(12 years, 4 months ago)
Commons ChamberRead Hansard Text Read Debate Ministerial Extracts
John Healey (Wentworth and Dearne) (Lab)
I am grateful for the chance to introduce this debate. I want to praise and promote the inspirational Imagination Library in Rotherham, thanks to which, each month, more than 13,600 young children receive a book sent directly to their home and addressed to them. I want to press the Minister to work with us to assess and fully evaluate the Imagination Library. In the meantime, I also want to press him to extend the scheme to three special groups of children who start life facing some of the biggest hurdles and who could benefit most from this scheme.
I am glad to see the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), in his place. If I had to choose one of the Education Ministers to answer the debate, it would be him. We might disagree with much of what he is doing, but I have watched closely over 18 months how thoroughly he has mastered what I regard as one of the big six Minister of State jobs. He and I were elected and entered the House together in 1997, which set me thinking this evening. In almost 15 years as an MP, one of the very best things I have done has been as a dad, when our son first went to primary school. Every Friday afternoon during that reception year, for nearly an hour at the end of Friday afternoons, I read with children in my son’s class—one to one, outside in the corridor, perched on those small chairs. Some, at the start, could read fluently and had a big appetite for books, but we spent a whole month with one little girl teaching her to recognise two letters, an R and a D—the initials of her first and second names. The difference lay in what had happened to those kids at home before they came to school.
It hit home how important early reading was to giving a child a good start in life and at school—and the importance of learning at home, not just in school. As I have gone on and looked harder, it has become clear that this conclusion is strongly supported by academic studies as well as anecdotally. The Institute of Education did a report in 2008 into pre-school, school and family influence on children’s development, and it noted that
“the quality of early years HLE (home learning environment) promoted intellectual and social development in all children”
and that reading at home was an important part of cultivating that environment.
What parents do is much more important than who they are. The Institute of Education report came to an important conclusion:
“The case study findings on pupils who ‘succeeded against the odds’ showed that what they had in common was higher scores on the early years home learning environment”.
That evidence is borne out by the evidence of international studies as well, including some of the institute’s own work comparing early years reading programmes across Europe. The Minister himself has recognised that. Last year, on the number of pupils who still did not reach the expected reading level at the age of 7 at key stage 1, he explained:
“It is vital that all children learn how to read early in their education”
and that
“we need to do more to ensure that our children have the skills as early as possible, to develop into confident, enthusiastic readers.”—[Official Report, 24 March 2011; Vol. 525, c. 61WS.]
Given the clear link between early reading, the home environment, a child’s development and successful learning, let us keep in mind this stark fact: one in three young people do not have books of their own. Last year, the National Literacy Trust, in “The Gift of Reading”, a report that established that fact, underlined the importance of children having books that they see as their own and
“the clear relationship between receiving books as presents and reading ability”.
Teachers in Rotherham report that there are children who, without the books they receive from the Imagination Library, would have no books at home at all.
Gavin Shuker (Luton South) (Lab/Co-op)
My right hon. Friend makes his case eloquently. I rise to speak not only as something of an early years reader myself, but as someone who has seen the work of the Imagination Library in action in my constituency in Luton. I know that he will speak about this, but I just want to mention the sponsorship given by Wates, the construction company, which worked with us on the Building Schools for the Future programme, the partnership with the local authority and the fact that kids in my constituency are getting 60 books by the age of five, growing with their learning and learning to love reading, which is making such a big difference in my constituency.
John Healey
My hon. Friend has been a strong supporter of the scheme in Luton right from the outset. I pay tribute to the council for helping it get off the ground, and to Wates and its foundation trust, as the Building Schools for the Future partner in the borough, for providing the funding to make that happen. I think around 2,000 children in Luton—but a number growing every month—are now receiving books in that way.
As Labour in government, we set up the Bookstart scheme, which took some useful steps in providing all young children with the opportunity—the gift—to read at home. However, the Imagination Library takes a running leap over the limitations of the Bookstart scheme by ensuring that all children, wherever they live and whoever they live with, regularly receive their own books directly at home. Something similar was first started in the United States by Dolly Parton, who has backed our book scheme in Britain. I am proud that the first Imagination Library in this country was set up in Rotherham, and is now run right across the area. I pay tribute to Roger Stone, our council leader, who took the idea forward with great vision and determination. As you know, Mr Speaker, my right hon. Friend the Member for Morley and Outwood (Ed Balls) is a good friend of mine. However, when I tried to see him while he was Education Secretary, it was less my links and more the fact that our council leader promised to bring Dolly Parton with him that opened the doors to his office on that occasion. Indeed, they report in the Department that the permanent secretary had never been so keen to attend a meeting with the Secretary of State—and, of course, have his picture taken with Dolly Parton.
