“In my view the judge was not entitled to find for the claimant on the basis of the third man theory. It is fundamental to our adversarial system of justice that the parties should clearly identify the issues that arise in the litigation, so that each has the opportunity of responding to the points made by the other. The function of the judge is to adjudicate on those issues alone. The parties may have their own reasons for limiting the issues or presenting them in a certain way. The judge can invite, and even encourage, the parties to recast or modify the issues. But if they refuse to do so, the judge must respect that decision. One consequence of this may be that the judge is compelled to reject a claim on the basis on which it is advanced, although he or she is of the opinion that it would have succeeded if it had been advanced on a different basis. Such an outcome may be unattractive, but any other approach leads to uncertainty and potentially real unfairness.”
“6. After leaving school in 1972 the Claimant got a six week summer job working for the First Defendant as a labourer. He was employed by the First Defendant during this period. 7. During this time, he worked at a school that he believes to have been Great Ballard School in the village of Eartham, for around 4-5 weeks…”
“Q. At paragraph 4 [this is a reference to the relevant paragraph number in the unamended Particulars of Claim] it's put in this careful way: "During this time, he worked at a school that he believes to have been Great Ballard School in the village of Eartham ..." … Q. So even then, with people asking you more and more questions and memory developing, as at January of this year, what you were able to sign up to was a belief that it's that school? A. Yes. Q. But you're not saying that it was that school but rather you're saying you believe it was that school. Do you see the difference? A. Oh yeah, I see the difference, but I don't know, so what else can I say. That's what I believe.”
“Therefore, whilst he cannot be certain, he does think that Great Ballard was the school he is referring to in his claim.”
“…Whereas it is admitted that the Claimant has confirmed his belief [emphasised] to be that he worked at Great Ballard School, Eartham, he has previously recalled Slindon College…”
“7….His working hours were around 08:30 – 16:00 each day. 8. The work was building work, and asbestos sheets were used as fireproofing in the school buildings. The Claimant’s recollection is that one building he worked on had a stage at one end of it, leading him to conclude that it was a theatre or a school hall. 9. The sheets were 6 by 4 foot asbestos sheets, and it was known by the First Defendant and the Claimant’s colleagues that they were made from asbestos. There were lots of dusty asbestos sheets piled up inside, ready to be used. They were very dusty, crackable, and not in any polythene wrapping. 10. The Claimant was handling the sheets throughout the day. As the sheets were large, the Claimant held them close to his body. He got dust on his hands and clothing as a result. He carried them from the large pile over to the carpenters work bench, and then helped carry the cut boards to where they had to be fixed up with nails and screws. 11. Some of the workmen were cutting the sheets on a small cutting bench inside the building. Lots of sheets were cut up during the works, and there was a lot of dust in the air from the cutting. 12. The Claimant also did a lot of dry sweeping up (indoors). He swept up with a large broom, and put the asbestos dust and smaller left over bits from the cutting into a bin, with larger pieces added to a scrap pile ready to go into a skip. The sweeping kicked up clouds of dust that the Claimant breathed in. 13. There was a lot of dust in the air and on the floor, and the Claimant and other employees were all walking through in and breathing it in throughout their time on the site. 14. After work the Claimant would be driven home in the company van. This would contain a group of around six workmen, with dusty work clothes on. The interior of the van was dusty. 15. The Claimant was not warned about the dangers of handling asbestos, or of breathing in asbestos dust. He was not given gloves to wear or a mask. There was no enforcement of the wearing of work overalls. The Claimant wore a navy cotton boiler suit that he purchased. As he only had one, he would re-use it day after day. 16. Save as is described above, the Claimant has not been exposed to significant levels of asbestos dust/fibres in either an occupational or domestic setting.”
“….He has retired from work in IT. He recalls being exposed to asbestos many decades ago when he worked as a labourer for a summer job.”
“Handling asbestos sheets and in close proximity to this material when it was being cut to size by tradesman in unprotected conditions. Also exposed when sweeping up the asbestos dust and debris left behind by this work.”
