Dyslexia Screening and Teacher Training Bill

Debate between Christopher Chope and Matt Hancock

2nd reading
Friday 2nd December 2022 Commons Chamber

[Matt Hancock (West Suffolk) (Ind)]

I am not quite sure what to make of that, Mr Deputy Speaker, but I am honoured to be third today. Let us see how it goes. It is a pleasure to be here, and to be clean and well fed.

I beg to move, That the Bill be now read a Second time.

“The best way to spread opportunity and reduce inequality in society is by providing every person with a world class education”.

Those are not my words but the words of my right hon. Friend the Prime Minister. I passionately agree that this should apply to all, and my Bill represents the next step in turning those strong words into action.

I am delighted that the Bill has cross-party support. Indeed, its gestation had support from both sides of the House, including from my right hon. Friend the Member for Chingford and Woodford Green (Sir Iain Duncan Smith) and the right hon. Member for Hayes and Harlington (John McDonnell), and indeed from the hon. Member for Bury South (Christian Wakeford), who has sat on both sides of the House since the Bill was first drafted.

I firmly support the Government’s approach to increasing rigour and improving standards in our schools, which is at the heart of this Bill. That drive over a decade is raising standards, and with raised standards comes raised opportunity and increased hope for children. We have especially seen improvement in the most deprived parts of our land.

The Government’s explicit goal is now even greater literacy. Earlier this year, the then Secretary of State for Education—I think he was the last Secretary of State but four, but I have slightly lost count—put 100% literacy at the heart of the schools White Paper and the special educational needs and disability review, and he was right to do so. I would be grateful if the Minister confirmed the Government’s continued support for these two incredibly important planks of education policy: the schools White Paper and the SEND review.

There is a gaping hole in the Government’s literacy drive because, shockingly, just one in five dyslexic children is identified at school. Those are the Department’s own figures. When I found that figure in the Rose report of more than 10 years ago, I asked the Department, through parliamentary questions, for the updated figure, because I thought one in five was so shockingly low, but I found that it has not changed over the past decade. Only one in five dyslexic children is identified at school.

Without early identification, we will never reach full literacy. Success in driving up literacy requires us next to support those who have the most difficulty in increasing their literacy. The next stage of the education revolution under this Administration must be to improve opportunities for dyslexic children and for children with other neurodivergent conditions.

It is estimated that around 10% of people in the UK are dyslexic, but if we do not know who is dyslexic at school, how can we possibly help them and equip them with what they need to deal with the challenges life throws at us? Having been Health Secretary, I draw this analogy: if a person does not know they have a heart condition, they cannot get the support to sort it out. That is at the heart of what we need here, to ensure that we have early identification. Screening is a standard and valuable medical intervention. It helps people to live healthy, improved lives, and so it is with dyslexia.

My Bill would result in every child being screened for dyslexia at primary school, and it would give teachers adequate training to teach dyslexic children properly. It is an outrage that, although every teacher is a teacher of dyslexic children, teachers currently do not need to be trained to support dyslexic children. That needs to change, as it leaves thousands of dyslexic children without the world-class education they have been promised.

The fact that only one in five children with dyslexia is identified at school means that many leave school not knowing they have a specific condition that affects how they translate the letters on a page into sounds in their head. Instead, dyslexics up and down the country are called lazy or stupid. The worst is that that undermines their self-esteem, and the problem with that is that they label themselves. I was once told, “We don’t want to label children as dyslexic because they might feel downtrodden by that,” but I can tell the House from personal experience that once someone has found out, as a dyslexic, what the problem is, they can get the support. In my case, when I was identified as dyslexic aged 18—after I had left school—I then got the support to essentially relearn how to read, and that allows me to stand here reading from a little piece of paper while speaking it out in a way that I simply would not have been able to before I got that support.

However, it is not only the practical support we need; we also need to ensure that we know what the problem is. I know, and dyslexics who have that dyslexia identified know, that the problem is a specific neurological one of the translation of letters that wobble around slightly on the page into how that sounds in your head. It is not that someone is bad at languages or stupid in some way, and there are still thousands of children who have labelled themselves as that because they do not get the identification that they need. That has got to change, and it is wrong to say that labelling children is a mistake. On the contrary, ensuring that children know what the problem is gets them support and helps to improve their self-esteem.

