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

Lindsay Hoyle Excerpts

Friday 20th November 2015 Commons Chamber

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Rest assured, I do not need congratulating and we will certainly get into this debate—not in Latin, but in English.

[Philip Davies]

I am not capable of conducting this in Latin, Mr Deputy Speaker—some would say I am not able to conduct it in English. I am getting sidetracked again by my hon. Friend the Member for North East Somerset (Mr Rees-Mogg), and I hope you appreciate that it is certainly not of my doing.

The flavour of most private Members’ Bills that come before the House is that they are backed by a worthy sentiment, but are not really fit for purpose when given any great scrutiny. I fear that we are in that situation today. What we have been offered by a number of Members is what we normally get in this place on private Members’ Bills, which is a painless panacea. Politicians will always offer a painless panacea. With this Bill, I have heard that we can save lives, save money, save time and save absolutely anything. It has been said that there are no concerns and no downsides to this Bill, which will stipulate that it is compulsory for schools to provide first aid education. Like my hon. Friend the Member for Newark (Robert Jenrick), I have spoken to the schools in my constituency, and I wish to share some of the feedback that they have given to me.

If this Bill is so easy for schools to implement—it is said that it will save time, save money and save lives—then there is absolutely nothing to stop them introducing first aid courses now as part of the existing curriculum. We have heard that already today, and we have heard that many schools already do that. Why on earth would we need to make compulsory something that is so wonderful and that has no downsides? Surely we can just sit back and wait for every school to implement it themselves.

One thing I always say is that we should trust the people who are doing things every day. They tend to be the ones who know the best about what goes on and what works. When I worked for Asda, I found that it was the checkout operators who were the best people to ask about what was going wrong or right in the store, because they saw it every day with their own eyes. I certainly believe in trusting the professionals. My father was a teacher for that matter, so I am all for trusting teachers to get on and do their job. I do not really want the Government to be sticking their nose in at every single turn, trying to lecture them every five minutes about what they should be doing when they are perfectly capable of making those decisions for themselves.

If we think that we have recruited the right people to be teachers, then we have absolutely nothing to fear from leaving them to get on and do their job. If we feel that we have recruited the wrong teachers and that we need to lecture them every five minutes about what they should be doing, the problem is in the recruitment process. We should not need to look over their shoulder all the time, telling them what they should and should not be doing. I fear that we have made that particular mistake with this Bill.

I should make something very clear now, because, doubtless, Opposition Members will try to misconstrue my remarks. First aid, as everyone has acknowledged, is a very important life skill. I encourage as many people as possible to learn that skill. I am, and remain, a supporter of first aid, and certainly do not think that it is unimportant. I do not want to prevent anybody from learning first aid if they wish to learn it. I want people to have that opportunity.

Every year, there are 5.5 million attendees at A&E departments, 3 million of whom have the types of accident and injury that first aid treatment could have helped. For example, there are about 2,600 open wound injuries, 2,400 bone injuries, about 40 incidents of choking and more than 290 injuries from burns. Every year, about 66,000 die from heart attacks and seizures. They are all compelling statistics that endorse the increased use of first aid within society. Indeed, those statistics seem a valuable reason to encourage more members of society to learn first aid, but they do not in themselves justify the reason why first aid should become compulsory in the school curriculum, and that is what I wish to focus on today.

This Bill is not starting out from here. In the previous Parliament, Julie Hilling, the former Member for Bolton West, introduced a very similar Bill as a ten-minute rule Bill, which provided amendments to the Education Act 2002. She also brought in an amendment during the Committee stage of the Education Bill to make provision for teaching emergency life support skills in the national curriculum. The response of the then Minister for Schools, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), highlighted some of the same reservations that should be drawn to this debate today. He said:

“I agree that emergency life support skills can have an immensely positive impact on pupils’ families as well as schools and the wider community. It is encouraging to hear about the excellent work in schools…I am also aware of the invaluable support that organisations such as the British Heart Foundation and St John Ambulance offer individual schools or groups of schools to enrich curriculum work. I applaud them for their important work, but I do not agree that making emergency life support skills a statutory part of the curriculum is the right approach.”

I absolutely endorse what he said. He went on to say:

“We are clear that the national curriculum should set out the essential knowledge and understanding that all children should be expected to acquire in the course of their school lives. It is for teachers to design the wider curriculum in the way that meets the needs of their pupils, taking account of the views of parents, the wider community and local circumstances.”––[Official Report, Education Public Bill Committee, 5 April 2011; c. 990.]

