Early Years Development and School-Readiness

James Berry Excerpts

Tuesday 12th July 2016 Westminster Hall

[James Berry (Kingston and Surbiton) (Con)]

I beg to move,

That this House has considered children’s early years development and school readiness.

As always, it is a pleasure to serve under your chairmanship, Mr Evans. I thank the Backbench Business Committee for selecting this motion, which had cross-party support, for debate. I also thank Save the Children, for which I am a parliamentary champion, and the Sutton Trust and London Councils for their help in preparation for the debate.

I would like to record my profound sadness at the death of Jo Cox, who was one of the signatories to the application for this debate. The subject meant a lot to her and she would have made a very valuable contribution were she here with us.

It is a real privilege to speak on this subject given my family background. Both my parents were teachers who dedicated their lives to improving children’s life chances, and they were firmly of the view that, of all the interventions available to the state, investment in education was the best tool for promoting social mobility. It is fair to say that since my parents finished their teaching careers, a significant body of evidence has developed that suggests that the best and ripest time for interventions that have an impact on a child’s life chances is in not secondary school or even primary school, but in the early years.

I was delighted to stand last May on a platform that included a commitment to invest in the early years, including by doubling the availability of free childcare for three and four-year-olds from 15 to 30 hours. Indeed, the Prime Minister and my hon. Friend the Member for Uxbridge and South Ruislip (Boris Johnson) launched that policy at Advantage Day Nursery in Tolworth in my constituency. As they were completing a puzzle with some four-year-old children, one child looked at the Prime Minister and said, “David, why are all those people taking photographs of us?” The Prime Minister’s response was, “If we finish this puzzle, they might just go away.” Well, the puzzle was duly completed, the election was won and this House has now delivered on the Government’s commitment to 30 hours of free childcare, which will be rolled out next year.

[Nick Thomas-Symonds (Torfaen) (Lab)]

The hon. Gentleman talks about the need for a specific focus, and I entirely agree with that. The Welsh Labour Government focus on the years from pregnancy to the age of seven by looking at every single agency that is involved in a child’s life during that time. Does the hon. Gentleman agree that that sort of holistic approach is necessary?

[James Berry]

That sounds like an interesting approach. In January, the Prime Minister launched the life chances strategy, which looks at the whole process from birth onwards, and there are the childcare offers for two-year-olds and for three and four-year-olds, but the holistic approach sounds like a sensible way forward.

The purpose of today’s debate is to ensure that the opportunity provided by the Government’s significant investment is grasped with both hands so that children’s life chances really are improved. I will make three key points, which are about the importance of children’s early years to their development; the lasting impact of poor early years input; and how the Government can make the best of this opportunity to promote social mobility.

[Fiona Bruce (Congleton) (Con)]

My hon. Friend talks about the importance of the early years. Does he agree that one of the best starts in life is to grow up in a strong, stable family, whatever the make-up of that family? In such a family, a child can enjoy secure relationships, which they can then develop in school with teachers and with other pupils. That gives them a firm ground on which to proceed in their educational life.

[James Berry]

I understand that research shows that growing up in a strong and stable family is important for life chances. Not everyone is able to grow up in a strong, stable family, but the presence of one or two good parents—and, where that is not possible, the presence of good early years education—can make a real difference to a child’s life chances.

Recent data have shown just how important a child’s early years are to their development. The National Academy of Sciences in the United States found that:

“Virtually every aspect of…human development, from the brain’s evolving circuitry to the child’s capacity for empathy, is affected by the environments and experiences that are encountered in a cumulative fashion, beginning…in the prenatal period and extending throughout the early childhood years.”

Evidence has demonstrated that the rapid development of the brain in the first few years of a child’s life provides the foundation for future health, wellbeing and attainment. Without stimulating environments and experiences in those early years, children will fail to develop the skills that they need, particularly language skills, in the same way as their peers. The extent to which a child’s life chances are fixed in the first two to four years is truly astonishing, particularly in the field of communication skills, which provide the foundation for vocabulary development and the understanding of language. They are a springboard to the literary skills needed to get through school.