“What type of work or training do you think caused your disease?” the claimant’s new solicitor has written: “ • Labouring summer job cutting asbestos sheets for the school theatre • Sweeping up the asbestos dust + debris • Working nearby during demolition of an asbestos roof on an old Blg” • Labouring summer job cutting asbestos sheets for the school theatre • Sweeping up the asbestos dust + debris • Working nearby during demolition of an asbestos roof on an old Blg”
“Details of Exposure The Claimant remembers working for your company as a labourer in a summer job. He remembers using asbestos sheets to line a stage and other areas in the school, particularly the school theatre. He remembers handling a large stack of loose and dusty asbestos sheets. He stood near to the carpenters who were cutting these sheets with handsaws, inside the theatre area and he held the sheets and then helped carry them over to where they were being fixed up. He was exposed whilst helping to hold and carry the asbestos sheets, standing nearby during the cutting and then sweeping up using a brush and dustpan and brush. This job lasted around 3 weeks as he then did some other work around the school. He remembers lots of white dust in the air of the theatre and this dust was not enclosed or cordoned off and so ended up in the other outside areas in the corridors. The Claimant shared the company transport, and, in the van, he sat with other workers, around 4 other men, who were dusty and had not changed out of their work clothing. He remembers having asbestos dust on his clothing and in his hair that he then took back into his house. Employment History The HMRC schedule is attached.”
“Handling asbestos sheets at Great Ballard School; 1972 for 4-5 weeks 19… I clearly remember an occasion where I worked with asbestos sheets for building works when new school facilities were being provided… … 21… I clearly remember working at the Great Ballard School… 22. I also remember that in the company van, on the way to the school we had to pick up and drop off another young lad in nearby Boxgrove Village… 23. My younger sister, Gillian… was also living at home with me at that time and she has also been able to remember the labouring work at the Great Ballard School in Eartham. … Handling asbestos sheets … 26… I clearly remember handling asbestos sheets. One of the workmen told me that the sheets were asbestos and would be incorporated for fire proofing. 27. These were they 6x4 asbestos sheets and it was well known that they were asbestos sheets as some of the men were messing around and testing them by using a broken piece of asbestos sheet over a flame as a food heating plate. It was easy to experiment in this way as some pieces of broken asbestos sheet were left as litter on the grass. 28. They were using asbestos sheets for an area in the school that I believe the company was building from scratch. It was to make the area fire retardant… 29. I remember a lot of dusty asbestos sheets all piled up inside, ready for our use. The asbestos sheets were very dusty and not in any polythene wrapping. They were like a grey board and crackable... 30. I was handling these asbestos sheets throughout the day and got asbestos dust on my hands and clothing. I found that the asbestos dust on my hands had a distinctive smell…”
“47. I worked cleaning the toilets and fetching, carrying and sweeping in the main fabrication shed… Most employees were engaged in product fabrication or maintenance.” … 49. Whilst working there, I remember that a large asbestos out building was being demolished. I was asked to help pull it down and I remember having a discussion with the managers and saying that I needed a protective face mask to do this in view of the asbestos, and I was told that I did not need a mask as it was not blue asbestos. By this date, I had read articles in Private Eye about the dangers of asbestos and how workers exposures had to be minimised and how employers were not taking it seriously enough. 50. I cannot remember clearly for what happened after this and I think I absented myself for the following week when they got on with ripping it all down. When I returned it was gone.”
