Cross believes that

“First aid is not just about techniques. It is an act of humanity”

and therefore a key responsibility of citizenship. Teaching these skills will also help to create the next generation of good, caring citizens—it will teach character. The Red Cross is surely right about that. Empowering young people with the ability to act and potentially save a life can transform how they feel about themselves and improve their self-esteem. It could also encourage more people to become paramedics and explore the possibility of careers that they would not have otherwise considered. I want the Bill to contribute to an increase in the uptake of such careers.

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[Mrs Trevelyan]

I absolutely agree: our A & E departments are under enormous pressure. Although the Bill is not a panacea, evidence suggests that greater knowledge of first aid can help to reduce the number of unnecessary visits to A & E and reduce the pressure on our paramedics.

Empowering people with quick and simple skills and the basic medical understanding to save lives is so profoundly important that it deserves a place in the school day. Some schools already do an excellent job of teaching these essential life skills, with the support of charities such as St John Ambulance, for instance. The Government have already mandated that all schools must provide swimming instruction, either in key stage 1 or key stage 2, to ensure that every pupil can swim competently, confidently and proficiently, and perform safe self-rescue in different water-based situations. This Department for Education rule is for the purpose of saving lives. How much more of that goal might be achieved over the life of every child taught basic life-saving skills such as CPR, how to stem the flow of blood from a wound and how the recovery position can stop someone choking to death?

In my constituency, the St John Ambulance cadets in Alnwick learn first aid in their weekly meetings, and then go into their local schools, where invited, to share their knowledge. It is a wonderful example of teamwork and local knowledge sharing among peer groups that is helping children in my constituency to become life savers. However, despite widespread support for the idea of first aid education, only one in four secondary schools are taking it on. It is a very limited spread of life-saving skills.

The Bill is not about imposing even more targets on schools and teachers. Schools and headteachers would have the flexibility to decide when and how to impart these core skills—whether in morning assemblies, as my hon. Friend the Member for Romsey and Southampton North (Caroline Nokes) suggested, or as part of PHSE, physical education or biology. There are any number of places where this could be brought into the curriculum. It will not require teachers to have any prior medical knowledge, and neither will it take up a huge degree of the school timetable. As has been said, CPR can be taught in as little as 30 minutes—a small investment in a child’s school year for a huge reward, not just for the children and their families, but for the whole community as they grow up and become resilient members of our country.

These skills are quick and easy to teach and learn. The British Heart Foundation, the British Red Cross, St John Ambulance, for which I do a lot of work, and other organisations provide free resources for schools, so there is no cost implication for schools attached to this excellent Bill. There is cross-party backing for it, and I know many colleagues will, like me, have been inundated with messages of support from constituents.

[Mr Nuttall]

Is my hon. Friend suggesting that a 30-minute lesson will be all that is required to meet the imposition of the Bill?

[Mrs Trevelyan]

I think 30 minutes, where presently children are given no indication that life-saving skills can be understood, would be valuable. It is the confidence in the child that is important—confidence that they can be part of a life-saving situation. It could be an annual subject, but there are any number of ways to achieve this. The St John Ambulance programme is broad and flexible for when it goes into schools to support children better to understand what life-saving skills can mean and how they can carry them out when faced with a challenge.

I do not believe that this is a controversial issue and it should not be viewed as political; it will touch each and every one of us. I therefore urge all my fellow MPs to join me in support of the Bill to give every child the opportunity to be a life saver.

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[Peter Aldous (Waveney) (Con)]

I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce) on the enthusiasm and determination with which she has promoted this Bill. I speak as chairman of the all-party group on first aid, which has received cross-party support in promoting this Bill. As we have heard, the Bill is supported by St John Ambulance, the Red Cross, the British Heart Foundation and the Royal College of Nursing.

This is a short and straightforward Bill, which, if passed, will have far-reaching benefits for individuals, families and society as a whole. I will briefly outline the reasons why the Bill should be supported. First, it will save lives. At the APPG meeting on 16 September, I met Samantha Hobbs and her parents. When she was 14, Samantha saved her mother’s life. She said:

“It is horrible to think what could have happened if I had not known CPR.”

In those countries where CPR is taught in schools, survival rates are more than double those of the UK. If we could match our survival rates with those of Norway we could save 5,000 lives each year.

[Mr Nuttall]

Samantha Hobbs is the very brave young lady who was mentioned in a standard letter that was sent to me—to be fair, it is the same letter that I received from several constituents. Having met this very courageous young lady, can my hon. Friend explain where she learned her skills?

[Peter Aldous]

I do not have the precise answer to that. From what I understand, it was through her membership of St John Ambulance. I would not want to be quoted on that, but that is my understanding.

As well as having obvious benefits for the recipients of first aid, acquiring such skills can change the lives of young people. It can build confidence, unleash hidden talents and skills, and it can set people on a path that might lead to a career as a paramedic.

Secondly, for young people, knowing how to look after those around them can play a huge part in achieving independence and helping them when they move away from home. For young people who may be vulnerable, who may live in deprivation or who may be at risk of exclusion, acquiring such skills can be a real benefit and a positive life-changing experience.

Thirdly, ensuring that young people acquire such skills can have significant benefits for society as a whole. It encourages people to get involved in their communities, brings those communities together and builds social capital.

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[Peter Aldous]

I agree wholeheartedly with my hon. Friend. The measures could save money. Funds for public services are, we hear, in short supply. The NHS faces significant pressures; why not relieve some of them? If, as a society, we all had a simple knowledge of first aid, it would provide some relief to accident and emergency units, and the people doing great work in them, and they could get on with the work they want to do.

[Mr Nuttall]

My hon. Friend raised the question of cost, which has hardly been touched on. As he states that the measures will save money, he must have made some assessment of how much they will cost.