A responsive adult caregiver can minimise the effects of significant stresses on a child’s development, such as growing up in poverty. That echoes the point made by my hon. Friend the Member for Congleton (Fiona Bruce). Supportive parenting is recognised as an important protective factor against long-term disadvantage, as is professional early years input. Much could be said about parenting and the need for the state to consider supporting good parenting strategies, which the Prime Minister focused on in his January speech on life chances. However, for the purposes of this debate, I will focus mainly on the pre-school setting and the lasting impact of a poor early years experience.

Statistics show that one in three children in England start primary school without meeting the Government’s recommended level for early development. That figure is even higher among children from poorer backgrounds and among boys. In my borough of Kingston upon Thames, 87% of children reach the expected level of speech and language skills at the age of five, partly due to the demographic and partly due to the excellent early years opportunities in Kingston. The national average is 67%, but just 50% of children from the most disadvantaged backgrounds reach the expected standards at the age of five. That is worrying in itself, but it is even more worrying for three reasons.

First, children from poorer backgrounds are less likely to get the necessary help at home to get them school-ready. A study in Kansas in the United States has shown that by the time children of professional parents enter kindergarten, they have heard 19 million more words than children of working-class parents, and a staggering 32 million more words than children of parents on welfare. Secondly, the school-readiness gap between the richest and poorest five-year-olds is as big as 19 months, which is nearly two academic years. Thirdly, research shows clearly that children who start behind at primary school stay behind at primary school, and go on to stay behind at secondary school and in post-school academic and work opportunities.

Save the Children’s fantastic “Read on. Get on.” campaign, which a number of hon. Members here support, found that one in four children who did not meet the expected levels of speech and communication skills at the age of five failed to reach the expected reading levels at key stages 1 and 2. It also found that one in four of those children failed to meet the expected level in English at the age of 11. The findings go further than that, as they do not just apply to English but correlate with the development of ability in maths at the age of 11.

The Sutton Trust has demonstrated that the gap in early years development is directly correlated with later educational outcomes and, as a consequence, later life outcomes. Its paper “Subject to Background” shows that disadvantaged students are significantly more likely to do A-levels if they have attended any pre-school, and particularly if they have attended a pre-school offering high-quality early years education.

[Nick Thomas-Symonds]

I agree entirely with the hon. Gentleman that the early years point to later development. My local nursery in Torfaen—Abersychan Brynteg, which my daughter attends, incidentally—recently had an excellent Estyn inspection, achieved through innovative teaching and strong leadership by the headteacher. Does he agree that it is vital to have that in the early years?

--- Later in debate ---

[James Berry]

I agree entirely. Having visited a number of daycare nurseries in my constituency, as I am sure other hon. Members will have done in theirs, I have seen that well led operations are always the most successful, particularly when they are led by professional early years practitioners.

Children who start behind stay behind, and vice versa. Given that children who start and stay behind are more likely to come from families in socioeconomically deprived areas, a cycle of disadvantage is created. That cycle can be broken by improved guidance and support for parents and improved early years offers to ensure that when children arrive for their first day of primary school, they are ready to learn, whatever the circumstances into which they were born.

Finally, on how the Government can make the best of this opportunity, it is important to start by recognising what they have done. They have committed to investing nearly £3 billion a year in the early years, the greatest sum ever, to boost the availability and quality of the early years offer. There are a number of ways in which they can ensure that that massive investment has maximal impact on boosting social mobility. Those who speak later in the debate will no doubt add their own suggestions, but I have four.

