Self-defence Training in Schools

Will those not staying for the next debate please be courteous enough to leave quickly and quietly? We are going to hear from the House’s kung fu, mixed martial arts and krav maga specialist, Mr James Gray, whom I invite to move the motion.

I beg to move,

That this House has considered self-defence training in schools

I will start by talking about allied matters to do with the tragic murder in May last year of my constituent Ellie Gould, and by giving some background to the case. The primary purpose of the debate is to call for greater teaching on self-defence in schools, but the reason Ellie Gould’s friends and relations are calling for that is worthy of explanation.

On 3 May last year, 17-year-old Thomas Griffiths brutally stabbed and murdered his ex-girlfriend in a frenzied and horrific attack in Calne, in my constituency. Nothing could be worse for Ellie’s parents, Matt and Carole, than to lose their dear daughter, nor for a wide group of schoolfriends from Hardenhuish School in Chippenham than to lose their dear friend. That it happened in that particularly brutal way is absolutely heartbreaking, and I am sure the whole House will join me in offering Ellie’s family and friends our heartfelt sympathy on their loss.

Despite the terrible tragedy of Ellie’s death, the family are determined to try to find ways of making something positive come out of it. They have been active in seeking routes by which they can achieve that, to try to help in some small way to prevent a similarly awful thing from happening again.

The family firmly believe that the sentence passed on Thomas Griffiths should have been a strong deterrent to others. They were deeply disappointed by the 12 and half years handed down, which they and I view as being woefully inadequate. They sought to persuade the Attorney General to appeal against its leniency, and the Home Secretary at the time was most generous with her time, meeting the Goulds and sympathising with their call for tougher sentencing. She said it was clear that the punishment must fit the crime. In this case it most certainly does not.

Most recently, the Lord Chancellor met the Goulds to discuss the case, especially the question of sentencing, but despite that the Attorney General refused to accept that the sentence was too lenient, largely because at the time of the murder Griffiths was only 17, albeit nearly 18. Had he been 18, he would almost certainly have gone to prison for 25 years. Because he was a month short of that age, he was given only 12 and a half years. The Goulds argue—and the Lord Chancellor recently rather agreed—that there must be some way of bringing in a sliding scale of sentencing, so if someone is just under the age of 18, the courts can take account of that and provide a heavier sentence than they would give to a juvenile. I hope that in memory of the tragic death of Ellie Gould the Lord Chancellor will consider that matter further—I believe he is doing so—and that the Wessex area Crown prosecutor will agree to a meeting that we have requested for the family in the near future.

We have been active with the Home Secretary and the Victims’ Commissioner on several aspects of the way the case was handled. The Goulds have nothing but the highest praise for Wiltshire police, who handled the case with great sensitivity throughout. We are concerned about the parole terms for so-called young offenders and the possibility that Griffiths will be released before the end of his inadequate 12 and a half year sentence, simply because he was under 18 at the time of the crime. That entirely flies in the face of the judge’s remarks at the trial that he would serve the full 12 and half years. We are concerned that the final three years will be served in an open prison. We also spotted a flaw in the parole terms for the release of murderers, noting that there is nothing to prevent them from changing their name by deed poll while they are in prison. While Thomas Griffiths will not be welcome in Calne or anywhere nearby, if he were to turn up with the name John Smith it would be much harder to track him or to know he was there.

You have been kind, Mr Hollobone, to allow me set out these matters, as they are largely for the Home Secretary and the Lord Chancellor, rather than for the Minister. None the less, I hope that setting out the case has re-emphasised the reason for having this debate about education matters.

Ellie Gould’s close school friends, Ellie Welling, Harriet Adams and Tilda Offen, have been active in finding ways to commemorate Ellie’s sad death in a positive way. They feel that Ellie, like other such victims, was ill-equipped to spot when a relationship had turned toxic, as occurred between Griffiths and Ellie herself. They feel that we could improve the understanding of relationships that go sour by improving the personal, citizenship, social and health education syllabus, so people could understand relationships as well as the broader issues considered in that subject. Without alarming them too much, students ought to be made aware that relationships can go wrong and that that can result in violence. They should be taught how to watch out for signs of a relationship going sour and be ready for any violence that might occur as a result.

