Statutory PHSE Education

Debate between Teresa Pearce and George Howarth

Tuesday 6th February 2018 Westminster Hall

[Teresa Pearce]

I agree. Things work best when the home and the school work in partnership, not when they are in conflict. I am the mother of a teacher who often tells me about problems she has in trying to teach religious education in school. Some parents want their child removed from the lessons, because they do not want their child to be taught about other religions. That does not help. All children should be treated equally and have equal access to information, as the hon. Lady says. I completely agree.

One of the key benefits of PSHE, I believe, is that it increases academic attainment. A report by Pro Bono Economics in 2017 found that the provision of high-quality PSHE has a positive impact on young people’s academic attainment. Moreover, a study of 200 social and emotional skills programmes, predominantly delivered through PSHE lessons, demonstrated an 11% improvement in young people’s academic achievement. Encouragingly, evidence also showed that PSHE can have a positive impact on life chances, as it was the academic performance of the most disadvantaged children that improved by the greatest amount as the result of receiving high-quality PSHE.

PSHE does more than just add value to the qualifications that young people leave school with. Evidence suggests that it supports children in developing skills and characteristics such as teamwork, confidence, flexibility and resilience—all of which will enable them to achieve in their future lives and careers. I am sure that many hon. Members in the Chamber have had conversations with employers about young people leaving education with a handful of perhaps excellent qualifications, but no life skills. Many years ago when I was young I learned those life skills through such things as Saturday or holiday jobs, which are hard to get now. I learned what it was to be an adult by working with older women in Timothy Whites—whatever happened to them?—on a Saturday. Those things are not there for young people now; they need somewhere where we can teach them the life skills that they need to become the sort of employee that employers are looking for.

That is because the world of work that young people enter now is very different from the one I entered when I left school. People are not just looking for examination results; they want a candidate with the ability to adapt, innovate and work in partnership. Key leaders in business and industry support that view. The CBI has said that there is a need to focus

“not only on knowledge and skills, but also on the key attitudes and behaviours that are needed for success in life outside the school gates”.

That is where PSHE can certainly help. There is strong evidence that it improves academic attainment and young people’s prospects. I remind the Minister that at the Education World Forum in January he said:

“Preparing pupils to compete in an ever more competitive jobs market is the core purpose of schooling”.

I agree, and if he means what he says, as I believe he does, we need to be serious about attainment and social mobility, and about making provision for high-quality PSHE as a statutory requirement in schools.

Many other Members want to speak, and I do not want to cover every aspect of the subject, but I want to talk in particular about one area that is dear to my heart. In 2015 I tried to get a private Member’s Bill through Parliament—the Compulsory Emergency First Aid Education (State-funded Secondary Schools) Bill. Unfortunately it did not succeed, and the Government and the Minister did not support it. Perhaps the Minister was right and it was not the right place for the matter to be dealt with; perhaps the place for it is in PSHE. I should be happy to know whether he thinks that that is so.

I have worked hard on the issue for a number of years, as have many other Members of Parliament. The British Red Cross, the British Heart Foundation and St John Ambulance have all welcomed the call for evidence, believing that the teaching of first aid could sit happily within PSHE. The teaching of first aid, including cardiopulmonary resuscitation, as a mandatory component of statutory PSHE in both primary and secondary school, could be done in one hour a year, each year. It would ensure that all children and young people had the opportunity to learn that crucial life skill, building up knowledge and confidence over the course of their time in school. We know the statistics about first aid: only 5% of adults feel knowledgeable or willing to act in an emergency. Up to 59% of pre-hospital deaths from injury could have been prevented with basic first aid. More than 30,000 cardiac arrests occur out of hospital every year in the UK, and fewer than one in 10 people survive. If we could match the survival rates found in parts of Norway, where CPR is routinely taught in secondary schools, we could save around 5,000 lives per year in the UK.

As a mother of teachers, I understand that teachers are hard pressed and that their job is difficult, with long hours and little space, but I believe teachers are best placed to deliver the training, and they are not alone. They do not need specialist training to deliver it, because there are many quality, approved resources already being used in schools, such as those used by the three organisations I mentioned. The British Heart Foundation provides free CPR “watch and learn” training kits, which are in place in 66% of secondary schools. The British Red Cross provides “Life. Live it.” first aid for children and first aid learning for young people, with resources for primary and secondary schools. St John Ambulance provides free online access to its streamed sessions under the banner, “The Big First Aid Lesson”, which many of us will be aware of. The most recent session reached 125,000 students in a single sitting, in addition to more traditional teaching resources.

First aid learning must be appropriate to the development level. The optimal age to start teaching cardiac compressions is around 12, but learning the symptoms of cardiac arrest and how to call for help can begin with much younger children. When they start school, children should be taught how to dial 999 and what happens when they do. That will impart a sense of confidence and responsibility to act. In the current climate, when we all, particularly young people, go out to bars, cinemas or concerts, there is an ever-present threat of terrorism. We need to turn young people into life-savers so that they do not become bystanders.

[Mr George Howarth (Knowsley) (Lab)]

I hesitate to intervene, because my hon. Friend is making such a powerful case, but does she agree that as well as the practical benefits she is talking about in terms of saving lives, another benefit of first aid training for young people is that it builds up their personal confidence and their employability?

[Teresa Pearce]

I absolutely agree; that is almost the next point I was coming on to.

The training needs to be appropriate to the developmental level, but no matter how young children are, they can start learning about things such as what to do if they get a cut, how to put somebody in the recovery position and how to ring for help. Those are important things.

Beyond the process of learning those skills, as my right hon. Friend has just said, their inclusion in PHSE could have other benefits. The International Committee of the Red Cross believes:

“First aid is not just about techniques. It is an act of humanity”.

I agree. It is a key responsibility of citizenship. Teaching those skills will help create the next generation of good, caring citizens. It will teach character, something we all want to see happen. The Red Cross is surely right about that. Empowering young people with the ability to act and potentially save a life can transform how they feel about themselves and improve their self-esteem. It could also encourage more people to go into that career area and become paramedics. I have met many young people who, after having first aid training and perhaps joining St John Ambulance, went on to become paramedics and work in the national health service, because they found that they had a key skill and they understood its importance.

First aid training has wide support: 97% of teachers think it is vital for young people to learn essential skills in school, and 89% of people think that CPR should be taught in all schools in the UK. Some 95% of parents agree that first aid should be taught in secondary school, and 97% of 11 to 16-year-olds agree that they should be taught first aid, saying that they either definitely or probably should be taught it at secondary school.

We have a world that is fast changing—very different from the one I grew up in. It is a world full of threats online and the demands of social media. We hear a lot about the pressure young people are under. We know that young people need to learn about consent and about the terrorist threat. I am from a lucky generation; I grew up after the second world war, in a time of peace. Young children now face constant threats—things we could never have dreamed they would face—and if we are to equip them for those threats, to deal with them in their everyday lives, we have a duty to ensure that in school every child is taught PHSE. It is a place to learn life skills that will equip them for the challenges ahead.