First Aid Techniques: National Curriculum

Steve McCabe Excerpts

Tuesday 10th March 2015 Westminster Hall

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

I congratulate my hon. Friend the Member for Bolton West (Julie Hilling) on securing the debate. She has been assiduous in ensuring that the rest of us are held to account on the issue, about which she feels very strongly.

It is surprising that, after the debate in the Chamber on 22 November 2012, the issue remains unresolved and that we find ourselves back here discussing largely the same matters. On that occasion, the right hon. Member for South West Norfolk (Elizabeth Truss), then children’s Minister, was positively effusive in her support for this idea, yet here we are in the dying days of the Parliament and we do not appear to be much further forward. As my hon. Friend the Member for Erith and Thamesmead (Teresa Pearce) has said, there is no requirement to teach life-saving skills in our schools. In some schools, children learn about automatic external defibrillators or CPR, but the Government, as far as I am aware, have no settled policy on the issue. The Minister might be able to help us on that point.

In December 2014, the Minister for Schools was almost as effusive as the right hon. Member for South West Norfolk, and perhaps even more so. He became the first Education Minister to back adding first aid to the curriculum when he said that it should be a compulsory part of personal, social, health and economic education, or PSHE, lessons. I understand that the Government’s cardiovascular disease outcomes strategy recognises the need to improve out-of-hospital cardiac arrest survival rates and promotes an increase in the number of people trained in CPR and in the number of public access defibrillators. What steps are the Government taking to increase the number of people with such training, as part of their strategy? Schools seem an obvious place to start if we want to increase the numbers, and teacher training courses are another place where it might make sense to try to increase training. I would be grateful if the Minister shed light on how the strategy is being implemented, because that might go some way to addressing some of the issues raised today.

When the Secretary of State for Education was last asked about the issue in a parliamentary question, the best she could offer was that the Department of Health was

“helping schools to procure defibrillators at a reduced price.”—[Official Report, 2 March 2015; Vol. 593, c. 672.]

The hon. Member for Strangford (Jim Shannon) said that there is often difficulty between Departments, and I take that point, but what we are doing in schools requires more than the Secretary of State to tell us that the Department of Health has a policy to help to get some cut-price defibrillators.

[Jim Shannon]

The first responders organisation on the Ards peninsula, where I live and which I represent, has managed to buy half a dozen defibrillators at a reduced price. The organisation has obviously negotiated that price and made defibrillators more financially available.

[Steve McCabe]

Most people would agree with anything that could be done to make the equipment available at reduced cost.

As I understand it, the Department for Education non-statutory guidance encourages schools to consider purchasing a defibrillator as part of their first aid stock, and the guidance also suggests that staff members who are already appointed as first aiders might wish to promote first aid techniques more widely in the school among teachers and pupils. That is the end of my pre-election knockabout, because I recognise that the bulk of the debate has been relatively consensual. I will not pursue the Minister any further.

Like others, I recognise that every year some 150,000 people die in situations in which first aid could have made a difference. According to the British Heart Foundation, more than 30,000 people suffer out-of-hospital cardiac arrests in the UK each year. Some hon. Members said that fewer than one in 12 survive, but my researcher told me that the figure is fewer than one in 10—we know that not enough people survive. As the hon. Member for North Swindon (Justin Tomlinson) reminded us, this is not about statistics; it is about real-life experiences that people may or may not survive. It is important to bear that in mind, and we are clearly behind other countries in teaching CPR to young people.

According to the Red Cross, only about 20% of our secondary school students learn first aid skills in the classroom, and it is estimated that less than 13% of pupils access some sort of CPR training at school. If we ensured that school leavers were capable and confident in performing CPR, as my hon. Friend the Member for Bolton West said, an estimated 5,000 lives could be saved each year.

Arguably, we are behind many of our European counterparts; countries such as France, Denmark and Norway all make life-saving skills such as CPR a mandatory part of their school curriculums. For many years, they have used strategies ranging from self-learning with DVDs and mannequins to structured teaching, which is exactly the model that Members have discussed today.

Further afield, a recent statement by the American Heart Association concluded that CPR training should be required for graduation from secondary school. I was told that 20 states have introduced such a requirement, but I note that two Members have said that the number is 36, so I bow to their superior research. I understand that most US schools use a CPR training kit that trains 10 to 20 students at a time and takes 30 minutes, which is not dissimilar from the approach recommended by the British Heart Foundation and mentioned in the debate by several hon. Members.

As my hon. Friend the Member for Vale of Clwyd (Chris Ruane) said, international evidence suggests a substantial decrease in deaths associated with cardiac problems in countries where CPR training is mandatory in schools. In Norway, for example, survival rates are 25% better than our own for individual cases of cardiac arrest. To compare the international story to our own, as I have said and others have repeated, only 20% of our students leave school having learned first aid, so we can see the scale of the problem facing us.

As was mentioned earlier, when asked in a recent survey, almost all secondary school students stated that they would want to help a friend or family member needing emergency first aid, but 94% said that they needed further training before they would feel capable of doing so. A further half of secondary school students admitted to feeling nervous and panicking in such situations. The issue is further exacerbated; a British Heart Foundation survey found that barely a third of respondents would know how to perform CPR on a friend or family member. That is worrying when we consider the number of people at risk.

As I understand it—other Members here may be better informed than me—it is likely that CPR training would be confined to the secondary sector, as young primary-aged children frequently lack the physical strength to carry out CPR on adults. In their case, training would probably involve general awareness, maybe about the appropriateness of dialling 999 or putting someone into the recovery position, as the hon. Member for Chatham and Aylesford (Tracey Crouch) said. It seems to me that it would not exactly be a daunting task to teach that to primary school children; the British Heart Foundation claims that its training takes about 30 minutes. The hon. Member for Romsey and Southampton North (Caroline Nokes) reminded us that the Select Committee on Education recommended in its recent report “Life Lessons” that PHSE should be compulsory in schools.

I will conclude by summarising the Labour position. We are committed to ensuring that life-saving skills are taught in all our schools, and we are happy to talk to schools and teachers about the best way to ensure that that happens. As we heard earlier from the hon. Member for Romsey and Southampton North, some people think that this should be part of PSHE while others suggest that it should be included in the physical education curriculum. There is some debate. The PSHE Association wants a programme of study that includes emergency life-saving skills.

Schools might also use organisations such as the Red Cross, St John Ambulance, the Royal Life Saving Society or others to provide relevant resources and training. As we have heard in the debate from a variety of Members, several local organisations and campaigns could be utilised to that end. The hon. Member for Chatham and Aylesford described the arrangements in her area to supply equipment, which showed what a community effort it can be. The hon. Member for Strangford told an encouraging story about what progress can be made, but he also served to remind us that, at times, Departments can be good at getting in the way. If ever there were a case for joined-up government, it is on issues such as this.

What matters more than anything is that we stop discussing and start doing. Under Labour, life-saving skills, including CPR where age-appropriate, will be taught in all schools.