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

Debate between Sheryll Murray and Sam Gyimah

Friday 20th November 2015 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)]

I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce) on securing this debate. She rightly pointed out that nothing is more important than keeping children and the staff who educate them safe in our schools.

Emergency first aid skills are therefore very important. Having the skills to deal with emergencies such as severe bleeding, heart attacks, choking or episodes arising from an underlying condition such as asthma or epilepsy can save lives. It is also vital that people know how to summon emergency services in such situations.

Cardiac arrest can affect anyone at any time, regardless of whether they have previously been diagnosed with a cardiac condition. When such incidents affect children, it is terribly tragic. Unfortunately, there have been a number of tragic incidents in schools in which children have suffered sudden cardiac arrest and could not be resuscitated. The number of such incidents is, thankfully, very low, but of course every child, teacher and member of support staff who dies in this way is one too many.

Let us be clear: nothing is more important than keeping children and the staff who educate them safe in our schools. That is why I welcome the opportunity to discuss this important issue and to set out what the Government are doing in this regard.

We have done much to improve the way in which children are kept safe in school. For example, we have introduced a new duty requiring governing bodies of maintained schools, academy proprietors and management committees of pupil referral units to put in place appropriate arrangements to support children’s medical needs. I set this out because as we delve deeply into this debate, we need to appreciate the context within which the Bill is being introduced.

Most schools already had satisfactory arrangements in place and therefore were not required to do anything new. However, poor practice can make children miss school unnecessarily and fall behind in their studies. At its worst, it can be life-threatening.

Through the Department for Education introducing the new duty, parents can ensure they have a better experience of getting the right support for their children with medical needs. We have published accompanying guidance, “Supporting pupils at school with medical conditions”, and this is being used extensively by schools and parents. Crucially, we have also encouraged all schools to consider purchasing automated external defibrillators as part of their first aid equipment, making use of the new statutory guidance. To facilitate that, we have launched arrangements enabling schools to purchase high-quality defibrillators at a significantly reduced price. We have done that by working in partnership with the Department of Health to open up to schools the procurement routes used by many of our country’s ambulance services, and by purchasing large numbers of devices to achieve significant savings.

Of course, buying an automated external defibrillator —an AED—is only part of the story. In a cardiac arrest situation, every second is important. Schools therefore need to have an understanding of the devices and their capabilities and the knowledge to position them accessibly and close to where they are most likely to be needed. That is why we have also produced a new guide, developed in collaboration with the NHS ambulance services and a range of voluntary and community sector stakeholders. It covers issues such as positioning, staff awareness training and the maintenance of AEDs on school premises. The guide is clear on the importance of defibrillation and CPR in the chain of survival.

Schools will of course already have first-aiders trained in CPR, but there is no reason why they cannot use the purchase of an AED as an impetus to promote the knowledge of these skills more widely in the school community, among staff and pupils alike. Indeed, we suggest this in our guide and hope that many will choose to do it. To facilitate this, we highlight the fact that many NHS ambulance services, voluntary and community sector organisations and local authorities already offer free or low-cost training to schools.

[Mrs Sheryll Murray]

Will my hon. Friend congratulate the organisations such as St John Ambulance, the British Red Cross and the British Heart Foundation that help to provide this kind of training? Will he also congratulate the local Lions clubs that have helped to fund community purchases of defibrillators?

[Mr Gyimah]

My hon. Friend is absolutely right. A wide range of organisations have worked tirelessly over the years to make emergency first-aid training available not only in schools but more widely throughout our communities.

The widespread availability of defibrillators in our nation’s schools also has the potential to be of wider benefit to society. School premises and facilities are often used for other purposes outside school hours. In particular, they are frequently the location for sports events and other types of physical activity, which we know can increase the risk of cardiac arrest in at-risk individuals.

Schools are also at the centre of their communities. The guide therefore suggests that, if they choose to purchase one or more AEDs, they might wish to consider making the devices externally accessible when such an arrangement also meets the needs of the school. Installing a publicly accessible defibrillator may be particularly helpful in isolated areas, where ambulance response times are typically longer. Many schools have viewed this as a tangible way in which they can give something back to the communities they serve. I am pleased to confirm that by the end of last week, 787 defibrillators had been purchased under the scheme.

Of course, access to an AED is only part of the story. Every second is important when someone suffers a cardiac arrest, and first aid skills are vital to ensuring that help is available when it is most needed. The guide is therefore clear on the importance of both defibrillation and CPR in the chain of survival. Schools will, of course, already have first-aiders trained in CPR, but there is no reason why they cannot use the purchase of an AED as an impetus to promote further knowledge of these skills, as I have said.

Some have argued that, because of the good intentions behind the Bill, it should go through on the nod today and continue into Committee. The hon. Member for Erith and Thamesmead made a powerful case that we should go further. She argued for the provision of emergency first-aid education in all state-funded secondary schools, including academies and free schools. She also argued for that education to include cardio-pulmonary resuscitation and defibrillator awareness. She argued for first-aid education to be included in initial teacher training and continuing teacher education. Finally, she made the case for the Government to publish best practice guidance for delivering and inspecting emergency first-aid education.

This is not a simple Bill. I recognise the hon. Lady’s intention to ensure that more people have the kind of knowledge and skills that can prove so valuable in assisting a child or colleague suffering a cardiac arrest. I am afraid, however, that I do not share her view that such an addition to the national curriculum would be the best approach to securing her objective.

[Mrs Murray]

I have already raised the matter of renewing first aid certificates and CPR certificates. Will the Minister expand on that by saying where it would fit in with the curriculum if this Bill were to go through?

[Mr Gyimah]

My hon. Friend has made some very good points during this debate and she makes another one there. In thinking about this Bill, the intentions are important but we also have to consider how we implement it across thousands of schools to make sure that every child receiving this gets the highest-quality training and that it is refreshed at the appropriate times.

The new national curriculum, which has been mentioned a number of times, particularly by my hon. Friend the Member for Shipley (Philip Davies), introduced in September 2014, represents a clear step forward for schools. It provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. It will ensure that all children have the opportunity to acquire the essential knowledge in key subjects. Beyond primary English, mathematics and science, the slimmer national curriculum gives teachers greater flexibility to innovate in how they teach and to develop new approaches that will engage children in their education more effectively.