Sure Start: IFS Report

Debate between Anne Milton and Anneliese Dodds

Wednesday 5th June 2019 Commons Chamber

[Anne Milton]

No. Let me remind the hon. Lady that the report makes it clear that we are one of the highest spenders on early years—[Interruption.] It is in the report, on the first paragraph of the executive summary.

I can only reiterate that, while words like “austerity” can be thrown around, this is about the money we are putting into, for example, the free childcare entitlement. It all matters. It all goes towards giving young families and children the early years support they need.

[Anneliese Dodds (Oxford East) (Lab/Co-op)]

With all due respect to the Minister, she has misrepresented the research, which showed that universal, multi-functional services—not residualised services—had a positive relationship with outcomes for disadvantaged children. In my city of Oxford, children’s centres are anything but that: they are just shells for private or voluntary services, or for residualised services such as contact centres or social services. The access is not there.

The Minister keeps talking about health visitors. Is she aware that under her Government the proportion of children receiving those visits at the right time is appallingly low in many parts of the country? Is she aware that it has fallen under her Government?

[Anne Milton]

The hon. Lady refers to universal, multi-functional services, and to health visitors. There are five statutory health visits. Well over 90% of contacts are made with children in the first few months of their lives, and 80% are made with those aged between two and two and a half. I think that that is welcome, but we always need to know what underlies such figures. I know that Public Health England is looking at the healthy child programme, and I am sure that it will look at those figures as well.

Sound Reading System and Literacy

Debate between Anne Milton and Anneliese Dodds

Thursday 14th June 2018 Commons Chamber

[The Minister for Apprenticeships and Skills (Anne Milton)]

I congratulate the hon. Lady on securing this debate.

English—literacy, in particular—is an essential foundation for success in education. I am very happy to lend my ear to this critical subject. The hon. Lady rightly pointed out that the literacy rates in this country are not as good as they should be. I think that slightly less than 25% of adults have the literacy skills of an 11-year-old or below. As the hon. Lady said, it is important to consider the impact of that. People who do not have literacy skills are excluded from so much of the world around them. In fact, all the important messages that we want to get to people about a huge number of things, including health and jobs, are simply lost.

It is vital that children learn to read from an early age. This is the key to understanding the rest of the curriculum. Children who struggle with language at the age of five are about six times less likely to reach the expected standard in English at age 11 than children who had good language skills at the age of five, and they are about 11 times less likely to reach the expected standard in maths. For that reason, we have strengthened the national curriculum to focus on developing reading and writing ability and put phonics at its heart. I pay tribute to my right hon. Friend the Minister for School Standards, who is passionate about this and has done so much work and driven through so much change.

Phonics is an important approach to the teaching of reading and some aspects of writing. It involves developing phonemic awareness by connecting the sounds of spoken English with letters or groups of letters. I am sure that the hon. Lady knows much of this, but it is important to put it on the record. Synthetic phonics taught in a systematic way is the most effective method of teaching reading to all children. Combined with a language-rich curriculum, synthetic phonics has been shown to develop positive attitudes towards literacy, which is so important for children. The national curriculum requires the teaching of systematic phonics alongside pupils developing a wide vocabulary, speaking and listening competently and reading widely and often.

I think it is fair to say that since 2010, the Government have turbo-charged the effective teaching of phonics. We have placed it at the heart of the curriculum, and we introduced the annual phonics screening check in 2012 for pupils at the end of year 1. Pupils have been doing the 2018 check this week. We provided £23.7 million of match funding for resources and training for 14,000 schools between 2011 and 2013—the hon. Lady rightly pointed out the importance of training teachers to do this—and we have incorporated phonics into the teachers’ standards, which are the baseline expectation for teachers’ professional practice.

In “Unlocking Talent, Fulfilling Potential”, published in December 2017, we set out our key ambitions for improving social mobility, including closing the word gap in early language and literacy. By the age of three, disadvantaged children are on average already almost a full year and a half behind those from a more affluent background in their early language development. We have made a good start: by 2020 we will be spending around £6 billion on free entitlements, tax-free childcare and childcare support, which is more than any previous Government.

We have already seen progress, with those labours coming to fruition. For example, there is near universal take-up of the 15 hours for all three and four-year-olds; 71%—just short of three quarters—of eligible two-year-olds now take up the entitlement, up from 58% in 2015; 71% of children achieve a good level of development, up from 60% in 2014; and we have closed the gap between children in receipt of free school meals and their peers by two percentage points since 2014.

This week, pupils across England will be taking the light-touch phonics screening check, and we have used that check to measure the improvement over time in pupils’ phonics success. Since its introduction, the proportion of pupils meeting the expected standard in the phonics screening check at the end of year 1 has steadily increased, with 81% of pupils meeting the expected standard in 2017, up from 58% in 2012. I am giving the hon. Lady a lot of figures, but I think they are important because they show that progress is being made. It has to be said that all this is delivered through the very hard work of our good teachers.

An additional 154,000 children are on track to become fluent readers. In 2017, the great majority—89%—of pupils who met the expected standard in the phonics screening check at the end of year 1 went on to reach the expected standard in reading at the end of key stage 1. Getting those fundamentals right at an early age is critical for progressing to reading fluently and for pleasure, which is particularly important to me. Reading well is a good indicator of success in later life.

The results of the 2016 Progress in International Reading Literacy Study—PIRLS—put the success of our increased emphasis on phonics and our continued focus on raising education standards on a global scale. England’s nine-year-old pupils achieved their highest average score since PIRLS began, and we rose up the rankings from joint tenth in 2011 to joint eighth. That is to be commended. The pupils who took part in the study are the first to be assessed since Government education reforms in 2010 that saw the introduction of the more rigorous, knowledge-rich primary school curriculum introduced in 2014.

