Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
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Mr Peter Bone (in the Chair)
Minister, would you like to hear from Sir John?
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
As long as it is short.
Mr Peter Bone (in the Chair)
That, I am afraid, I cannot guarantee. Keep it short, Sir John.
Mr Peter Bone (in the Chair)
Yes, exactly. It is unusual, Sir John, but in your case we will allow it.
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
Thank you, Mr Bone. It is a pleasure to serve under your chairmanship today. I congratulate my hon. Friend the Member for Rother Valley (Alexander Stafford) on his very thoughtful speech. He will know that I am standing in for the Minister for Schools, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb).
My hon. Friend does incredible work as an active champion of literacy in Rother Valley. He is right to draw attention to fantastic initiatives, such as Michael Morpurgo Month, a competition to highlight the importance of literacy for all children, especially those from disadvantaged backgrounds. In my own constituency of Harlow, I run a Christmas card competition. I met the winners recently, and I always give them books by Tolkien, who was just mentioned by my right hon. Friend the Member for South Holland and The Deepings (Sir John Hayes).
My hon. Friend the Member for Rother Valley says that if we prioritise children’s literacy, the whole of the UK will reap the benefits. The Government wholeheartedly agrees with him. That is why we have strengthened the national curriculum to focus on developing reading and writing ability, and put phonics at its heart. There is sound evidence that systematic phonics is a highly effective method for teaching early reading, and I pay real tribute to the Minister for Schools, who has done so much work to drive up standards and drive so much change over the past few years.
Margaret Greenwood
The Minister is talking about phonics. He might come on to this, but in a primary school in my constituency, which I mentioned earlier, I have witnessed a huge drive to encourage reading for pleasure. The children are not being tested; nobody is monitoring them. We get these lovely pictures of children sitting around, sharing books and reading books on their own, and it has really ignited their interest. Would the Minister agree that embedding reading for pleasure in the curriculum is massively important?
Robert Halfon
The hon. Member is absolutely right and is showing, in essence, how libraries can play an important role in reading for pleasure and encouraging children to read. There is no doubt that reading for pleasure brings a range of benefits—it is something that I did as a child—and that is supported by the Department.
In 2018, the Department launched the English Hubs programme. So far, the programme has intensively supported 1,600 schools, with those schools having an above-average proportion of pupils on free school meals. That includes schools in Rother Valley, which are supported by two English Hubs—Learners First and St Wilfrid’s, which have intensively supported more than 100 schools.
The success of our increased emphasis on phonics and early reading has delivered results on an international scale. England achieved its highest ever score in reading in 2016, moving from joint 10th to joint eighth in the progress in international reading literacy study rankings. That improvement is largely attributable to increases in the average performance of lower-performing pupils and of boys. It follows a greater focus on reading in the primary curriculum, and a particular focus on phonics.
My hon. Friend the Member for Rother Valley has highlighted the importance of reading for pleasure—as has the hon. Member for Wirral West (Margaret Greenwood) —and of enabling access to books. My hon. Friend talked about World Book Day and the National Literacy Trust working tirelessly to raise the profile of reading for pleasure in our country. The National Literacy Trust’s partnership with McDonald’s is a brilliant example, as he highlighted, and I am sure that he would not mind me saying that I’m lovin’ it.
The Government believe that all pupils deserve to be taught a knowledge-rich curriculum that promotes extensive reading, both in and out of school. The national curriculum promotes reading for pleasure, with evidence showing that that is more important for children’s educational development than their parents’ level of education. Libraries are absolutely an important way of promoting reading for pleasure. I spent my childhood in libraries, so I completely get where my hon. Friend is coming from.
Robert Halfon
I had better not, because I have not got much time; I hope the hon. Lady does not mind.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Head teachers often recognise the important role that school libraries can play in improving literacy, by ensuring that proper library facilities are provided. I absolutely agree that school libraries are important, but they are not the only thing that matters. We recognise the vital importance of the teaching profession and are committed to offering the very best professional development. The national professional qualification for leading literacy was launched in October last year to train existing teachers and leaders to become literacy experts and to drive up standards of literacy teaching.
My hon. Friend the Member for Rother Valley is absolutely correct when he talks about the importance of early intervention. The early years foundation stage reforms aim to improve outcomes at age five, especially in early language and literacy, and especially for disadvantaged children.
On funding, my hon. Friend will know that we have spent more than £3.5 billion in each of the past three years on our early education entitlements to support families with the cost of childcare. At spending review 2021 we announced three years of additional funding increases, which come to £510 million in total over the funding provided in 2021-22, for local authorities to increase hourly rates paid to childcare providers. He will also know that the early years pupil premium will be up to £353 per year for each eligible child, an increase from the £342 made available this year. We have made £180 million available to improve early language and train early years staff.
My hon. Friend is absolutely right that the pandemic has had a wide-reaching and uneven effect on attainment, including in his constituency. The fall in attainment in 2022 was anticipated, sadly, and does not diminish the hard work of teachers, support staff and pupils in challenging circumstances. He will also know about the £5 billion recovery plan, with the recovery premium and the national tutoring programme, to try and support catch-up.
The Department is sending almost £2.9 billion of pupil premium funding to schools in 2023-24 to improve the educational outcomes of disadvantaged pupils. In my own area, some schools have used that for library facilities; some schools in Harlow have bought black and white Kindles to help pupils to read. We constantly review and assess the effectiveness of our approach to targeting funding towards deprivation.
Given that I am the Skills Minister, I hope that my hon. Friend does not mind if I mention that we have also improved literacy and English skills. Disadvantaged students are significantly more likely to leave school without a GCSE grade 4 or higher in English, so our resits policy ensures that colleges, sixth forms and training providers support those young people towards achievement. From the introduction of the resits policy in 2014 to 2019, there was an 80% increase in the numbers of students achieving level 2 in English by 19 who did not have it at 16. We have also hugely improved the number of apprentices achieving functional skills.
I want to reflect on the recent changes made to some of Roald Dahl’s work. I support the Prime Minister’s sentiment that
“we shouldn’t gobblefunk around with words.”
My hon. Friend talks about libraries. I hope very much that people choose to read the original Roald Dahl texts in the school libraries that my hon. Friend is promoting. There are many Roald Dahl books.
The Department is committed to improving literacy levels for all pupils, because reading and writing are an essential foundation for success in all subjects. We are determined to drive progress further still and ensure that all children can benefit from high-quality teaching, giving all children a solid base upon which to build as they progress through school.
Question put and agreed to.