That is the nub of my argument today. It should be a schools’ prerogative to incorporate extra-curricular activities, such as first aid education, into the school calendar, and they should not be forced to substitute other lessons to fit them in. That has been confirmed more recently—

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[Philip Davies]

I am very grateful to my hon. Friend for his intervention. I do not intend to focus on the work of St John’s Ambulance in my speech. Obviously, I cannot cover everything. Perhaps he might be able to do so, Mr Deputy Speaker, if he is lucky enough to catch your eye later on.

What is also important is the time factor. We have heard different times bandied about as to how much training would be needed to fulfil the obligations in the Bill. I am still not entirely sure about it. Half an hour was the minimum that I have heard. It is important to note that my hon. Friend the Member for North Swindon (Justin Tomlinson), who did an awful lot of work in this area before he was deservedly promoted to ministerial ranks, asked a question about the 30,000 cardiac arrests that occur outside hospitals where only one in 10 people survives. He wanted to meet the Minister to discuss the fact that when countries give two-hour sessions of emergency life-saving skills, survival rates often increase by up to 50%. That suggests to me that, for this to be worthwhile, 30 minutes will never be enough. My hon. Friend the Member for South East Cornwall (Mrs Murray), who has knowledge of the subject, made that point in an earlier intervention. It strikes me that, in order to get a Bill through Parliament, we will be told that a session needs to be only half an hour, but the moment the Bill becomes enacted, the schools will be told that half an hour is not good enough and that they will need to do an hour. When an hour is not good enough, they will be told to do two hours, and then four hours. Schools will never know where the time commitment will end.

Under the provisions of the Bill, as I understand it, the Secretary of State can make regulations in this area, so they will be free to say to schools, “Well, we have looked at this, and half an hour is not enough. You need to do more.” We are not giving schools a commitment to teach as they see fit, but potentially lining up for them much longer times they will have to spend teaching these skills if the half an hour that we have been told about proves to be as insufficient and inadequate as my hon. Friend the Member for South East Cornwall has suggested.



As I said, teachers are best placed to decide on these matters. We should not force them to do anything that is not right for them or their school. We are constantly moving towards an overly prescribed curriculum. That is unhelpful to teachers, who must teach these lessons, and to students, who have to try to juggle more subjects in a limited time. This happens time and again in Parliament. When I was on the Opposition Benches— some might argue that I always sit on the opposition Benches, but when I was on the other side of the House —I remember the Labour Government’s proposal that all schools should be obliged to teach about healthy eating, among other things.

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Order. We do not want to go into what previous Governments may or may not have done. The debate is about the Bill. You would not want to sidetrack me, or your good self.

[Philip Davies]

No, absolutely not, and I assure you, Mr Deputy Speaker, that I am not getting sidetracked. My point, which is very relevant to the Bill, is that all these things, very worthy in themselves, are like a salami slicer. We are talking about half an hour here for this, and half an hour there for that. Each half-hour may not in itself seem like a great deal of time out of the school curriculum, but when we put together all the things that a school is obliged to do, we are talking about a serious amount of time—perhaps a full day out of the weekly curriculum. That is what I fear will happen. We cannot take this provision in isolation; we have to look at all the other things piled on schools, and should ask them whether they really have enough time to have yet another thing imposed on them.

I should ask what I often ask on these occasions: if, as we keep being told, this is such a wonderful thing, and there are no downsides, why was the provision never introduced in the 13 years of the Labour Government? The shadow Minister did not explain this very well. I have to wonder whether Labour Members actually have the commitment to this that they would like us to believe. Not only did they not introduce the measure in their 13 years in government, although they had the perfect opportunity to do so, but they spent about an hour and 15 minutes today on two urgent questions and some pointless points of order to delay progress on this debate.

[Mr Deputy Speaker]

Order. We are definitely drifting off the Bill. We will not judge what has held us up. This is not about time, as you well know, Mr Davies; you are the Fridays expert. You do not want me to be misled, do you?

[Philip Davies]

You are absolutely right, Mr Deputy Speaker: it is not about the time. Time carries on, and we carry on with our speeches; time will sort itself out.