[Peter Aldous]

First—this is the embodiment of the big society—organisations such as St John Ambulance and the British Heart Foundation are prepared to take the financial strain on this; it is important to remember that.

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[Robert Jenrick]

I thank my right hon. Friend; I was coming to that. Like many private Members’ Bills, this Bill is challenging: our instincts tell us to support it, but on closer examination, particularly after having talked to the people on the ground who would have to implement it, our heads tell us that there may be better ways to address the issue. I shall come to that in a moment.

A constituent of mine, Mrs Harriet Smith of Southwell, emailed me after my hon. Friend the Member for Shipley (Philip Davies) had made his speech last week. She asked me to request his permission to market it as a cure for insomnia, although she added that admittedly he was right in almost every respect.

I want to emphasise that first aid is incredibly important, and that is recognised in my constituency. In my local experience, awareness of first aid and training is increasing. The Newark Community First Aid project, founded almost 10 years ago, has trained thousands of my constituents on a voluntary basis. Individuals of all ages take part, including the young; I agree with my hon. Friends that 11, 12 and 13-year-olds can and do take the training. Thousands of young people are now fully trained members of our community and are there to help should emergencies arise. The Prime Minister met the founders of the Newark Community First Aid project a year ago to praise it as one of the leading groups in the country to have seen non-compulsory training really take off in a community.

[Mr Nuttall]

Does my hon. Friend share the concern that those valuable groups might suffer if first aid became compulsory in schools?

[Robert Jenrick]

That is certainly a concern. In the experience of those groups—I shall come to the experience of some of my local schools—a compulsory element has diminished the training. When young people are asked whether they want to do the training on a voluntary basis, more have come forward and done it in the spirit that it really deserves.

A huge number of groups offer first aid training on a voluntary basis: the scouts, the girl guides and the sea cadets, for example. Workers at our district council of Newark and Sherwood are mostly fully trained, while the University of the Third Age in Newark and Southwell has trained hundreds of people in large groups very effectively. Many rural parish councils are purchasing or being donated defibrillators, which are often placed in redundant telephone boxes and other rural locations and marketplaces. A Chinese restaurant that I am due to open with my right hon. and learned Friend the Member for Rushcliffe (Mr Clarke) in a couple of weeks’ time is the latest example. Many parish councils are training or providing in their village halls a community voluntary opportunity to learn how to do CPR when the defibrillator is installed. I have been to a couple of those voluntary community events, and they are great—people really enjoy them and the community gets behind them.

Workplace schemes are also taking off; we have seen them in a number of employers, large and small, in my constituency. Generally, again, they are voluntary rather than compulsory and are done during lunch hours—sometimes during working hours—or after work. They are popular and worth while. That work is ongoing, and I do not want to it to be diminished. I want it to be encouraged by the Government, and I hope, if nothing else, that this Bill, whether it succeeds or not, will push it forward.

However, we have to ask ourselves whether enacting this Bill is the right answer. In answering that question I have done something that I have not heard every Member say they have done, which is to ask for the views of the headteachers in my constituency. I am all in favour of opinion polls, and I do not dispute the veracity of those that have been mentioned, but nothing is better than a face-to-face conversation with one’s local headteacher. In my constituency, I have five highly respected and competent headteachers of secondary schools whose views I want to share with the House.

[Robert Jenrick]

I appreciate that. I did say that not every Member had done it. I would be interested to hear the remarks of those who have spoken to their local headteachers about their views.

I have spoken to my local headteachers, or most of them. Four out of the five I spoke to support the principle of the Bill and want to see more first aid training, particularly CPR. Three out of the five already do quite a lot of this activity to differing degrees. However, none of them was in favour of its being compulsory. I do not say that with any pleasure, in speaking against this Bill, but those are the facts. The highly competent and respected headteachers with whom I work are not in favour of this Bill. That needs to be said, alongside the statistics that we have heard, which are clearly less precise than the conversations with our own headteachers.

One of my headteachers, from Southwell Minster school in Nottinghamshire, said that the school already has quite a significant first aid programme. It takes place as part of extra-curricular activities, and sometimes in PSHE and biology classes, and through some of its sports clubs. He does not think that a headteacher such as himself who is taking this issue seriously and working with valuable local community groups needs to be told that it is a compulsory element of the national curriculum. He and his teachers are behind the idea already, and he is doing what he thinks is appropriate for his local community. He is also concerned that while schools such as his might take the issue very seriously and do a good job, the national curriculum can sometimes lead to a tick-box exercise, whereby some will take the requirement seriously, but quality will vary dramatically across the country.

The Bill, in its effort to provide maximum flexibility, which is entirely understandable and logical, opens up the possibility that some schools, such as Toot Hill in my constituency, will have a superb programme that we would all be proud of, while others might provide 30 minutes of training every now and again, leaving quality in doubt. Toot Hill, an outstanding academy in Bingham outside Nottingham, provides a range of first aid training on a voluntary basis. It offers it to its prefects as part of the prefect programme, so it is a reward. It also offers it on a voluntary basis to all its year 8 and 9 students. The training is extremely popular but it is not made compulsory.

[Mr Nuttall]

My hon. Friend makes the very interesting point that the training is seen as a reward rather than something to be endured, as I fear it would be regarded if it became a compulsory lesson.

[Robert Jenrick]

I do think there is a lesson to be learned there.

On the news this morning I heard cited a school in Sutton Coldfield that has built a very strong alliance with St John Ambulance. The school offers training on a voluntary basis to all its year 9 students. It has found that when training is compulsory, students are often less excited about it, as we can all remember from our own schooldays, but that because it is voluntary almost all students choose to take it up. If I were a headteacher, I would offer the programme to students on a voluntary basis and hope that almost all of them took it up.