[Sir Christopher Chope (Christchurch) (Con)]

Is it right that some people who have been identified as dyslexic are able to get particular help—extra time, for example—in taking their exams? If they are not identified as dyslexic, they will not be able to take advantage of that.

[Matt Hancock]

My hon. Friend brings me immediately on to the next page of my speech, and I know that he is extremely experienced in work on these private Members’ Bills on a Friday—so much so that he can anticipate precisely the next point I was going to make.

The current system is broken, because identification as dyslexic requires expensive tests that only a few children do, and there is a strong correlation between being able to access those tests and the means of one’s parents, the result of which is a much higher rate of identification in the private school system than in the state school system. In the state school system, 2.2% of people are identified as having a special learning need. In the private school system, 18% have an education and healthcare plan. The divergence between those two figures cannot possibly be explained by a difference in the nature of the children; it is all about access.

In this country for more than 100 years, we have had universal access to schooling—quite rightly; it is the basis of a fair society and equality of opportunity—but we do not have equal access to identification for dyslexia and other neurodivergent conditions, and as a result it is not just that we have a problem accessing the extra time that might be appropriate, but we have an essentially unfair system of allocating that extra time, because if someone can afford to get the identification, they get the extra time, and if they cannot afford to, they do not, and that is a social outrage.

It is not only an issue of morality but an issue of social and economic justice. I gently make the point, which relates to the previous Bill, that more than half of prisoners are thought to have dyslexia, and more than half of successful entrepreneurs are thought to have dyslexia. If someone is dyslexic, their life can go two ways. If they get the support they need and become successful, they often are more creative. There is more lateral thinking among dyslexics, not least because we think around problems like how to read something on a page. People who do not get the support, however, can end up too often in a life of crime.

The 2012 “Dyslexia Behind Bars” programme found that when prisoners were taught to read, the reoffending rate dropped by 5.9% within four years. Sadly, as Ofsted and His Majesty’s inspectorate of prisons reported earlier this year, there has been no progress in literacy in prisons over the past decade, and the report was one of the most upsetting I have ever read. A dry Government document should not be as upsetting as that, and it describes precisely the problem caused by failing to put in place the measures in this Bill.

It is not all doom and gloom, though; there is also a massive opportunity. Dyslexic people tend to have skills that jobs increasingly need and future jobs need: creativity, lateral thinking and enhanced communication skills, especially in oral communication. Computers increasingly do the boring straight-line thinking; dyslexics have brains fit for the future. It is no wonder that progressive employers such as GCHQ, Universal Music and Deloitte proactively hire neurodivergent people. But if dyslexic people do not know that they have those talents—if they are not identified and they do not get the support they need—they cannot make the most of those advantages.

I have one further point on why there might be objections to the Bill. I have heard some people say that we do not want more false positives and to over-identify children who are not dyslexic. The Bill is carefully written to take that into account. It is calling for screening for all—it is not calling for all to take a formal test—with the purpose of the screening to get better data. We have an excellent phonics test in primary schools, which is good at identifying how good children are at turning phonic symbols on the page into sounds in their heads, but the measure of a dyslexic brain is the gap between that capability and capability at languages.

Most dyslexics are good at oral languages. They have got the gift of the gab—a bit like me, you might say, Mr Deputy Speaker. If they are good at that and poor at the phonics test, that identifies a different problem from being bad at the phonics test and bad at languages, which requires a different type of support. I am trying to address that gap. By having a test of language ability alongside phonic ability in primary school, we will find those who we know have the intellectual capability and wherewithal but have just got a specific neurological problem that means that they need support to get through this barrier. The Bill would help to address that problem. It would ensure that the Government have what they need to implement a system that takes the literacy that we need to see to the next level. If 10% of children are dyslexic, there is no way that we can reach full literacy without measures to find out who those children are and addressing that.

Coronavirus

Debate between Christopher Chope and Matt Hancock

Thursday 25th March 2021 Commons Chamber

[Matt Hancock]

Yes, the data on the impact of the vaccine—including side effects from the vaccine and the rare occasions when, sadly, people die after having had the vaccine—are published by the Medicines and Healthcare products Regulatory Agency. If there are any data in this area that are not published but my hon. Friend would like to be published, he can write to me and I would be very happy to look into publishing them. Essentially, we take an attitude of being as transparent as possible, because there are side effects to the vaccine as there are to all pharmaceutical drugs and we want to be completely open and transparent about those side effects—essentially to reassure people that the risks are extremely low.