We welcomed the letter from the Minister for School Standards in September, in which he told us that relationships education will be made compulsory in all secondary schools from later this year—perhaps the Minister will expand on that—and that that education would

“be designed to equip pupils for adult life and to be able to manage risk in a variety of situations… The Statutory Guidance explains how these new subjects will help address the underlying causes of crime, such as respect and building positive relationships, as well as appropriate ways of resolving conflict.”

That is exactly what we want—PCSHE education that equips young people for all the turbulence of modern life, where relationships can turn sour with terrible consequences. We hope that our little bit of lobbying on this subject may have helped the Department to move the Minister in the right direction. I look forward to hearing the Minister’s reassurances about that later.

The tireless trio of Ellie’s friends, supported by a wider friendship group in and around Hardenhuish School, Clane and Chippenham, have secondly come up with what seems to me to be an eminently sensible proposal, which if implemented in part or in full would be a further worthwhile memorial to Ellie Gould. They argue, and I agree, that young people are ill-equipped to deal with personal attacks of all sorts. Sadly those are becoming more common, whether they are low-level attacks in the playground, sexual approaches of one kind or another, physical attacks, bodily harm and even murder. Young people come across those types of attack all the time and sadly they are ill-equipped to deal with them.

For that reason Ellie Welling and her friends have developed a busy campaign to try to persuade the authorities, the Minister, the Department and schools that there should be compulsory teaching of self-defence in schools. They believe that if schools have to teach swimming or road safety, for example, then surely the basics of self-defence should be a prerequisite. If we turn out young students with a basic understanding of how to defend themselves on the street after they leave school, we will have made Britain a better place and society a great deal safer. We are talking about not advanced or complicated mechanisms for self-defence, but the basics with which a young person might fend off potential attackers.

Ellie Welling and her friends have been successful in getting significant media coverage for their campaign, which has resulted in a huge correspondence from around the nation, with all sorts of people and schools agreeing with them that they would like to do more about teaching self-defence. They have learned from countless letters that personal attacks are among the highest concerns of young people today, particularly when they get ready for university. They want the basic skills to be able to deal with these kinds of attack.

I recently had an unnerving experience when Ellie’s friends arranged a one-day pilot course in a gym near Chippenham to demonstrate the self-defence techniques that might be taught. I am concerned to admit that, together with my stick, I was made to be one of the attackers. I lasted about 15 seconds before I was on the floor. They were very effective in dealing even with a big chap like me.

The training is basic. If an assailant grabs someone, they have to get him or her off, shout, make as much noise as possible, and get out of it. People have to shout and escape, but to escape they have to get rid of the assailant. The assailant might grab their arm, for example, or come from behind and put them in a neck-lock, or approach with a knife and threaten them—there are a variety of attacks. Young people need to understand the basics of how to get away from someone who is assaulting their person.

Such training is basic and pretty obvious, but terribly important. The fact that it is basic and obvious is the point of this debate. We are not asking for something very complicated or that will cost the state an enormous amount of money. Basic self-defence teaching can be done during physical training in the ordinary course of events in the school year. We do not want large amounts of money spent or complicated self-defence mechanisms taught. We want the basics. We simply want young people to leave school with an understanding of how they can conduct themselves in a dangerous world.

I am very interested in the case that my hon. Friend makes. Does he see any role in this scenario for the simple personal alarms with which Members of the House have been recently equipped? They are easy to operate and make a tremendous noise, which could well stave off an attacker.

My right hon. Friend makes an extremely interesting suggestion. No doubt that could form part of it. It would of course involve spending money, but what we propose would be largely free of charge to the state and would merely involve a slight change in the curriculum. However, my right hon. Friend is right to think of a personal alarm, which is often a useful to thing to have and perhaps might form part of how we take the agenda forward, so I am most grateful to him for his suggestion.

Incidentally, Mr Hollobone, it is a pleasure to sit under someone who shares the same birthday— 7 November, should anyone want to know.

And largely the same views.

It would be wrong if I impugned the Chair on any kind of view on any matter. He is here merely to keep order.

We argue for self-defence training because we believe a little basic training in schools might be sufficient to deter or prevent a range of lower level personal attacks. All we are talking about is five minutes a week in a PT class: low-level training, perhaps provided by outside professionals in the same way as music or sports teachers often come into school on a weekly basis and provide a basic level of training.