I also pay tribute to Alison Lilburn, who now runs the Imagination Library in Rotherham for us, and to Natalie Turnbull, who runs the national Imagination Library, making the links with Luton and a small-scale scheme supported by primary schools in two wards in Wigan, as well as Scotland, where work is beginning through local authorities to ensure that every looked-after child has access to the scheme. In Rotherham, we now have more than 13,600 children, all aged between nought and five, receiving a book a month. Those signed up to the scheme at birth will have received their own library of 60 books in total by the age of five, as my hon. Friend the Member for Luton South (Gavin Shuker) said. Importantly, nine out of 10 of our Rotherham youngsters are signed up to the scheme, which goes from strength to strength each year. It has been running for four years now, but no child will have completed the full five years of the programme before the summer of next year, 2013. It is therefore still too early to draw conclusive evidence about its long-term effects.
However, Rotherham has seen a year-on-year improvement in young pupils achieving a good level of development at the foundation stage, with 50% in 2009 and 58% in 2011. Within that improvement, children enrolled in the Imagination Library have outperformed those who are not enrolled by more than 6.5%. Above all, our Rotherham scheme shows the power of a parcel arriving with a child’s name on it and their own book inside. It sparks a kid’s imagination from the very earliest age, giving every young child a better start in life and a better chance to read.
Teachers, parents and—most importantly of all—children love the scheme. It fires a desire in the child to read, but it often fires a determination to do so in the family as well. I was with a group of parents and their young kids in Rawmarsh about 10 days ago, and one of the dads was telling me how excited his son was whenever the postman arrived. He thought that every parcel was for him; it was like Christmas every month. One of the mums said that whenever her daughter got a new book, she would bring it directly to her and demand that she read it as soon as it arrived.
Some of the teachers across Rotherham report similar experiences. Anita Butcher is a lead teacher in one of our children’s centres. She says:
“Many of the children in our area are brought up in low income homes where English is an additional language and parents have poor literacy skills. Without the Imagination Library gifting scheme it is very unlikely that these children would experience books within their home environment, leaving them at a distinct disadvantage when starting school.”
Another of our lead teachers is Sarah Lyall. She counters the sense that we sometimes get that learning and education are purely instrumental, saying:
“Once this foundation to reading has been installed you have children on the right path to a whole world of imagination, awe and wonder.”
Donna Mackinnon is the foundation stage co-ordinator at Wath Victoria primary school. She reports on the way in which the school has started to use some of the same books that the Imagination Library is sending to the children’s homes, saying:
“The children started to talk to their parents/carers about how we had used the books and were then asking for them to be read at home. The book lending scheme at school is now used by significantly more children…This has developed directly from the Imagination Library texts being sent into the homes of our children.”
What about the cost? The Rotherham Imagination Library, which is funded by the council, cost about £300,000 to run last year. The scheme costs £2 per child per month, and that covers the cost of the books and the postage. That is £24 for each child each year, or £120 over the full five years. Let us compare that to the average spending on each child in the country during their primary school years. Last year, it was £4,139.
I shall now turn to my direct asks for the Minister. First, I ask him to take a serious look at our Rotherham scheme and to work with us to evaluate fully its potential to be widely followed across the country. Secondly, I ask him to look hard at how the scheme could be extended, and to make a start by backing the young children who start life facing the biggest hurdles. They include children who are in care, babies born to mums who are in prison and children whose parents are serving in our UK armed forces.
Our experience and the academic evidence show that getting our kids to love reading often happens at home before school, but children in care can miss out on that. Once they fall behind, many never catch up. Long-term looked-after children’s achievements are far lower than those of others. In this country last year, 58% of students—almost three in five—gained five A to C grades at GCSE, including English and maths. For children in care, however, the figure was one in eight. In March last year, there were 65,620 looked-after children in England, of whom one in five—about 18%—were under the age of five. With the cost at £2 per child per month, extending the Imagination Library to benefit every child under five in care could be expected to cost less than £300,000 for the books and postage. Of course, signing up the children would be straightforward, as local authorities are the legal guardians of looked-after children; this is what is being done in Scotland and it should now be done in England.
