Speech, Language and Communication Support for Children

Debate between Baroness Anderson of Stoke-on-Trent and Rebecca Pow

Wednesday 4th July 2018 Westminster Hall

[Rebecca Pow]

I know that the hon. Gentleman is particularly interested in this area. He makes a valid point, which I will move on to, because it all links up.

Everything I have mentioned so far affects children’s life chances. As the hon. Gentleman just said, that is borne out by the fact that 60% of young offenders have unidentified speech, language and communication problems, so the link between the two is stark. Children with poor vocabulary skills are twice as likely to be unemployed in later life. Young offenders are often put on courses, such as anger management and drug rehabilitation, to try to help them, but if they do not have good reading, writing and communication skills, it is difficult for them to take advantage of those courses. I am sure that you will agree, Ms Dorries, that none of those things is desirable in a 21st-century society.

There is even more to these findings, because many of these children come from areas of social disadvantage. There is a very high prevalence of SLCN among vulnerable children, particularly looked-after children. Again, looked-after children are highly represented in the criminal justice system—the 60% figure emerges again. Unsurprisingly, many excluded children are also found to have SLCN, particularly boys—one study found that 100% of excluded boys had some sort of communication or behavioural disorder.

Unsurprisingly, the children of mothers who sadly have mental health issues, that develop just before or after birth, are often found to display SLCN, probably because as babies they did not receive the crucial stimulation they needed, which is so important from the absolute outset. Such children do not develop the essential language skills. Again, that highlights how important it is to pick up mental health issues in mums as early as possible, because they can have a knock-on effect on the babies.

Parenting is really important, so I will talk about that for a moment—it is not a digression, because it is all directly related. This issue affects not only people from disadvantaged areas, but all of us, wherever we come from. It was motherhood that prompted my interest in the importance of early communication. My sister is a speech, language and communication therapist specialising in early years children—I may have to register an interest. She made me aware of how I ought to engage with my babies from the word go. I do not think I had even held a baby before I had my own children, so I was pretty ignorant about children. I am not saying that my children are model success stories, but I have to say that the tips I was given really helped.

They were just simple things. For example, from birth to three months, parents should get very close to their baby, so that it has eye contact and starts to recognise the mouth, and learns that that is where sounds come from. If children are just sat down in front of a television or a laptop, they will not start to realise that. At six months, a baby starts to become very aware of its environment, so parents should start to talk about the things they are looking at. Obviously, they are not speaking at that point, but they are looking, so parents should start naming the object they think their baby is looking at, whether it is a dog, a cat, a mug or a cup. Then, from nine to 12 months, parents can start to expand on that. Their baby might be in a high chair and pointing at a cup, so the parent should say the word, and they should say it many times, because repetition is how our children learn. Many people think that children do not really communicate until they start talking, but of course they are; they are picking up all those vital signals that will help them to start forming words. It is an utterly fascinating subject.

I am told that dummies really are a no-no. Nursery staff I have spoken to have borne that out. If a dummy is put in a child’s mouth too often, it can affect the way the mouth develops. I discussed that only recently with a specialist facial consultant at Musgrove Park Hospital, and she agreed that we do not want to influence what happens in a baby’s mouth, because that has to grow and develop as well.

I will turn now to an area that I know is close to your heart, Ms Dorries: reading stories, poems and even songs. We can never do enough of that with our children, starting from the word go. I recently read an article by the author Philip Pullman, in which he bemoaned the fact that, sadly, not enough children are read to anymore and that the bedtime story is disappearing. Indeed, staff at a nursery in Taunton that I visited recently told me that many parents are ditching the bedtime story. The bedtime story is a crucial way for children to learn how to communicate, and again it is not to do with how wealthy someone is, or how smart they are. It is a cheap activity—almost free—that can help our children so much.

Some very interesting research on teaching effective vocabulary produced by A. Biemiller has shown that at age seven relatively high-performing children have an average of 7,100 words in their repertoire and that they can learn, on average, three words a day. However, relatively poor-performing children have an average of 3,000 words in their repertoire and learn, on average, one word a day. That is an enormous gap to fill if those relatively poor-performing children are to catch up when they get to school—I am told on good authority that it is almost impossible for them to catch up. Vocabulary at age five is the best predictor of a child’s outcomes at GCSE level.

[Ruth Smeeth (Stoke-on-Trent North) (Lab)]

I thank the hon. Lady for securing such an important debate. Stoke Speaks Out is one of the national exemplars of how to engage with this issue. Does she agree that we need sustained funding for such programmes? We have seen engagement in this work. In my constituency, 84% of children were 12 months behind in oral skills at the age of two. There was heavy investment and they eventually did well in their GCSEs, but funding was pulled for the children in the next years and we saw an exact inverse relationship in their long-term attainment. Does she agree that, in order to break the cycle, we need sustained funding for every year?