However, despite the very real and measurable progress, more must be done and, backed by a £26.3 million investment, we are creating a national network of 35 English hubs, and a centre of excellence for literacy teaching to improve literacy across England. It is up to schools to choose the approach and programme that is right for them and their pupils within this framework. I understand that the sound reading system, the programme championed by the hon. Lady, incorporates training alongside its teaching materials, as she described so well. This is good, and indeed, a number of the more widely used phonics programmes do this. A wide range of commercial products is available, and schools should choose the product that best meets their needs and those of their pupils.

[Anneliese Dodds]

I am grateful to the Minister for her very helpful remarks. However, the point I was trying to make about the sound reading system is precisely that it is not commercial. It does not have the commercial firepower behind it that is needed for its dissemination, yet it produces incredibly strong results. What more can we do to promote not-for-profit approaches, such as the sound reading system?

[Anne Milton]

There are a number of imaginative ways of promoting the success of not-for-profit systems, and in holding this debate the hon. Lady has taken one of the first steps. There are 650 Members in the House, and as I always say when talking about apprenticeships and skills, those 650 people can spread good practice and good work. Members of Parliament have good access to their local schools—we all enjoy going into our primary schools—so that is an opportunity to promote the sort of products the hon. Lady is talking about.

As I was saying, there is wide range of commercial products, but I know that my right hon. Friend the Minister for School Standards is very happy to meet the hon. Lady’s constituent to discuss her phonics programme. I am sure he will be extremely interested to do that. The Government have to be careful not to endorse specific publishers or products, but as long as this programme meets the core criteria, there will be plenty of opportunities for the hon. Lady to promote its benefits.

I mentioned earlier that we initially turbo-charged phonics with over £23 million of funding between 2011 and 2013, but let me add a word about resources. This tends to be rather sterile ground, but it is important to say that a number of initiatives are going on. We provide funding to make sure that schools across England are supported to teach phonics. In response to the 2015 screening check results, the Government have since funded Ruth Miskin Training and the University of Reading to deliver 36 events to share best practice in the teaching of phonics.

The most recent roadshows—late last year and early this year—were held in areas where the results in the phonics screening check were low and in the 12 opportunity areas. The roadshows incorporated practical observations of phonics lessons, and the provision of theory and advice about how best to organise, structure and approach teaching systematic synthetic phonics most effectively. This is very important in areas—the opportunity areas—where there are more children from disadvantaged backgrounds, because if we do not get this right at an early age, all we will do is embed the inequalities we are seeing not only in schools, but in communities, and which children take with them throughout the rest of their lives.

In 2017, we funded nine phonics partnerships, where schools excelling in systematic phonics teaching work with partner schools to spread good practice. These funded partnerships showed an improvement in nearly 80% of the schools that were supported. We are currently inviting applications from eligible schools for them to apply to lead phonics partnerships for this financial year to support effective phonics teaching in schools. We also plan to fund another 20 partnerships during this financial year.

In addition, funding for improving the teaching of phonics has been made available through the teaching and leadership innovation fund and the strategic school improvement fund. Ruth Miskin Training, through a project worth £1 million, is delivering a whole-school literacy professional development programme to support systemic synthetic phonics teaching in priority schools over the next three financial years.

To date, we have also funded a total of 17 strategic school improvement fund projects that include phonics. These projects have been awarded nearly £6 million in grant funding. For example, since December 2017, the Excalibur Teaching Schools Alliance has upskilled 22 teachers to become specialist leaders of education in phonics who have been matched to support 104 phonics champions in 52 schools. As a result, it is expected that, by June 2019, 85% of reception and year 1 children in the supported schools will achieve the expected standard in phonics.

As I say, the Government do not endorse specific products. My main responsibilities are apprenticeships and skills, and I am also involved in the introduction of the T-levels. I have seen a lot of young people who need to be given a second, a third, sometimes a fourth, sometimes a fifth chance, and it is not just young people; it is young and older adults for whom school simply passed them by, in large part, in my view, because they missed out on those critical early phases in their education. It did not matter what history, geography or science they were taught—if they could not understand, if they did not have those basic literacy skills, everything someone attempted to teach them thereafter was completely lost.

For me, this is definitely about social mobility. Learning to read and write is probably the best springboard from which to launch a successful career and open up opportunities that perhaps a person’s family and those living around them did not have. My right hon. Friend the Minister for School Standards is doing his bit at his end to make sure that in 16 years the Apprenticeships and Skills Minister—it is unlikely I will still be in that position, but you never know—will have a much easier job and will be able simply to pick up these excellent young people who have achieved at school and understand the world around them. I was previously public health Minister, and I remember negotiating at the Health Council of the European Union on front-of-pack food labelling. We have an obesity problem in this country, and all that information is utterly lost to far more adults than it should be simply because they cannot read the information on the pack in front of them.

In conclusion, our support for the effective teaching of phonics in early-years settings and schools is based on a firm body of evidence, and it is working, as is shown by the phonics screening check and the PIRLS results, but there is more work to be done. That is why we are setting up a national network of English hubs supported by a new centre of excellence. This will enable schools that need support to get it in a way that works for them, complementing the national funding I have described. Schools can work collaboratively, sharing experience, knowledge and expertise with the support of high-quality, evidence-based resources. That is key to improving pupils’ literacy and enjoyment of reading across the whole of their school careers, from early years into adulthood.

Finally, I congratulate the hon. Lady on raising an issue that possibly does not get as much attention as it should in the House. The impact of being unable to read and write is perhaps lost on many Members as we talk about the sort of subjects we have discussed at length this week, but it is critical if we want to make sure that, whoever you are, whatever your background, wherever you come from, wherever you were born, whoever you know, you have the same opportunities in life as those of us who have possibly been more privileged.

Question put and agreed to.