As far as mums in prison and their babies are concerned, there are seven special mothers and babies units in women’s prisons around the country with a total capacity of 75 places. It is hard to get firm figures on the numbers born in prison each year, as many of the babies do not stay there long, but the Imagination Library would offer a small contribution to both the mother’s and the child’s start in life.
That brings me finally to forces children. Forces families move around a lot, with their children’s education often disrupted by their parents’ postings. Imagination Library books follow the kids, so the scheme is a great fit for the lives of service families. There are about 120,000 children whose parents are in our armed forces, most of whom live in the UK. If the proportion under five is similar to that in the general population, about one in four of those—about 30,000—will be armed forces children under five years old, so extending the benefit of the scheme to every child under five with a parent serving in the forces would cost about £750,000 a year. Indeed, the Education Secretary has recognised this special case, saying:
“Service children…face unique challenges and stresses.”—[Official Report, 13 December 2010; Vol. 520, c. 71WS.]
He has pledged £200 a year as a pupil premium to the school of every such child. A much smaller sum—£120 over five years—would give all children in forces families a boost in the vital earliest years as babies and toddlers. I would like to see the Government make this extra modest effort to reward the extra sacrifice that forces families make for the rest of us. Ministers say that they are on the side of Britain’s servicemen and women. Extending Rotherham’s book scheme would be a simple way of showing it.
Finally, I would like to say to the Minister, “Come and see for yourself. We will make you welcome in Rotherham. You can meet Roger Stone, our council leader, and if you are serious about extending the scheme, we might even be able to arrange for you to meet Dolly Parton as well.”
The Minister of State, Department for Education (Mr Nick Gibb)
I congratulate the right hon. Member for Wentworth and Dearne (John Healey) on securing this debate on a subject that could scarcely be more important, and thank him for his kind words in his introductory remarks. We entered the House at the same time in 1997—in the last century—and if I recall correctly, we agreed that we would pair for voting purposes. Alas, after 14 and a half years, this is our first pairing in the House—and it is a pleasure to be on the other side for this debate. I watched the right hon. Gentleman’s ministerial career under the last Labour Government with huge admiration and not a touch of envy.
It is clear there are still too many children failing to learn to read properly. The figures speak for themselves: only 73% of all pupils on free school meals and only two thirds of boys eligible for free school meals achieve the expected standard in reading at key stage 1; more than 83,000 seven-year-olds achieved below level 2 at key stage 1 this year; and one in five 11-year-olds leave primary school still struggling with reading. Even worse, 9% of 11-year-old boys achieve only level 2 or below at key stage 2, which means a reading age of seven or younger.
Looking just at white boys eligible for free school meals, 60% are still not reading properly at the age of 14, and the reading ability of GCSE pupils in England is more than a year behind—this is right across the age group population—the standard of their peers in Shanghai, Korea and Finland, and at least six months behind those in Hong Kong, Singapore, Canada, New Zealand, Japan and Australia. Overall, over the last nine years, England has fallen in the programme for international student assessment tables from 7th to 25th in reading.
We know that children who cannot read are more likely to become disengaged and behave badly in school, creating a vicious circle of underachievement and isolation. A recent report by the Centre for Social Justice showed that between half and three quarters of children permanently excluded from school display significant literacy problems. As the author of that report said,
“many display challenging behaviour to hide the fact that they cannot read.”
There are still too many children who grow to adulthood without learning the basic literacy skills they need to be successful in their adult lives. Army recruiting officers recently revealed that hundreds of would-be soldiers are being turned away because they cannot pass the most basic literacy and numeracy tests as they do not have a reading age above that of an 11-year-old. As a report by Civitas has stated:
“Weak reading lies at the heart of the educational apartheid between the advantaged and disadvantaged, and England’s low social mobility. The inability to read properly is the single greatest handicap to progress both in school and adult life.”
Tackling literacy is an urgent priority for this Government. We are determined to improve the teaching of reading in primary schools and to help all children from all backgrounds to become fluent and enthusiastic readers and to develop a lifelong love of reading—and that is not just a Government priority. A range of charities and organisations are doing excellent work in supporting literacy and encouraging children to read. Tesco now provides books as part of its vouchers for schools initiative, and only last week McDonald’s and the publisher HarperCollins announced that they are linking up to give away copies of Michael Morpurgo’s “Mudpuddle Farm”—which I have not read, I hasten to add—with children’s meals.
We welcome initiatives that make it easy for children and parents to access and share good books and that encourage them to read more. Anyone who cares about reading should welcome that approach. I congratulate the right hon. Gentleman on the work he has being doing personally in Rotherham to promote reading and on the work he is doing with the Imagination Library. I also thank the Imagination Library for what it is doing around the country.