[Rebecca Pow]

I thank the hon. Lady for her intervention; she makes a good point. I have heard about that extremely good project, and there are others. I know that the matter is on the Minister’s agenda. I think that this is a process of joining up the dots, so that we can make good progress, because it is really coming to light how important this issue is for society as a whole. We cannot expect teachers to do it all. They must be able to pick up where they have to, and rightly so, but there is a lot that parents can do, and we could give them many more pointers when they have children. We must engage society on the whole issue

To pick up on the hon. Lady’s point, many nurseries and primary schools in Taunton Deane have joined me in supporting the idea that we ought to engage with parents to encourage them to do a little more. For example, staff at Topps Nursery at Musgrove Park Hospital, which I visited last week, are really concerned about the number of children arriving at their door who simply do not have the expected communication skills, whatever their age. Many of those children are not potty-trained, which is a problem, but many also lack basic communication skills. It was the staff at that nursery who mentioned dummies and said, “Please don’t use them.” They also expressed concern about too many children being dumped in front of gadgets, so that they are not stimulated and do not have normal levels of human contact.

I also met a couple of headteachers from two of my really excellent primary schools, St George’s Catholic School and Trull Church of England VA Primary School. When I mentioned that I had secured this debate, both of them said that they had experienced a marked rise in the number of children who do not talk when they start school, who cannot hold a conversation, who do not listen, who have speech problems and who therefore have poor social interaction skills. I was quite taken aback when they so quickly came up with this list of issues that our teachers are clearly facing. Of course, those issues put an added burden on our already hard-working and professional nursery and teaching staff and practitioners.

UK Amphibious Capability

Debate between Baroness Anderson of Stoke-on-Trent and Rebecca Pow

Tuesday 21st November 2017 Westminster Hall

[Ruth Smeeth]

My hon. Friend has pre-empted the next paragraph of my speech. Why on earth, having spent £7 billion on new aircraft carriers, would we use them in this way? It is a waste of capability and an appalling use of the cutting-edge platform we have just built. As importantly, they do not have the capacity to carry or launch amphibious landing craft, and their holds are not designed to meet the specific requirements of the Royal Marines with regard to kit and platforms. They also cannot be used independently of the fleet and, as I think we are all aware, they cannot be deployed very quietly.

[Rebecca Pow (Taunton Deane) (Con)]

The hon. Lady is making an extremely powerful point, which makes me ask why we would cut the services of one of the finest forces in the world. I particularly want to mention 40 Commando in my constituency. These personnel are so important in humanitarian efforts. They recently went to the Caribbean to help with the disaster that occurred after the hurricanes. What was crucial was their fleetness of foot, being able to get in where there are no ports and being able to land helicopters where no one else could, with the amphibious equipment. No one else could go, so does the hon. Lady agree that we must think very long and hard before we cut a force as incredibly important as this?

[Ruth Smeeth]

I could not agree more. Our Royal Marines work day in, day out—40 Commando and all the others—to ensure that we are where we need to be, helping our allies as well as protecting the nation.

To return to my speech, when using the carriers, our troops would have to be deployed by air. Although it may make sense to deliver the first wave of troops quickly by air, that has its limitations. First and foremost, it is impossible to infiltrate enemy territory by stealth by means of military helicopter. Troops may also need heavy weapons, vehicles, fuel, food and ammunition, which cannot be delivered in sufficient quantity by our current complement of helicopters. In more intense conflict, armoured vehicles, artillery and even a few main battle tanks may be required. Unless there is a convenient port close by, the armour and logistical support must be delivered over the beachhead even if in a second wave after the helicopter-borne troops have secured the area. In the words of Admiral Sir George Zambellas:

“Nobody in the world of complex warfare, especially for an island nation that delivers force from the sea, thinks that a reduction in the sophisticated end of amphibiosity is a good idea.”

Another option, which has been floated for some time, concerns proposed cuts of 1,000 Royal Marines. I feel immensely privileged to have had the opportunity to visit our Royal Marines around the world and even to have sort of taken part in their Arctic training in Norway, or at least what they allowed me to pretend to do. [Laughter.] The hon. Member for Berwick-upon-Tweed (Mrs Trevelyan) can stop laughing at me now.

I have seen at first hand the Royal Marines’ extraordinary courage, ability, focus and fortitude. They are truly an elite fighting force. However, what really stood out for me and, I am sure, for anyone who has spent any time with them is the mindset that they bring to their role. “First to understand, first to adapt and respond, and first to overcome”—that is the mindset of the Royal Marines and it is reflected in their extraordinary ability and versatility.

It is no wonder that the Royal Marines are disproportionately represented in the ranks of our special forces. In fact, the Royal Marines constitute only 4.5% of defence infantry but produce 46% of our special forces recruits. It is clear that making any cut to this life force of the UK special forces would make no military or economic sense. It has been suggested that as the threats we face as a country have changed, the need for these sorts of capability has diminished. I do not dispute that we must be ready to adapt to new threats and challenges. It is absolutely true that cyber-attacks and asymmetrical warfare open up whole new theatres of war, for which we must be prepared.