As for the flexibility and support that schools have regarding first aid, the Minister for Schools made it clear—we should put this on the record—that there is nothing to stop schools teaching first aid. He said in a parliamentary answer:

“Schools are free to teach emergency life-saving skills and may choose to do so as part of personal, social, health and economic education. The Department…is encouraging schools to purchase …defibrillators…We have also published a guide to defibrillators on school premises”.—[Official Report, 19 January 2015; Vol. 591, c. 17-18.]

The Department has made it clear that schools are already free to do this, and that it does not need to go any further. I also point out that as of 13 November this year, 787 defibrillators have been purchased under the Government’s scheme, so to say that the Government are doing nothing to assist in this area would be completely wrong and misleading. There is an awful lot being done. Much more can be achieved by continuing down a voluntary route than could be achieved by trying, in a ham-fisted way, to mandate things that never seem to work as envisaged.

It is worth pointing out that in May, the Department announced that St John Ambulance would receive more than £250,000

“to build a nation of young first aiders who are resilient, confident and motivated.”

That is part of the Government’s £3.5 million character grant scheme, through which St John Ambulance is training

“600 champions…and 31,500 pupils selected for first aid training, supporting 100,000 pupils… overall. 100 new cadet clubs will also be set up.”

That is a much more valuable way of going about this. An awful lot is being done to give children as much easy access to first aid resources as possible without interfering in the role of schools and teachers.

I acknowledge the fantastic work that school staff members throughout the country do to ensure the safety of children at school. Schools routinely include the needs of pupils when making their first aid needs assessment for staff, and when putting appropriate provision in place. The number of qualified first aiders required will be a part of the school’s first aid needs assessment, and will be based on local circumstances, so it is not as if the provision of first aid in schools is inadequate and we need the measures in the Bill; that is already catered for.

This issue touches on the question of what a school’s role is, and should be; the proposer of the Bill started to go down this route in her argument for the Bill. I think my hon. Friend the Member for Cirencester talked about schools’ roles, too.

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[Philip Davies]

My hon. Friend is right.

It is clear from what happens at the guides that first aid skills need to be updated My hon. Friend the Member for South East Cornwall touched on this in an intervention. The guides do it every two years. For it to mean anything at all, schools will have to teach first aid every two or three years, which will mean even more time out of the curriculum. I remember doing a first aid course at school, but I have to admit that if I were faced with a medical emergency, I would struggle to remember all the training I received. In that sense it would be rendered completely useless. That would apply to many of those who would go through first aid training at school, particularly if they were not paying attention because they did not want to be there in the first place.

We in this place would be far better advised to encourage young people to go out and join the guides or the scouts, or to do the Duke of Edinburgh’s award—the bronze, the silver and the gold. That would be a very worthwhile thing for them to do, and as part of that they would get all the emergency first aid training they would ever need. That would be a much more worthwhile message for us to send out—

[Mr Deputy Speaker]

Order. We have had a lot of examples. The hon. Gentleman is absolutely right that previous speakers also mentioned good examples. Nobody is disagreeing that there are lots of good organisations, but the Bill is about schools and education. We are in danger of getting into an argument about those who provide training in the voluntary sector and whether they should do it. I know that the hon. Gentleman wants to stick purely to the Bill, which is about first aid provision in schools.

[Philip Davies]

rose—

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[Philip Davies]

I take my hon. Friend’s point, but I will explain why I do not think first aid is worth teaching in schools. My fear is if we start doing in school all the things that happen at the scouts, the guides and the Duke of Edinburgh’s award, there will be no point in people joining them, and these very worthy organisations—

[Mr Deputy Speaker]

Order. We are not debating what is provided by the scouts, the guides or anyone else. This is about the provision of first aid training. We do not want to get into all the activities those organisations do or try to compare the two. You understand that, Mr Davies. You are very good.

[Philip Davies]

The point I am trying to make, Mr Deputy Speaker—I apologise if I am making it in a ham-fisted way—is why the Bill is unnecessary. We are discussing whether the Bill should be enacted, and I am making the point—I apologise if I appear to be doing it in a deviant manner, but I assure you, Mr Deputy Speaker, I am not doing so intentionally—that the Bill is unnecessary, for the reasons I am giving. I hope that is well within the scope of the debate.

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[Philip Davies]

It was not down to me that an hour and 15 minutes was taken up by urgent questions.

[Mr Deputy Speaker]

Order. We are not going to debate urgent questions. They are not debatable, and I do not want to hear them mentioned again.