The first involves the workforce. In Kingston, as in the rest of the UK, there are some excellent early years educators. Some are qualified early years teachers and others are not, but the workforce is bound to increase significantly when the additional offer of 15 hours a week comes into force next year. It is encouraging that the Government plan to deliver an early years workforce strategy; that offers welcome recognition of the important role of that workforce in a child’s early development. Unsurprisingly, international studies have found that good-quality, graduate-led childcare secures the best early years outcomes, but the evidence also shows that good-quality early education disproportionally benefits boys and children from disadvantaged backgrounds—the very groups currently being left behind—not only in the short term but right through primary and secondary school. Equally, the evidence shows that low-quality childcare has no benefit, or even a negative impact on a child’s development.

Early years educators and staff with equivalent qualifications can play a critical role in creating high-quality learning environments in a nursery, providing leadership and increasing the skills of other staff. What assurances can the Minister give the House that the early years workforce strategy will include plans to attract and retain enough bright staff for us to achieve the ambition of an early years teacher in every nursery setting?

My second suggestion is to increase the availability of speech and language therapy services. I was recently fortunate enough to meet the Royal College of Speech and Language Therapists and to see the speech and language therapy services provided by Your Healthcare in Surbiton, in my constituency. From those briefings, it is clear to me that access to high-quality SLT is vital to ensure that parents and early years staff are trained in the right strategies to optimise a child’s verbal communication development, and to enable early identification and specialist intervention when a child shows signs of a speech and language deficit.

Nevertheless, as the 2008 report by Mr Speaker—the Bercow report—showed, the availability of quality SLT services for nought to 19-year-olds is patchy across the country, and greater consistency is required. It is not possible, or indeed desirable, to have a full-time speech and language therapist in every single nursery, but high-quality SLT input into the curriculum and SLT-facilitated training for all staff in early years settings would be a big step forward. I hope that Kingston Council will consider funding such a programme locally, and that other local authorities will do the same nationwide.

My third suggestion is that we do not ignore the additional requirements of children with special educational needs or disability—a subject close to my heart, as my mother was a special needs co-ordinator. In London, 0.8% of children benefiting from early education have an education, health and care plan, the highest percentage in the country. The cost of providing childcare for children with special educational needs or a disability, whether or not they have a formal plan, is higher than for children without special needs. Under the current Government proposals, it is not entirely clear whether providers delivering the additional 15 hours for EHCP or SEND children will receive additional funding to meet those children’s needs. I would be grateful for the Minister’s clarification.

Finally, on take-up, the Government have introduced a number of early years schemes since 2010. Research by the Sutton Trust and the National Audit Office shows that although take-up for early years offers has generally been good, it has been poorer among the most disadvantaged families. From 2010 to 2015, uptake of the 15 hours of free childcare was 98% in the least deprived areas, but only 90% in the most deprived areas. The figures for the offer for two-year-olds are more stark. Against a departmental aspiration of 73% to 77% take-up, only 58% of parents of disadvantaged two-year-olds have taken up the offer. I appreciate that there may be more up-to-date figures, but those were the figures available to me. The very children who need such interventions, for which the Government are making funding available, are the least likely to receive them.

I know that the Department for Education advertises its early years offers, but the advertising campaign appears to be missing some of its core target audience. Given the disparity in uptake, it seems to me that a better solution would be to mandate the provision of a user-friendly information sheet to all new parents. One fixed point of parental interaction with the state might be when parents register their child’s birth; they could then be provided with the crucial information about what is on offer to help their children.

In his January speech on life chances, our Prime Minister recognised that the early years present a window of opportunity, saying:

“Destinies can be altered for good or ill in this window of opportunity.”

In the early years, parents can make a huge difference to their children’s life chances, as can the state through early years education. We have seen how high-quality early education can transform children’s future, particularly those from disadvantaged backgrounds. If we want to achieve social justice and promote social aspiration, we must ensure that the Government’s welcome investment in the early years makes the best possible impact in that short window of opportunity. I look forward to hearing hon. Members’ contributions about how best to achieve that, and the Minister’s remarks on how he will ensure that it is achieved.

[Several hon. Members rose—]