Early Years Development and School-Readiness

Jo Churchill Excerpts

Tuesday 12th July 2016 Westminster Hall

[Jo Churchill (Bury St Edmunds) (Con)]

I thank my hon. Friend the Member for Kingston and Surbiton (James Berry) for securing this debate.

I would like to take the debate in a slightly different direction. I was a school governor for a long while before I came into this place, covering early years and senior years, and I have four children. I am concerned about, and want us to bear down on, the fact that the problem is not diminishing; school resilience, early years development and school-readiness are increasing problems throughout all parts of society. While I am talking, the Minister should keep in mind the fact that mine is a large, rural constituency. There are enormous problems with delivering in rural environments as opposed to metropolitan ones, such as the relevant organisations not having enough staff.

I shall concentrate first on the fact that school-readiness is not a “one hit”; it has to be started from the beginning. Early years teachers in the readiness setting cannot do it in that final year, with four-year-olds. It has to start earlier. We know what the problems are: they were largely indicated in the NSPCC report; the important research on speech and language therapy that was carried out for the Scottish Parliament in 2014; Speaker Bercow’s report in 2008; and the work done by Save the Children and Newcastle University in 2013. But what about the solutions?

Speech and language enable our children to communicate. If they cannot communicate, they are disadvantaged—end of. In Suffolk, we have a paucity of speech and language therapists. That is probably because the demand on the system is rising. As my hon. Friend the Member for Kingston and Surbiton said, we need to address that problem.

We teach our children through nursery rhymes and repetition. We now have less talk in our daily lives and more use of mobile devices and so on. Our children face away from us when we are pushing them in prams. From their earliest start, children need to look at an adult’s face to see our facial expressions. Not one Member present will not have laughed at a baby taking a little bit of lemon in its mouth and looking as if it has been given something dreadful to taste. These things help our children to learn and are incredibly important.

The way we ask our children to do things is important. If someone says, “Cake?” to a child, they can say yes or no. If someone says, “Does Emily want a piece of cake?”, that gives the child the ability to interact and develop language. A child who has had the benefit of good language skills before they go to school is not only not 18 months behind—those months are impossible to make up—but will accelerate through school.

Children learn to listen when we talk. As we know in this place, the ability to listen can be very useful throughout life. Children must learn resilience. It is hugely important that they are allowed to fail. The rise in mental health issues later in children’s lives shows that teaching them resilience—letting them understand that they can fail in a situation and that that is not wrong—helps them.

We do not do enough to develop personal skills. Children must be allowed to put on their own coats. One in four children arrive at school in nappies. It is absolutely criminal that teachers have to try to teach while spending their time getting children dry, and that is particularly difficult if there are few classroom assistants. I had four kids under five. Mine all got dry by 18 months, because it is ruddy expensive to leave them in nappies. There is no excuse. It was felt discriminatory to insist children were dry, but it is not. We should be providing environments that help parents to understand. Parenting support is one thing that I ask for.

Outdoor play is also important. Children climb and improve their muscle tension. A lot of children arrive at school unable to hold a chubby crayon because they have held iPads and other such things. Children need to play and to explore. We need to build that into their routine.

I urge the Minister to think of rural areas and not treat them the same as towns, particularly in relation to workforce planning. We parents buy our childcare for the hours that suit us. That might not work with the business model of nurseries and the early years provision that enables school readiness. As the Bercow report and my hon. Friend the Member for Kingston and Surbiton said, we need to improve speech and learning support. We need to consider parenting classes to encourage supportive families around our children, to ensure that children do not fail in the system.

[Several hon. Members rose—]