[Philip Davies]

I will plough on with my remarks, Mr Deputy Speaker; such matters are outside my control. If 100 Members are here we will have a vote come what may, whatever I say or do.

There are the costs of the venue hire, training the teachers and training the replacement teachers—this is according to the British Heart Foundation, which goes on to say:

“The largest consumable cost is the initial supply of resuscitation manikins.”

We have not heard about this in the debate so far. The BHF goes on:

“Ideally, in a class of up to 32 there should be one manikin used between two people (16 in total). Schools should have both standard resuscitation manikins and baby manikins. These are one-off costs for the lifetime of the manikin, with annual costs to maintain the equipment. Per school, we estimate that this costs around £2,200 each year. This takes into account the appropriate learning materials required in a programme to aid teaching these life-saving skills to pupils, in addition to general administration and monitoring costs.”

That opens up a whole can of worms: schools will have to find supply teachers—an immense cost—so that teachers can go on a course for a day to learn the first aid information to teach. Even if the teachers do not go on the course themselves, they still need to find time to be taught the first aid information by other teachers. Furthermore, there is the cost of the manikins, mentioned by the British Heart Foundation, as well.

Earlier, I was discussing the problems that schools have. One problem cited by Ofsted is teacher turnover. Continually being required to send new teachers on to training courses is another burden that schools that are already struggling should not have to suffer. When I spoke to people at my local secondary schools about the Bill, that was one of their main areas of concern. Someone at one of the schools outlined their concerns as follows in an email:

“The Academy currently can probably meet this duty as we have a qualified first aid trainer on the associate staff body; however, this would pose difficulties as it would be a requirement to ensure that there is someone with the appropriate level of training on staff—or have to be a brought in provision, to ensure that all young people receive the correct advice”.

That concern was echoed by other schools in my constituency, which were concerned by not only the staffing implications but the time allocation demanded of the school timetable.

Furthermore, schools would have to be required to find room in their budgets to pay for the provisions. We have heard about the cost of the manikins; I also spoke to some prominent union officials who live in my constituency. One said that making first aid education compulsory might not be cost-effective because at the moment first-aiders get a small allowance and training all teachers would be a massive expense. They would probably have to be retrained every three or four years. Is that cost-effective? Probably not.

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[Joan Ryan (Enfield North) (Lab)]

I apologise for not being in the Chamber earlier. I had to attend to other business.

I think that what we are being asked to do is give the Bill a Second Reading. It is perfectly right that the hon. Gentleman wants a lot more detail, but I am sure he would be very welcome to serve on the Committee should he allow the Bill to make progress today. He could then raise all these points, and they could all be answered satisfactorily. Will he now please let us move on?

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Order. It is getting very emotional.

[Mrs Sheryll Murray]

On a point of order, Mr Deputy Speaker. Is it in order for a Member just to walk into a debate just before it is supposed to end—

[Mr Deputy Speaker]

Order. That is a decision for the occupant of the Chair. I will decide what is in order and what is not in order. It is in order. I did see the Member come in. I did make a note. I do not have to explain myself and I will not be questioned again on the matter.

[Mr Nuttall]

To deal briefly with the intervention, as my hon. Friend the Member for Shipley said a moment or two ago—I do not know whether the right hon. Lady heard his comment—if there were 100 Members here who wanted to close the debate and the occupant of the Chair was in agreement, I would be happy for that to happen. However, my concerns cannot be dealt with in Committee because I am concerned about the principle of the Bill. I oppose it in principle—not just some minor details. I do not think that my concerns could be addressed simply by sitting down and letting the Bill go through to Committee.

I mentioned earlier that I had surveyed the secondary schools in my constituency. One reason why I felt it was important to do that is that, according to the records I keep in my office, about a dozen people have contacted me about the Bill. Most of the dozen—there are one or two exceptions—have simply sent me a standard letter, which is in identical form to all the other contacts I have had. Therefore, with over 67,000 constituents, 99.9-odd per cent. have not contacted me about the matter. I would therefore suggest that it is not an overwhelmingly pressing matter for my constituents, as some would have us believe.

