Oral Answers to Questions

Debate between Justin Tomlinson and Tim Loughton

Monday 7th October 2019 Commons Chamber

[The Minister for Disabled People, Health and Work (Justin Tomlinson)]

I would be very happy to meet the hon. Lady and her colleague. We are determined to continue to improve PIP—31% of claimants now access the highest rate of support, compared to just 15% under the legacy benefits—but I would welcome any additional information.

[Tim Loughton (East Worthing and Shoreham) (Con)]

As we have heard, many 1950s-born women have now reached the age at which they expected to receive a pension but are not, and many are struggling. Given that the judicial review is now out of the way, will the new Secretary of State agree to meet me and my co-chair of the all-party group on state pension inequality for women, the hon. Member for Swansea East (Carolyn Harris), to discuss the proposals in the transitional arrangement document we produced? Can she also give us an estimate of how many women are affected in this way and whether they are in work?

Oral Answers to Questions

Debate between Justin Tomlinson and Tim Loughton

Monday 3rd September 2012 Commons Chamber

[Justin Tomlinson (North Swindon) (Con)]

When a youth service is failing to meet the needs of its local communities, would the Minister support switching the funding to organisations such as sports groups, scouts and guides, so that they can extend their constructive engagement with young people?

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

My hon. Friend makes a very important point. We have some fantastic youth groups, voluntary organisations and people around the country with a passion for engaging young people and a knowledge of how to do so, who in the past have been frozen out too much from the local offer. In future, they need to be part of the offer for young people locally, and must work with local authorities and schools to ensure that young people get the very best opportunities.

Oral Answers to Questions

Debate between Justin Tomlinson and Tim Loughton

Monday 27th February 2012 Commons Chamber

[Justin Tomlinson (North Swindon) (Con)]

3. What steps his Department is taking to promote the teaching of emergency life support skills in schools.

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

Through non-statutory personal, social, health and economic education, at primary school pupils are taught about basic emergency procedures and where to get help; and at secondary school, about how to develop the skills to cope with emergency situations that require basic first aid procedures, including, at key stage 4, resuscitation techniques. As my hon. Friend knows, we are reviewing PSHE education to consider the core knowledge that young people should have, and we will publish proposals for public consultation later this year.

[Justin Tomlinson]

There has been significant support for the British Heart Foundation’s campaign for emergency life support skills to be included in the curriculum. Many people have called for it to be included in physical education, but what consideration has the Minister given to the merits of teaching it in biology?

[Tim Loughton]

My hon. Friend raises a good point. This is something of a personal interest for him, and I pay tribute to him for raising it in this House and in his constituency, where only this week he launched a “Save a Life by Volunteers in Emergencies” scheme for pupils. Our aim, through the review of the national curriculum, is to ensure that the school science curriculum, including biology, is focused on teaching pupils core essential scientific knowledge and about scientific processes, so I do not think that it would necessarily be most appropriate in that context, but it is sensible and helpful for schools to want to teach it to their pupils, and Ofsted will pick up on it as well.

Emergency Life Skills

Debate between Justin Tomlinson and Tim Loughton

Tuesday 7th June 2011 Westminster Hall

[Justin Tomlinson]

I thank my hon. Friend for his positive comments. I have often been guilty of sending in requests, and I understand what he said about being inundated, but surely there is no greater or more important skill to equip a young person with than the ability to save someone’s life. I am sure that replacing one cross-country run a year would be welcomed across the board.

[Tim Loughton]

I sympathise with my hon. Friend’s suggestion, and I want schools to implement it, but not because an edict from Ministers says that it should be part of the national curriculum so that they think, “Where can we fit that in?” I want them to do so because it is a good thing to do, and a good way of engaging young people who might be more difficult to engage. The subject might be a good way of enticing their interest in the classroom.

During the consultation, we received proposals that the compulsory part of the national curriculum should include chess, knitting and pet care, which I am sure are all worth while. I am sure that my hon. Friend and the hon. Lady would argue that they should not have the same priority as life-saving skills, but people argue that a whole load of things should be a priority. I want schools, and heads and teachers who know their children, to have the freedom to deliver the subjects that they believe are most important and that children will most relate to and benefit from. That is what the Government are trying to do.

[Tim Loughton]

The hon. Lady has answered her own question. I entirely agree about the importance of the subject, but we are trying to make the national curriculum tighter and more concise with a smaller range of subjects, giving more freedom to teachers to take on that subject, which I agree is a priority. We want a slimmer curriculum, and we do not want to add more subjects to it. However important the subject, it would add to the national curriculum.

There can be no more important training than that which allows someone to save the life of another who is injured, ill or otherwise in danger, and we must do all we can to ensure that children learn the basic skills that they might need in case of emergency. We all agree on that, but the best way is not through the academic base of knowledge that the national curriculum contains, but through the broader curriculum. Just because the skills are not specified in the national curriculum does not mean they will not and should not be taught, or that the Government are downplaying or undervaluing them. The reverse is true. I implore all schools to ensure that their pupils develop the personal and social skills they need to become responsible citizens, and to lead healthy and safe lives, and that includes being able to encourage and enable others to lead healthy and safe lives.

[Justin Tomlinson]

On the specific point about outside organisations, such as the British Heart Foundation, surely the Government could play a role in providing information so that schools can access it. When I visit my schools, they agree that it is a good scheme to take up, but do not necessarily know how to do so. Perhaps the Government could be proactive in encouraging that.

[Tim Loughton]

That is the point that I intended to end on. It is a fair and practical solution. We are not proposing to make the subject, along with pet care, knitting, chess and thousands of other helpful suggestions, part of the core national curriculum, but there are other things we can do. The hon. Member for Bolton West asked me to look at other ways of promoting the subject, and we will do so, for example, by asking individual MPs and Ministers to go into schools and ask what they are doing to teach first aid, and whether they are part of a local appeal to install a defibrillator in the town centre, and are ensuring that their children know how to use it. We can also send strong messages in our work on the PSHE review.

I think the hon. Lady suspected that we would not be able to deliver her request today, but that in no way downplays the importance of the issue that she has rightly and usefully raised. There are many other ways of promoting the subject to ensure that we have a far better educated and engaged population in our schools who will take on those skills because they want to, because it is the right thing to do, and because they will all benefit.