The Government fund the book gifting programme delivered by Booktrust to the tune of £7.5 million. That programme gives books to all families with children of six to 12 months as well as to three to four-year-olds and four to five-year-olds. The books come with advice about sharing books and about stories and rhymes. In 2012, it will reach more than 2.5 million babies, toddlers and children. We will continue to reflect on the appropriate shape of book gifting in the coming years in terms both of the models of delivery and of the groups that can benefit the most. Local authorities remain free to work with book gifting schemes such as the Imagination Library and Letterbox Club to provide the support that they consider is most appropriate to their community’s needs.
I listened very carefully to the right hon. Gentleman’s speech and I will look at the evaluation of the Rotherham Imagination Library programme. Cost is of course a factor in the current climate. A quick calculation based on the figures he presented shows that his £300,000 would extrapolate to roughly £45 million a year, which is not an insignificant sum in the current climate. However, I would like to take up his invitation to return to Rotherham. I stood for election there in 1994 with mixed success, and it would be a pleasure to return and see the scheme in action. Any scheme that can promote a lifelong love of books and reading is hugely valuable, and we will say more about this issue and how to develop that lifelong love of reading in the coming year.
For children to love reading, they must be able to read. That is why we are placing such strong emphasis on promoting the use of systematic synthetic phonics, which international evidence has shown to be the most effective way for children to learn to read. Synthetic phonics is equally effective for children of all abilities, from all backgrounds and for boys and girls alike. We also know that it is a necessary but not sufficient condition for success in reading. It should be taught as part of a language-rich curriculum, so that children can develop their vocabulary and comprehension at the same time. Grasping the mechanics of reading early on allows children to go further and to begin to read quickly with comprehension and understanding.
To ensure that children have that building block, from June, a year 1 phonic screening check will help teachers to confirm whether individual pupils have grasped the fundamental skill of phonic decoding, and will identify which children may need extra help. The check will consist of a list of 40 words and non-words that a child will read one to one with their teacher. The pilot for the check took place last year in around 300 schools across the country. It was independently evaluated by a team from Sheffield Hallam university, and showed that three quarters of the schools taking part felt that the check assessed phonic decoding ability accurately, while the vast majority of schools—90%—thought that most aspects of the check’s content were suitable for their pupils. Most important, half of the pilot schools indicated that the check had helped them to identify pupils with phonic decoding issues of which they were not previously aware. The check will provide a national benchmark for phonic decoding, allowing schools to judge their performance on a local and national level.
Only 32% of pupils in the pilot for the screening check met the expected standard, which was set by teachers themselves. That shows that some schools will benefit from reviewing their phonics teaching to make sure it is systematic, with sufficiently high expectations being set for their pupils. It will also help to give parents confidence that their child has learned this crucial skill, reflecting research that found that 73% of parents thought a year 1 reading check was a good idea.
To support teachers before the check, and so that all schools have access to high-quality resources, we have introduced match funding of £3,000 per school. That funding, together with our new catalogue of well respected phonics products and training, will support schools in choosing and purchasing the appropriate resources for their pupils. We are considering running a new procurement process for inclusion in an updated catalogue in the spring.
To ensure that teachers have the necessary skills and training, we have reviewed, under Sally Coates, the qualified teacher status standards. It is now an explicit requirement that teachers of early reading should demonstrate a clear understanding of the theory and teaching of systematic synthetic phonics. As a consequence, the Training and Development Agency for Schools, together with the Universities Council for the Education of Teachers, is working to ensure that all university teacher training faculties are improving the training of teachers in this area. I listened with interest to what the right hon. Gentleman said about his experience of a primary school teaching a child the basic sounds of the alphabet, which is a key part of learning to read, with no exposure to literature and books at home.
Finally, Ofsted has published a new inspection framework that draws a closer link between teacher quality and the overall grade schools receive. That new way of inspecting schools will allow Ofsted to spend more time in the classroom, and I am very pleased that, for the first time, Ofsted inspectors will listen to pupils reading aloud to check their rate of progress, with a particular focus on the weakest readers in the school.
We hope that those measures will help all children to master the essential and life-changing skill of turning words on the page into images, information and ideas in their heads. Nothing could be more important than children developing a lifelong love of reading. I pay tribute to the right hon. Gentleman for the work he is doing in Rotherham, and I look forward to joining him there in a few months.
Question put and agreed to.