[Sir Christopher Chope (Christchurch) (Con)]

My right hon. Friend answered a question from me on this very subject by saying that the data was not available. I cannot understand why crucial data—such as the number of people who have been vaccinated for more than three weeks, who are then admitted to hospital and subsequently die—is not collected. Why is that?

[Matt Hancock]

This data has been collated recently; it is in the so-called SIREN study from Public Health England. I am very happy to look into exactly the data that my hon. Friends are looking for and, if we have it, to publish it. I think we have what has been asked for, but let us try to do this by correspondence to ensure that we get exactly what is being looked for. On the face of it, my hon. Friend is absolutely right; it is exactly the sort of thing that we are looking at, but I want to make sure that we get the details right.

As I was just saying, each step of the road map is guided by the data and the progress against the four tests. We were able to take the first step on 8 March, when we allowed the return of face-to-face education in schools, relaxed the rules on two people gathering outside for recreation and allowed care home residents to nominate a single regular visitor, supported by regular testing and personal protective equipment.

The regulations before the House today ease restrictions further—again, in a careful and controlled way. First, they allow us to put in place the remaining measures of step 1, which will come into force on Monday. That means that the “stay at home” rule will end and six people or two households will be able to meet outdoors, and outdoor sports can resume. The regulations also commit the remaining steps of our road map into law, so that we can gradually ease restrictions at the right time before eventually removing them all together, which we hope to be able to do on 21 June.

Covid-19 Update

Debate between Christopher Chope and Matt Hancock

Tuesday 2nd March 2021 Commons Chamber

[Matt Hancock]

We obviously had a tiered system over the autumn and one of the challenges we found was of people travelling from a part of the country where rates are higher to those where rates are lower. Therefore, while we do not rule out a localised approach to outbreaks, we will move down the road map as a nation across England.

[Sir Christopher Chope (Christchurch) (Con)]

People understand figures more than percentages, so I ask my right hon. Friend: how many people in England have been admitted to hospital having already had a vaccine for at least three weeks? That figure will illustrate the risk assessments that people would like to be able to make in respect of this set of vaccines. In the same way that I have been told that flu vaccines are only 40% efficient, these seem to be at least 80% efficient, which is really good news.

[Matt Hancock]

I do not have those specific figures to hand, but the MHRA—the regulator—regularly publishes what are called adverse events when somebody still has a problem with coronavirus having had the vaccine or has a response to the vaccine, and I will ensure that the appropriate body, whether it is MHRA or Public Health England, publishes both the number and the percentage.

Coronavirus and Care Homes

Debate between Christopher Chope and Matt Hancock

Tuesday 19th May 2020 Commons Chamber

[Sir Christopher Chope (Christchurch) (Con) [V]]

Will my right hon. Friend pay tribute to the owners and managers of care homes who put the safety of their residents first and refused to admit any of the 15,000 hospital patients who had been exposed to covid-19, whom the Government were forcing to be discharged from hospitals at the end of March?

[Matt Hancock]

I say happy birthday to my hon. Friend and pass on the best wishes, no doubt, of the whole House. The question he raises is a difficult one, because in many cases, the best place for somebody is not in a hospital. Indeed, people can catch diseases in hospital, so it needs to be done on a clinical basis. That is why we have put in place the testing, isolation procedures and infection control of people who are leaving hospital to go into care homes.

Covid-19 Update

Debate between Christopher Chope and Matt Hancock

Tuesday 5th May 2020 Commons Chamber

[Matt Hancock]

One of the five tests that we have set out before the restrictions are eased is that the number of deaths should be falling consistently. Indeed, the Scottish Government’s document includes a similar proposal, and we are working to ensure that the UK is as aligned as possible.

[Sir Christopher Chope (Christchurch) (Con) [V]]

Does the Secretary of State agree with you, Mr Speaker, that changes to lockdown should be announced to Parliament first? He said earlier that transparency is the lodestar of Government policy. If that is correct, will he now release the findings of Exercise Cygnus and prove that that was not just a gesture, but is actually the real policy of the Government?

[Matt Hancock]

Exercise Cygnus was undertaken under my predecessor, and there are specific rules in Government around decisions over papers that were produced before one’s time. I will take away that point.