“8…I clearly remember working at a school in the area which to the best of my knowledge after research and discussions with my sister, would most likely to have been Great Ballard… 9. I was driven to, whichever school it was, in a van. I do not recall that we could see much of the outside world until the doors opened on site. 10. I visited the school this summer, it has its name on a large sign at the entrance. If the van doors only opened after the van passed the entrance, I wouldn't have seen the name board. … 13. As per my DWP application form, I thought this work was at Slindon College (which is a private school), however, as stated above, I did not physically see the school sign at the entrance and no one mentioned the name of the school. I did wonder about this and felt a little uncertain. 14. I therefore decided to contact this school after the DWP application had been submitted to make some inquiries. I was informed that they did not have any building works completed in the early 1970s and it was definitely not the school. 15. I therefore thought harder about this and looked online at other nearby private schools, to see if I could recognise them from their grounds and surroundings. I remember working at a local school in a grassy setting with an outdoor swimming pool. I assumed from its setting and the quality of the facilities that it was a private school. I don't recall ever being told or seeing the school name. 16. I also spoke with my sister, as we grew up closely together and know a lot about each other's lives and work. Therefore, after further thoughts, research and inquiries, as far as I am aware, the correct school is as confirmed in my signed statement- the Great Ballard School at Eartham. Eartham and Slindon villages are just 3 miles apart. …”
“58. This work is mentioned on my DWP application form as this was the only other place I could remember where there was some involvement with asbestos, and so the potential for me to have been exposed to asbestos dust and fibres. 59. At the time I was struggling to remember whether or not I had been involved in the start of the actual demolition. 60. I was working nearby before and after the demolition. When initially creating a record of potential asbestos exposure in the DWP application, I couldn't remember if I started on the demolition before taking time off or not. 61. My recollection after thinking about it for a while, is that the demolition request happened on a Friday. Since I had stirred things up by asking for a mask, the foreman decided to let things settle over the weekend and start work the following week, when I didn't go in. 62. I was always working on the site near to the demolition area, however, due to the tensions I had created with the managers in relation to the nature of the asbestos and no face masks, I believe that I was absent at the time of the actual demolition… 63. I am pretty sure that I took a week off when the demolition happened. I was surprised that I could take a week off and continue my employment.”
“3. On the second day someone told me that I was to go with him and he showed me where the asbestos boards were stored. There was a large stack of them in the room. I was told to pick up a board and follow. He took me to a building where some carpenters were working and told me to leave the board in there and go to fetch a few more. When carrying the first board I noticed that I would get powder on my hands and clothes. The dust on my hands had a distinctive asbestos smell.”
“Q. And you were asked [about the photographs of Great Ballard School hall].. an email response from your solicitor saying this…: "... Mr. Howell has looked at the photographs you sent and has replied below. You will see that he says the stage looks right, along with the inside of the building. The outside looks less substantial to how he remembers it, but he notes that it may have been modified or may have aged. His recollection is set out in detail in his amended witness statement. Given that Great Ballard is a country school with an outside swimming pool, and that it has a hall with a wall to wall stage with one end, it fits with his recollection pretty well." So it is said: "Therefore, whilst he cannot be certain, he does think that Great Ballard was the school he is referring to in his claim." A. Yes. Q. And do you recall that being, in essence, the information – A. Yes. Q. -- that you gave? A. Yes. …”; So it is said: Q. And do you recall that being, in essence, the information – Q. -- that you gave? (c) In relation to the reason why the claimant thought the material he was handling contained asbestos. The claimant accepted that the reason he gave in his statement was not only what asbestos looks like, but what it smells like. However the claimant explained his evidence in this respect further. He accepted that this was his first job and that he was not saying he had worked with sheets such as the ones he worked with on any other occasion in his working life. He accepted that he didn’t know what asbestos smelled like or even if it had a smell. He said that what he was doing was smelling what he had been told beforehand was asbestos. He said this: “A. No. No. It's probably after the event. So in this work I handled the asbestos sheets. I was told I think very early that the job was installing asbestos sheeting. When I handled the asbestos I got dust on my hand and I had a sniff to see what it smelt like and that is where the "smells like asbestos" comes from.”
