It is a pleasure to serve under your chairmanship, Mr Stringer, and it is lovely to swap roles, given the other jobs we hold. I thank the hon. Member for Strangford (Jim Shannon) for securing this debate. He is truly such a good man, as I think everyone in this place would say. It speaks so much to the kind of man he is that, having received an email from someone far away from his isles—although only 10 minutes from my home—he put this subject forward for debate. I thank him on behalf of the entire House for doing so, because it goes to the heart of the kind of man that he is.
I also, once again, welcome Helen and her husband, who are here from Stamford. I thank them for all their work with the Benedict Blythe Foundation; it works not only to raise awareness of the risks facing children with allergies, but to support children with unique brains and approaches to learning. I will touch on that briefly, because it matters so much that we remember the children for whom we are here fighting.
Helen’s son, Benedict, had an incredible talent for maths, which I wish I had. In fact, I often say: who do I look up to most in the world? People who can do maths. At the age of one, he could complete a 24-piece puzzle independently; by 18 months, he was doing pie charts; and by the age of four, he was reading books with diagrams of the central nervous system with a maths ability equivalent to that of a 10-year-old.
Benedict was clearly blessed with incredible intelligence, but he also had asthma and allergies. His first allergic reactions were identified when he was just four months old, and I cannot imagine how scary that must have been at the time for his parents. However, with careful planning and prevention, they were able to keep him safe. When our children grow up and go to nursery and school, it means that trust has to be put in those around them. That was not easy and, as the hon. Member said, when he was aged just two, Benedict’s nursery worker gave him cow’s milk, which caused him to immediately throw up. They only admitted that they had given him something that he was allergic to after his lips and tongue had swollen so severely that he needed urgent medical treatment.
Two years ago today, on 1 December 2021, Benedict woke up and went to school. There he ate a snack that caused him to collapse shortly afterwards, and he died later that day in hospital, aged just five. That changed the lives of his family and friends forever. I want to place on record the condolences of this entire House. As parents, we all struggle with this, and my child is just five, so I struggle in particular to do this. But I am so pleased that, after a year of fighting, his family finally get their debate—a year later—and also that it comes on the eve, suggesting to me that this is fate and it was meant to be as a tribute to Benedict.
Benedict’s story, however, is not unique. Although we as parents do everything we can to keep our children safe, more support is needed, particularly in the education system, where children spend so much of their time. Worryingly, 18% of food allergy reactions and 25% of first-time anaphylactic reactions occur in school, and that will only rise. Between 1998 and 2018, 66 schoolchildren died from allergic reactions.
A really important point was made about behaviour change and understanding change. I do not remember discussions about allergies when I was growing up. I think they are on the rise—I am not an expert, so I will not pretend to give a medical diagnosis—but I think it is very difficult for those in a position of authority, when they did not grow up having to worry about allergies, to suddenly run an institution where this issue has to be of fundamental importance. As we heard, at least two children in every school classroom have an allergy.
What this means is that, every day, thousands of children walk into schools uncertain whether they will get the support they need that could mean the difference between life and death. I have seen the impact and what it means for a young child to be nervous when they sit down with their peers at lunch, not knowing what will happen if some milk were to be poured on to their skin. For some children, including one in my family, that is how severe their allergies are. The vigilance needed and the pressures that it puts on the shoulders of these children is significant. That is partly why what we are talking about today is so important. If we can lessen the stress and the vigilance that these children are living with, we would be doing them a good turn—not to mention the lives we would save.
We know that every education professional goes into the profession because they love it and want to support children. Nobody would want to see a child exposed to life-threatening allergens in their school. The problem, however, is that the current system allows risk, which I believe could be tackled. As we have heard, the current Department for Education guidance is voluntary, which results in vastly different standards in schools, and even between different teachers and classrooms.
I think we are all very united in our list of asks today, but I will go through them. We should replace the voluntary advice with mandatory regulations—that is at the basis of ending disparity. We should require every school to implement and maintain an allergy policy. Let us make talking about what allergies are a standard part of the school conversations that children have, from the youngest age. Let us talk to our children about what it is to be a responsible classmate. Let us make it as egregious to mock a child who has an allergy as it is to be racist. When we read the allergy stories in this booklet and hear children talk about having their allergy weaponised against them in the playground, we see we can deal with that by making that abhorrent from the moment children start school—they have those conversations in their classrooms.
In addition, we should require every school to work with pupils’ parents or guardians to create individual risk assessments for pupils with allergies. A child’s allergy and the support they receive has to be reviewed by a GP every single year. It should be a requirement for the school to sit down every year and go through that GP assessment with the family. That would create additional work, but this is about saving lives. The reality is that
the type of things that a child will do changes every year—they might start going on foreign trips, for example. I remember that being a real cause for concern for the parent of the child in my family, who said, “Well, I don’t know what will happen when he goes on a school trip. That is not the same as a school canteen, where we know it is dealt with and there is a plan.” We have to make sure that the yearly review happens, because the circumstances and the way in which children are taught changes.
We also need to keep spare adrenaline auto-injector pens available to treat emergency cases. The good news is that the lifetime of those pens is getting longer. We need to make sure that staff are EpiPen-trained—not necessarily every member of staff, but a significant number—just as they are trained in CPR. We need to end the distinction drawn by some within education between minor and severe allergies: according to clinicians, there is no such thing. The factors in place on a day where a child has an allergic reaction determine whether or not that is minor or severe, so we need to overcome that.
Finally, we should ask for all school staff and teachers to be fully trained in allergy awareness and first aid response, because, as we heard, many children do not know that they have allergies. As part of that, in every single staff room—this can be done; I know schools that do it—there should be posters of children’s faces with the allergies that they have, and the three-point plan for what has to be done if they have an allergic reaction, so that teachers get used to knowing that. On an average day, the teacher who identifies a child having an allergic reaction in the playground or the canteen might not be their standard teacher.
As we heard, taken together, those measures would cost less than £5 million a year to implement, and they would mean that more children go to school in safety. For my part, I will write to every school in my constituency and ask them to adopt the schools allergy code. I will ask them to come back to me and we will offer whatever support they need to go through that.
Once again, I want to thank Helen and Pete; I am so proud that it is someone from our communities in and around Stamford who is going to change lives. I am confident that Benedict’s legacy will change and save lives. Some 13,000 people around this country felt strongly enough to sign the petition: 282 were in Stamford and Grantham, and 81 were in Rutland and Melton. Each one of them will be a member of a family who has been touched by this.
Allergic reactions and deaths are avoidable. I urge the Government to take these few simple steps. I know that there are many demands on the Education Minister’s time. Some people want to raise other conditions—asthma, for example, which Benedict also had—but allergies are the most likely to result in death and are therefore far more of a priority. There is an urgent need to support teachers. so that they can feel confident, take the pressure off children and make sure that parents know their children are safe. I urge the Government to take these steps to honour Benedict Blythe’s legacy and take what the House believes is a meaningful step that would save lives and ensure that we do not continue to see the heartbreaking reports of children dying in our schools for what could, with the right measures put in place, be as preventable as possible.
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