I have concerns about the actual content of the Bill. It is not clear from the Bill how the training would be assessed or to what standard the training would be delivered. The impression has often been given in the debate that it is all about CPR and the use of defibrillators. However, in new section 85B(2)(d), introduced by clause 1(3), there is a long list of subjects that would have to be covered. I do not see how that could all be covered in half an hour in assembly. The reality is that the training will take quite a lot of planning. It will take several hours over a period of time. We have not been told what year the pupils will be in when they receive the training—is it the first, second, third, fourth or fifth year of secondary?

The Bill does say that there will be a consultation. Forgive me, but I would have thought that it was a good idea to have the consultation before we had the Bill. It seems to be a cart before the horse strategy. Rather than provide for a consultation in the Bill, surely it would have been a good idea to have had the consultation. We could then have had the debate on stronger ground.

I have rather slimmed down my comments because I want to hear from the Minister. In conclusion, I believe the idea of having a nation where everyone has the skills necessary to save someone else’s life in an emergency is a very worthy one indeed, but I am not convinced this Bill is the right starting place to achieve that aim. I believe in the current position where schools have the freedom to make their own arrangements and, as I have explained, teachers are doing that so well in my constituency. I thank them for their excellent work, and I think they should be allowed to get on with it unhindered by legislation and yet more bureaucracy. Many teachers are already worried about their workload, and we should ask ourselves whether this is the right time to add to their burdens.

Emergency first aid skills can already be taught and I certainly recommend that every pupil should seek out opportunities to learn those skills. I believe individuals should have the freedom to make their own decisions on first aid training. That is the better way to truly create a nation of life savers. For all these reasons, I oppose this Bill.

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[Mr Gyimah]

I do want to make some progress. We want the new national curriculum to last, rather than having to be updated every few years. The new national curriculum is based on a body of essential knowledge that children should be expected to acquire in key subjects during the course of their school career. It embodies for all children their cultural and scientific inheritance, enhances their understanding of the world around them, and exposes them to the best that has been thought and written. That essential knowledge should not change significantly over time.

It has somehow been routine for Education Ministers to come to this place to make the case against the inclusion of a particular new requirement in the national curriculum. Such proposals, like the one in this Bill, are often supported by a persuasive argument, but their sheer number means that I start from a position of caution. I have to read out some of the topics that have been suggested for inclusion in order to make Members aware of the sheer burdens that people wish to be imposed on the national curriculum. The topics include: understanding the causes and issues around homelessness; teaching children about their rights in the context of forced marriage; teaching against violence; understanding transgender issues; knowledge about the health dangers of tobacco; understanding animal welfare; anti-bullying, including online bullying; the risks and dangers of gambling; promoting gender equality; knowledge about cancer and how to cope when cancer affects your life; knowledge of the symptoms of brain tumours in young people; fire and road safety, as was mentioned by my hon. Friend the Member for Colchester (Will Quince); positive body image; the UN declaration on the rights of the child; the dangers of carbon monoxide; gardening; knife crime—

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Order. I must say to the Minister that he cannot read out a telephone book of examples. He needs to try to get to the point we are dealing with.

[Wes Streeting]

Why is he talking out the Bill?

[Mr Gyimah]

I am not talking out the Bill, as the hon. Gentleman suggests from a sedentary position. I think it is insulting to this House, which is a bastion of free speech and the cradle of democracy, that people should not be able to develop their arguments fully.

[Mr Deputy Speaker]

Order. I hope you are not suggesting that I am trying to stop a democratic speech.

[Mr Gyimah]

Not you, Mr Deputy Speaker. I am talking about the hon. Gentleman. As I was saying, mindfulness; parenting; the theory of knowledge; fertility; map reading skills; encouraging children—

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[Mr Deputy Speaker]

Order. I think we have all got the examples—I don’t need the rest of the telephone book to be read out! Please, let’s get back to the debate. You have got plenty of pages with you there, just pick a different one.

[Mr Gyimah]

I am glad that you have grasped the point so quickly, Mr Deputy Speaker. Some of those proposals are niche, to say the least, but when made they all have a strong and persuasive argument behind them, with support from a strong campaign. If we were to include each of them in the national curriculum, we would have to ask what they displace, how we account for the time and how things develop. If the Government were to tell schools that they should teach about the dangers of tobacco, about gardening and about road safety along with every one of the issues that I listed earlier, we would be prescribing a very long list of specific content that should be covered, which would be unproductive. It could lead to a tick-box approach, as my hon. Friend the Member for Newark (Robert Jenrick) mentioned, that does not properly address the most important issues.