“Q. Very well. Now nowhere have you suggested, and let's get this confirmed, that you saw on any packaging material "contains asbestos". There was nothing of that sort? A. There wasn't any packaging material on it. Q. Rather what you're saying is that at some stage – A. Yes. Q. -- someone – A. Yes. Q. -- told you – A. Uh-huh. Q. -- you say that these sheets contained asbestos? A. Yes. Q. And that's it? A. Yes. Q. Right. And it's that which then influenced and informed your references to the distinctive smell? A. Correct, yes. … Q. So this one unnamed individual – A. Yes. Q. -- on one occasion – A. Yes. Q. -- told you these sheets contain asbestos is your evidence? A. Yes, that's right. Q. All right. And absent that, the only other understanding that you had as to the use to which these sheets were being put was for fire boarding? A. Correct, yes. … Q. So if it turns out that the school theatre at Great Ballard does not contain asbestos – A. Yes. Q. -- would you accept that what you must have you were told, you say, must have been wrong? A. So I would say if there was a white board, white-ish greyish board in the school theatre stage that wasn't asbestos then I would say I was wrong, yes. Yes. ”
“A. Okay. So the basic problem is that I couldn't remember exactly what happened. I know I was asked to demolish it. I know that it disappeared. I couldn't remember how much I had to do with the demolition. … Q. -- you've come up with the recollection that the conversation happened on a Friday, the weekend went by, and then the next you know the building is down? A. Correct, yes. Q. So why on earth didn't you say any of this when presenting this statement? A. Because I didn't recall. I recalled that I was asked to take it down. I recall that it wasn't there. And I was struggling to remember anything else so, yeah, so that's…”
“3.10.5 If there had been previous asbestos removal work, often it is possible, in my experience, to find remnants indicative that such work has taken place, such as adhesive tape (or spray adhesive) from enclosure construction, expanding foam used to seal gaps, pieces of polythene sheeting, staples, screw or nails left behind, residue/debris of the asbestos materials that had been removed in the screw/nail holes. I found nothing to suggest this was the case. 3.10.6 If there had been a fire protective board lining the building, it would make sense that the timber roof was also lined. Visually, the building did not appear as though any over-boarding had been removed from the internal roof. Furthermore, if the building had been fire protected, then it seems unlikely that the fire protection would then have been removed, at a later date, leaving it unprotected in the case of a fire.”
“11. Due to the School's financial difficulties, it required investment. We needed to expand the number of children it could admit to make it more financially viable. As part of our investment programme, we decided to extend the School Hall. This was in the 1990s. 12. I walked around the School Hall on22nd January 2026 with Mr Burt to point out to him what work had been carried out. In a nutshell, a simple extension was added to the School Hall. I advised him that the area in which the stage is positioned is in the extension that was added to the building. The demarcation between the original building and the extension can be seen when one looks at the change in the floor of the School hall. 13. I can categorically confirm that the original School Hall building was not refurbished during the extension work. All we did was add an extension to the original building. Thereafter, the builder did his best to match the interior decoration in the extension to the decoration of the original building. 14. I can confirm that the interior of the School Hall as it is today is the same as it was back in the late 1980s and early 1990s before the extension work took place. No boarding or sheeting was stripped out of the original building when it was extended. All that has happened since then is that the interior of the building has been painted from time to time.”
“…the Claimant describes the material as having a “distinctive smell” and also being used as a “food heating hotplate” neither of which would describe asbestos insulating board.”
“…It is important that judges should bear in mind that the Fairchild exception itself represents what the House of Lords considered to be the proper balance between the interests of claimants and defendants in these cases. Especially having regard to the harrowing nature of the illness, judges, both at first instance and on appeal, must resist any temptation to give the claimant’s case an additional boost by taking a lax approach to the proof of the essential elements…”
“193. In other cases, there will be continuing good sense in the House of Lords' reminder to fact-finders in Rhesa Shipping Co SA v Edmunds (The “Popi M”)[1985] 1 WLR 948 that it is not their duty to reach conclusions of fact, one way or the other, in every case. There are cases where, as a matter of justice and policy, a court should say that the evidence adduced (whatever its type) is too weak to prove anything to an appropriate standard, so that the claim should fail.”
