First Aid Techniques: National Curriculum

Jason McCartney Excerpts

Tuesday 10th March 2015 Westminster Hall

[Tracey Crouch (Chatham and Aylesford) (Con)]

It is a pleasure to serve under your chairmanship, Sir David. I congratulate the hon. Member for Bolton West (Julie Hilling) on securing this incredibly important debate.

I start my speech with a confession. When I first encountered the idea of putting CPR and life-saving skills on the curriculum in the early days of this Parliament, I was sceptical about it. Unfortunately, I did as the Whips keep telling me not to do and looked a little further into the matter. I dug a little further and looked at some information, and two things convinced me: the statistics and the evidence from abroad. I was also influenced by the fact that I have the pleasure of occupying an office that is two doors away from that of my hon. Friend the Member for North Swindon (Justin Tomlinson), and it was unlikely that I would get away with holding a view contrary to his for long.

The statistics speak for themselves, and we have heard some of them this afternoon. There are some 30,000 out-of-hospital cardiac arrests in the UK each year. Survival across the UK is poor and highly variable, with survival rates of between 2% and 12%. Where ventricular defibrillation takes place, survival rates are slightly higher, but fewer than one in five people survive. Half of cardiac arrests are witnessed by bystanders, but too few people have the knowledge of CPR to make the difference between life and death.

One of the most shocking statistics, and one that prompted my interest in this issue, is that 12 children under the age of 18, and many more adults, die in the UK each week from cardiac arrest. As somebody involved in youth sport, I felt passionate about making sure I got a better understanding of how this issue affects our youngsters. We automatically think they are healthy because they are young, but as we have seen from examples such as that of Fabrice Muamba, the fittest person can suffer a cardiac arrest.

For every minute that passes without defibrillation, a victim’s chances of survival decrease by between 10% and 12%. A simple calculation shows that a victim is likely to have the maximum chance of survival up to between eight and 10 minutes after the cardiac arrest occurs. With a current ambulance target response time of eight minutes, time is of the essence, so acting quickly and using the appropriate therapy are essential.

If the statistics do not speak for themselves, let us look at the international evidence. This country lags quite far behind on teaching youngsters and adults CPR and life-saving skills. In the US, 36 states have passed legislation to make sure youngsters learn emergency skills. If an emergency ambulance is called, and immediate bystander CPR is used, followed by early defibrillation, survival rates following cardiac arrest in those 36 states can exceed 50%. In Seattle, CPR has been taught in school PE lessons for more than 30 years, and survival rates have increased by 52%. It is also on the curriculum in France, Denmark and Norway, where survival rates have also increased.

In stark contrast, the UK has incredibly poor rates. As my hon. Friend the Member for North Swindon made clear, however, the British Heart Foundation’s campaign to teach these skills has been well thought through, and it is now being rolled out in many guises, using DVDs and other equipment. We can no longer simply say there is too much pressure on the timetable.

After the hon. Member for Bolton West mentioned some statistics, my hon. Friend the Member for North Swindon crossed his out, but they are the ones I want to use. Some 86% of teachers think emergency life support should be part of the curriculum, 78% of children want to be taught how to save someone’s life in an emergency and 70% of parents think children should be taught ELS at school. That would take as little as 0.2% of the school year, so by taking just two hours from their entire school life, children can learn to save a life.

The teaching does not have to be prescriptive, contrary to what I originally thought—hence my early scepticism. It can be really flexible; as the hon. Member for Vale of Clwyd (Chris Ruane) said, we can teach essential life-saving skills in PE, biology or assembly. There are so many different ways we can teach them to children.

I want briefly to mention the campaign I have been running in my constituency. Inspired by a better knowledge of the statistics, and taking a lead from my hon. Friend the Member for Brigg and Goole (Andrew Percy), I have been trying to ensure there is as much access as possible to defibrillators across my constituency. The campaign has been incredibly good in terms of not only ensuring that we have this life-saving equipment, but bringing people in communities together.

We now have five defibs in schools across my constituency. At one secondary school, the opening ceremony was done by the mum of a boy who goes to the school. He has a heart defect, and she came up to me afterwards and said, “Every day, I said goodbye to my son when he went to school, and I wasn’t sure whether he would come home that evening. I have no idea what is going to happen, but I feel a little safer now, knowing that this equipment is on site.”

We have defibs at Aylesford rugby club and Snodland football club and in two of the three remote villages in my constituency. The defib coming to Larkfield is being supported—finally—by Tesco. To start with, the company had misplaced concerns about liability, but we managed to reassure it that the defib will cause no liability issues. Other defibs are coming to other parts of the constituency.

The campaign has been assisted by Georgina, my assistant in the constituency. She ran a marathon to raise funds for defibs in her town—Snodland—and the village of Burham. I want to use this opportunity to thank all the fundraisers from the schools, the scouts and the guides, as well as councillors, Georgina and the businesses that have supported us. Last but not least, I want to mention the people at Cardiac Science, who have supported us every step of the way. They were kind enough to tell Georgina that if she passed the finish line—no matter what her time or how much she raised—they would give her another defib. She managed to raise enough money for two defibs, and Cardiac Science gave her the third for free. That has been absolutely fantastic.

The campaign has been incredibly popular across the area, but I have also learned some lessons from it, and those have come later in the campaign. I targeted schools—they are all secondary schools—with big sports communities. They open their facilities at the weekends, and they are also often open in the evenings for adult learning, so we naturally put the defibs there—the only problem is that there is no access to the defibrillators when they are closed. As we have progressed with the campaign, therefore, we have made sure that the latest defibs are in locked, secure boxes and that people can now ring the ambulance, get the code and get access to the community defib.

If I am re-elected in May, I will carry on trying to get as many defibs as possible across the constituency, because there are simply not enough. I also want to raise enough funds to move the defibs from the inside to the outside of schools so that they are available to the whole community.

[Jason McCartney (Colne Valley) (Con)]

It is wonderful to hear about the number of defibrillators around my hon. Friend’s constituency and about people’s access to them. My constituent Sean Doyle collapsed with a heart attack at Greenhead park on the edge of my constituency. He was fortunate that three doctors were running by that morning and saved his life. He has raised funds for a defibrillator, which is now in the park. Does my hon. Friend agree, however, that the nub of the debate is making sure that people know how to use defibrillators and have the confidence to make a quick decision to save someone’s life? I hope we will get a response from the Minister about people getting training in schools.

[Tracey Crouch]

People do not actually need training to use the modern defibs, which “talk” to people and tell them exactly what to do. They will not administer a shock if it is not required. They walk people through the entire process, which is why I feel comfortable about the number of defibs we are getting across my constituency.

To conclude, I would like to think that every child leaving primary school had the basic skills to put someone—whether an adult or a child—in the recovery position and to call for help. That is not asking too much of our teachers or of children’s time in primary school. I would also like to think that, by the time children left secondary school, they had the confidence to use a defib and to do CPR. That is down to basic training, but that training could save a life. That is all that we, as legislators, should focus on. These proposals are not opposed by educationalists or teachers, and parents and children want them. They would be a real asset to our wider community.