Inspired by Ellie’s friends, I raised the matter with the Minister for School Standards by letter, and he responded on 3 February, saying perfectly reasonably:

“It is a matter for schools to decide whether to provide self-defence lessons for their pupils. Schools are free to organise and deliver a diverse and challenging PE curriculum that suits the needs of all their pupils. Schools are best placed to decide what is appropriate for their pupils and how to provide it.”

Now, far be it from me to argue with my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), who is a very old friend and a distinguished expert, but I feel that his answer was rather weak. If we believe that some degree of self-defence is a good thing for our students as they leave school and go out into the wider world, it is surely possible for the Minister, the Government, the community and society to encourage schools up and down the land to take up the idea without prescribing to schools and without laying it down in the curriculum. We are simply talking about individual headteachers and chairs of governors taking it up. We are not talking about prescribing it in the curriculum. We merely suggest that if we believe self-defence is a good thing, for heaven’s sake let us find a way of making sure schools provide it.

I do not want the Department for Education to dictate what is taught in school. I believe in freedom for schools to decide, but the overwhelming response that we received following recent publicity on this matter should lead the Department to at least be relatively enthusiastic about providing basic self-defence tuition for our young people.

I welcome the Minister to her place and look forward to her response. We ask her to acknowledge the benefit that would be derived from universal or widespread teaching of basic self-defence techniques in schools across England. If she were to encourage that, help to enable it, and increase discussion of it, even without prescription from on high, schools would explore ways of providing such tuition. All we want is a ministerial acknowledgement of the need for self-defence, a general acceptance that it could be done without a great increase in resources, and a much wider realisation of the good that it would do. I hope that the Minister and the House will agree with me that if we knew that the cohort of young people leaving our schools today had had some level of training in self-defence, alongside the range of measures that the Government are putting in place with regard to knife crime, that would make our streets and towns and cities safer places.

It is a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for North Wiltshire (James Gray) on securing this important debate, on a topic that grew out of the most terrible tragedy, the death of Ellie Gould. Ellie’s grandmother, Patricia Gould, is a constituent of mine who lives near Calne, and I have been in touch with her. I entirely associate myself with my hon. Friend’s remarks about the sentencing regime that badly let down the family in this case. I hope that the Lord Chancellor will reconsider the sentencing guidelines so that we can see some change.

I strongly endorse the proposal that we should try and see how schools can do more to equip young people with the skills needed to defend themselves against physical attacks. I fully support the Government’s focus on getting the basics right in education. We have seen a helpful correction over the past decade and a reminder of what education is really about. The primary purpose of schools is to equip children and young people with the academic ability that will be the foundation for their future life. That is what schools are for. However, that is not all that they are for and there is space in the curriculum to help them develop the wider life skills that they need to prosper. Alongside our relentless focus on academic standards, we should consider the skills that young people need for life, so we should think about the practical skills that they need outside of academic training or professional skills. They need to know how to live an adult life. That includes the focus on mental health and relationships that my hon. Friend mentioned.

I also think there is a role for equipping young people with the skills of de-escalation. There is so much conflict in our society, and I do not just mean physical attacks, which I will come to. Young people often encounter conflict. Naturally, they acquire the habits of managing that, but as adults we should equip them with those. There is a case to be made for thinking about organisations that work with young people, as with adults, to equip them with the skills to de-escalate conflict.

It is a pleasure to serve under your chairmanship, as always, Mr Hollobone. I congratulate the hon. Member for North Wiltshire (James Gray) on securing this important debate, particularly on behalf of the family of his constituent Ellie Gould, who was so horrifically murdered in such tragic circumstances. It is also a pleasure to follow the hon. Member for Devizes (Danny Kruger), who always has interesting things to say about the role of communities in tackling some of the problems that we are looking at, which go deeper than the specifics of the case in question.

Perhaps I can also add my congratulations and tributes to Ellie Gould’s schoolfriends. They took the initiative to launch a petition, which I understand has gathered more than 10,000 signatures so far. That is a considerable achievement and shows a determination on their part not to let their friend’s murder simply be forgotten, but to use it to try to drive some positive change, as part of her legacy.