“Evidence based on recollection 15. An obvious difficulty which affects allegations and oral evidence based on recollection of events which occurred several years ago is the unreliability of human memory. 16. While everyone knows that memory is fallible, I do not believe that the legal system has sufficiently absorbed the lessons of a century of psychological research into the nature of memory and the unreliability of eyewitness testimony. One of the most important lessons of such research is that in everyday life we are not aware of the extent to which our own and other people’s memories are unreliable and believe our memories to be more faithful than they are. Two common (and related) errors are to suppose: (1) that the stronger and more vivid is our feeling or experience of recollection, the more likely the recollection is to be accurate; and (2) that the more confident another person is in their recollection, the more likely their recollection is to be accurate. 17. Underlying both these errors is a faulty model of memory as a mental record which it fixed at the time of experience of an event and then fades (more or less slowly) over time. In fact, psychological research has demonstrated that memories are fluid and malleable, being constantly rewritten whenever they are retrieved. This is true even of so-called ‘flashbulb’ memories, that is memories of experiencing or learning of a particularly shocking or traumatic event. (The very description ‘flashbulb’ memory is in fact misleading, reflecting as it does the misconception that memory operates like a camera or other device that makes a fixed record of an experience.) External information can intrude into a witness’s memory, as can his or her own thoughts and beliefs, and both can cause dramatic changes in recollection. Events can come to be recalled as memories which did not happen at all or which happened to someone else (referred to in the literature as a failure of source memory). 18. … Studies have also shown that memory is particularly vulnerable to interference and alteration when a person is presented with new information or suggestions about an event in circumstances where his or her memory of it is already weak due to the passage of time. 19. The process of civil litigation itself subjects the memories of witnesses to powerful biases. The nature of litigation is such that witnesses often have a stake in a particular version of events… 21. It is not uncommon (and the present case was no exception) for witnesses to be asked in cross-examination if they understand the difference between recollection and reconstruction or whether their evidence is a genuine recollection or a reconstruction of events. Such questions are misguided in at least two ways. First, they erroneously presuppose that there is a clear distinction between recollection and reconstruction, when all remembering of distant events involves reconstructive processes. Second, such questions disregard the fact that such processes are largely unconscious and that the strength, vividness and apparent authenticity of memories is not a reliable measure of their truth. 22….. Above all, it is important to avoid the fallacy of supposing that, because a witness has confidence in his or her recollection and is honest, evidence based on that recollection provides any reliable guide to the truth.”
“Faced with documentary lacunae of this nature, the judge has little choice but to fall back on considerations such as the overall plausibility of the evidence; the consistency or inconsistency of the behaviour of the witness and other individuals with the witness’s version of events; supporting or adverse inferences to be drawn from other documents; and the judge’s assessment of the witness’s credibility, including his or her impression of how they performed in the witness box, especially when their version of events was challenged in cross-examination. Provided that the judge is alive to the dangers of honest but mistaken reconstruction of events, and factors in the passage of time when making his or her assessment of a witness by reference to those matters, in a case of that nature it will rarely be appropriate for an appellate court to second-guess that assessment.”
“…Gestmin is not to be taken as laying down any general principle for the assessment of evidence. It is one of a line of distinguished judicial observations that emphasise the fallibility of human memory and the need to assess witness evidence in its proper place alongside contemporaneous documentary evidence and evidence upon which undoubted or probable reliance can be placed. Earlier statements of this kind are discussed by Lord Bingham in his well-known essay “The Judge as Juror: The Judicial Determination of Factual Issues” (from The Business of Judging (Oxford, 2000)). But a proper awareness of the fallibility of memory does not relieve judges of the task of making findings of fact based upon all of the evidence. Heuristics or mental short cuts are no substitute for this essential judicial function. In particular, where a party’s sworn evidence is disbelieved, the court must say why that is; it cannot simply ignore the evidence.”
“The defendant recently disclosed the witness statements of Susan Jay and Ronald Stevens that indicate there was no stage in the school hall at Great Ballard School in 1972 and that it was added as an extension in the 1990s. If this new evidence is correct it makes it less likely that Great Ballard School was the work site as WH has always recalled a stage at one end of the building he was based in.”
“I cannot remember clearly what happened” ; “at that time I was struggling to remember”; “I couldn’t remember if I started on the demolition before taking time off or not”; “My recollection after thinking about it for a while, is…” ; and“…so the basic problem is that I couldn’t remember exactly what happened…”