Oral Answers to Questions

Debate between Robert Jenrick and Jacob Rees-Mogg

Tuesday 16th January 2018 Commons Chamber

[Robert Jenrick]

I am grateful to my hon. Friend for that question. As he knows, in the autumn statement we committed to a review of not just air passenger duty, but the impact of VAT on tourism in Northern Ireland. That review is under way and will report back in time for this year’s autumn Budget.

[Mr Jacob Rees-Mogg (North East Somerset) (Con)]

4. If he will bring forward legislative proposals in respect of the imposition of inheritance tax on direct personal donations to campaign groups involved in referendums.

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

Debate between Robert Jenrick and Jacob Rees-Mogg

Friday 20th November 2015 Commons Chamber

[Robert Jenrick]

I will not delay the House for too long, lest I be perceived as the Mini-Me to my hon. Friend the Member for Shipley (Philip Davies). I was arguing that the Bill puts those of us who feel passionately about first aid and its importance to all of us as citizens, parents and Members of Parliament in an invidious position. The heart agrees that this must be taken forward and given greater prominence, and those engaged in it given greater support, whether by Government, councils, school or any voluntary groups involved, but I am not at all convinced that the current Bill is the answer.

As I said before the urgent questions, I have consulted my local headteachers. I will not reprise what I said earlier, other than to say that in each of those conversations a range of interesting and valuable ways in which first aid and CPR can be furthered was put forward. One school has a first aid-themed day and asks pupils to go in voluntarily on a Saturday to do first aid training. Teachers nobly agree to come in and man the school for that day. St John Ambulance comes in and assists.

[Mr Jacob Rees-Mogg (North East Somerset) (Con)]

My hon. Friend is making an important point. What people do voluntarily they do with more enthusiasm than that which they are ordered to do by the state. Is it not right therefore that that is a better model?

[Robert Jenrick]

I agree wholeheartedly. Not only do the people who engage in these activities when inspired to do that voluntarily do so with greater appetite than if they were compulsory, but when it is not mandated in a prescriptive manner in the national curriculum, there is far more opportunity for teachers and community groups to blossom and come up with interesting and innovative ideas, rather than following tired templates.

--- Later in debate ---

[Robert Jenrick]

My hon. Friend may be better informed than I, but I believe that that is done in Germany and some other countries around the world. Such policies may be good ones. They may be things to consider. However, I do not think that the national curriculum is necessarily the lever to use to pursue this because, as I say, none of the headteachers wants that. They want to continue to do the training in their own—in my experience—innovative and local manner. They also want to work with local groups. As I said earlier, there are some superb ones in my constituency. I am sure that every hon. Member has such groups in their constituency. It is those groups I want to see given greater support, whether by councils, the Government or any other organisation, so that they can continue to blossom and flourish.

[Mr Rees-Mogg]

Following on from what my hon. Friend has been saying, does he agree that this is actually a very bureaucratic response requiring lots of guidance from the Secretary of State? It is back to the bad old days of schools being lumbered with endless instructions and directives from Whitehall.

[Robert Jenrick]

I quite agree. I wonder whether some of those positive and innovative examples that I mentioned earlier, such as the school in Sutton Coldfield that offers such training on a voluntary basis and sees vast numbers of students take it up, the prefect programme and the weekend activity programme, would have happened if there were a simple prescriptive national curriculum approach to the problem.

The final issue I want to discuss is the fear of the tick-box culture, and this crosses over to other issues. It is one of the most corrosive aspects of our society, whether it is in education, financial services or any other form of regulation. So many professionals, when faced with a box to be ticked, do the bare minimum, rather than seeking to do the best or to offer the most innovative answer. I fear that the vague nature of this Bill, which allows maximum flexibility to our schools—which may appear ostensibly positive—in fact will not ensure that quality prevails. If those groups that I have seen in my constituency provide extremely high-quality CPR and first aid, and I am sure they do, I want to see that continue and be made available to young people, not eroded by the need of some schools—although I am certain it would be a minority—to pursue a tick-box culture.