In particular they are calling for self-defence training in schools, through one or two PE lessons a year being devoted to that purpose. I share the view that it is best to encourage and not prescribe, but I think we all, on both sides of the Chamber, should encourage more teaching of self-defence to young people, because of the many threats they face. Those are not just physical; they face threats online as well, from new forms of cyber-bullying that can be damaging to a young person’s health and wellbeing, and through associations that can also put them in severe physical danger. We should be doing more to educate young people about how to keep safe in every context, but I certainly see a place for physical self-defence training as a part of that. I urge the Government to look at whatever lessons can be learned from the murder of Ellie Gould and applied more widely to keep other young people safe in future.

It occurs to me that there is an interesting link between the issue that we are discussing and some of the forms of community-led social prescribing that I have seen in my constituency—I know that they are happening beyond it. People with expertise or experience come together in community spaces, such as community halls, or faith organisations, and give support, through volunteering, to other members of the community, so that it does not necessarily need to cost anything and if it costs something it is not much at all.

The hon. Gentleman has reminded me of something that I meant to say, which is that of course the self-defence training need not necessarily happen in school. It could be schools getting together in a community. In many areas there would be schools that could combine for that. Alternatively, a Rotary club or voluntary organisations in the community could come together to provide such training. I am grateful for the suggestion.

I am grateful to the hon. Gentleman for that comment. He made some important points earlier about prevention, on which we should perhaps focus for a moment. I certainly agree that we need better PSHE lessons. Giving young people a better understanding of what constitutes a healthy or an unhealthy relationship equips them to know when they need to back off—particularly when there is coercive or controlling behaviour, which is what normally precedes the kind of violence that Ellie Gould so tragically experienced.

I also think—I am not suggesting that what happened to Ellie is attributable to this—that there is an awful lot of unrecognised mental ill health in our communities, particularly among young people. That is driven partly by many of the stresses that they experience through online bullying, for instance, which we perhaps did not experience, but it is also driven by trauma in early childhood, and the withdrawal of some of the services that might have been available through family support or early intervention to support young people to cope with the trauma as they grow up, and not to allow it to grow into a mental health crisis, which can happen in many cases.

I say that because I think that very few children, if any, are born bad; circumstances turn them bad. We must then deal with the consequences of that, if we do not try to tackle the circumstances that cause the damage in the first place. There is a strong case for early intervention and support for families and young people, particularly when they have experienced trauma, to prevent them from later doing the horrific things that can lead to tragedy in far too many circumstances.

The hon. Member for North Wiltshire talked about the need for a legacy from Ellie Gould, and it seems to me that perhaps the best thing we could contribute, on a cross-party basis, would be to make sure that what happened to her cannot happen to anyone else ever again. I take this opportunity to pay tribute again to her family and friends for the campaign that they have launched, and I look forward to a positive response from the Minister.

It is always a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for North Wiltshire (James Gray) on securing the debate. Protecting children and young people from harm, including from violence and other forms of abuse, is always this Government’s priority, so I thank him for raising the issue. I know that he has written to the Minister of State for School Standards to draw attention to the issue of self-defence classes in schools and has himself attended a class at Hardenhuish School.

I also want to give recognition and thanks to my hon. Friend the Member for Chippenham (Michelle Donelan) who, as a Wiltshire MP, has taken the case very seriously. The school is in her constituency and I know that she has written to the Minister of State on the issue. I thank her and my hon. Friend the Member for North Wiltshire for their work on it. I also thank my hon. Friend the Member for Devizes (Danny Kruger), my right hon. Friend the Member for New Forest East (Dr Lewis), and the hon. Member for Croydon North (Steve Reed) for their comments this afternoon.

I want to express my deepest condolences to Ellie Gould’s parents, Matt and Carole, on the loss of their daughter, and also to Ellie’s many friends at Hardenhuish School in Chippenham. I am sure that everyone in this House shares my revulsion at the needless events of 3 May last year in which Ellie so tragically lost her life. I pay tribute to the work of Ellie’s friends for their campaign, to the staff of Hardenhuish School for the work they have done to support pupils, and to Wiltshire police for their swift work in investigating the case and bringing the perpetrator to justice. I hear the concerns that my hon. Friend the Member for North Wiltshire raised about the sentence. The minimum age of criminal responsibility is 10 years old, and we believe that it is right for the court to start with a minimum term of 12 years for someone who is under 18 when they commit a murder. However, 12 years is the starting point and the court can increase the minimum term according to aggravating factors.

I have used the intervening period since my intervention to check on the price of rape and other attack alarms. From a well-known online megastore, one can get a pack of three of these extremely effective protective devices for less than £9. Does the Minister agree that, as a matter of routine, particularly where people are concerned about attacks in public places, such a modest investment is well worth making?

We should look at all ways in which to keep young people safe. I note that it is possible to get such an alarm as an app on one’s phone. I will certainly look at my right hon. Friend’s point.

I make clear that I have absolutely no objection to schools providing self-defence instruction if they think it is appropriate. I encourage headteachers to consider this provision, and to offer it if it is right for their students. However, factors that need to be taken into account include the age and maturity of the pupils. It is incredibly important that they understand that they are being taught techniques that should only be used in an emergency, as a last resort, to free themselves from an attacker. Often, actually avoiding the attack is crucial.

It is vital that the instruction itself is conducted in a safe way, that the instructor holds appropriate qualifications from a sport’s national governing body and that the instruction is not given in PE lessons, which I do not think is the right place for this within the curriculum. However, where instruction in self-defence is provided, it must be taught by suitably qualified instructors, and schools should be able to recognise those individuals and organisations that can help. For example, the Association for Physical Education has provided safety guidance, “Safe Practice: In Physical Education, School Sport and Physical Activity”, to help protect teachers and pupils from potential risks, including in contact sports. Schools should also be able to recognise reputable individuals and organisations by checking that they have good safeguarding arrangements, qualified coaches and are compliant with sector guidance. There is guidance from the Association for Physical Education and Sport England, for example.

Reputable martial arts instructors are expected by their Sport England-recognised governing bodies to have adequate policies and procedures in place, including, but not limited to, appropriate coaching, first aid and safeguarding qualifications, and to have appropriate Disclosure and Barring Service checks in place. Given the inherent risk of personal injury in martial arts, they should also be appropriately insured. Sport England also produced a version of the National Society for the Prevention of Cruelty to Children’s child protection in sport unit’s “Standards for safeguarding and protecting children in sport”, relating specifically to a safeguarding code in martial arts. At least 300 individual providers and organisations have already signed up to this and meet the requirements of the code. However, not all martial arts have a recognised national governing body, so not all of them conform to the standards required of a Sport England-recognised national governing body.

This has been a useful debate. We have taken the whole topic forward, and we have remembered Ellie in an appropriate way. I thank all those who have taken part. My hon. Friend the Member for Devizes (Danny Kruger) represents Ellie’s grandmother, who I know had difficulties with victim support. There is work to be done in assisting her. My right hon. Friend the Member for New Forest East (Dr Lewis) is absolutely right about alarms; he made an extremely interesting and useful point. The hon. Member for Croydon North (Steve Reed) made some extremely helpful and useful points indeed.

The family and friends of Ellie Gould will be impressed by much of what the Minister had to say about the changes to PSHE education. They have campaigned hard for a move towards teaching understanding relationships and what to do when relationships go wrong. I think that many of the things that the Minister explained will come into the curriculum this September will be warmly welcomed by the family and those observing what is happening on this issue.

Equally, what the Minister said about protecting young people from online harm, verbal harm and physical harm, in the playground or elsewhere, or in later life, was extremely useful. I perfectly well understand that the Government cannot lay down for schools what they will teach, when and how. Different schools in different places will teach different things. It is right that that should be a matter for headteachers and chairs of governors to decide. None the less, the fact that the Minister was able this afternoon to give a gentle nudge in the right direction, by encouraging schools to consider using the proper skills to teach young people how to defend themselves in later life, is an extremely useful contribution to the debate, and I am very grateful to her for it.

I think that this afternoon’s debate has been a useful memorial to Ellie Gould. There is no purpose in any such death. None the less, the fact that we are able to try to advance the cause of preventing similar things from happening in the future is, I think, of itself a most worthwhile tribute to Ellie Gould.

That this House has considered self-defence training in schools.