Early Years Development and School-Readiness

Julie Cooper Excerpts

Tuesday 12th July 2016 Westminster Hall

[Julie Cooper (Burnley) (Lab)]

I am grateful to the hon. Member for Kingston and Surbiton (James Berry) for securing this debate on such an important subject.

In these times of national turmoil, as the UK looks to redefine its status in the world and concerns about our economy loom large, it has never been more important for us to fulfil the potential of all our citizens. It has never been more important to ensure that we give our children every educational advantage available. We need each and every one to be equipped to play their part.

The previous Labour Government understood that education is the foundation for all: “Education, education, education”. In that context, there is a lot of talk of GCSEs and A* to C grades, and, as a former secondary school teacher, parent, school governor and nursery school governor, I know that they are extremely important.

In my constituency, which is fast becoming a hub for advanced manufacturing and is developing as a centre of prosperity, there is much talk of improving educational standards. It is vital that we all recognise the starting point. The launch pad for our children is not in secondary school, when they are aged 11, and nor is it in primary school. It is in those very important pre-school early years that the foundations for success are laid.

Consider the fact that the total size of the human brain is 95% of its maximum size by the age of six. That is really important. It is true that cortical and subcortical components of the brain change dramatically during childhood and adolescence, but the fact remains that 95% of human brain function is developed by the age of six, so what happens in the early years is incredibly important for the individual’s future wellbeing and economic success.

Of course, the earliest education for the child begins in the home. When that is compromised in deprived communities, when that is limited because parents and carers have themselves been deprived of education, opportunities and extended experience, when that is curtailed because every ounce of the parents’ energy is expended on grinding out an impoverished existence, the child is deprived of crucial learning opportunities and so often disadvantaged from the outset.

It is especially for those reasons that the state must concentrate on providing quality early years education. The experiences of a child in their early years are critical for their future, encouraging the drivers of learning, curiosity and imagination, as well as critical learning behaviours. Self-regulation, resilience and empathy are key to a child having positive early learning experiences.

Indeed, there is a growing body of understanding that demonstrates that these early behaviours have a significant impact on life chances and employment prospects. Recent research has clearly shown that children who have access to quality nursery school education go on to high levels of school achievement, have positive attitudes and achieve higher test scores. They are less likely to need remedial or special education; they are more likely to go on to further and higher education; and they are more likely to have stable employment. They have a significantly lower incidence of involvement in criminal activity, are less likely to need access to social services and are less likely to engage in substance abuse.

Therefore, it is clear that if we genuinely want to effect change in our country, we should begin in these early years. Only yesterday, I was speaking to a nursery school teacher in Tower Hamlets—I will have to leave her comments for another time, as my time this morning is limited. I will just say that I am extremely concerned that we are confusing childcare with quality nursery school education and I am worried to hear from nursery school headteachers that recent cuts in budgets for nursery schools mean that it is difficult for them to keep quality and qualified nursery staff in their schools. It is admirable that the Government want to increase free childcare to 30 hours, but that must not be confused with quality education. The Government know the difference and should invest accordingly, because while childcare can educate children, it is not the same as planned nursery education. For the sake of our children and the prosperity of the country, I ask the Minister to give an assurance that the Government will prioritise investment in early years education.

[Several hon. Members rose—]

--- Later in debate ---

[Julie Cooper]

The Minister is making some important points about encouraging parents to take up the offer. Does he recognise the real concerns of nursery school headteachers that are driving them to come down to Parliament in numbers with their governors—they are coming again tomorrow—to express concerns that they are no longer able to fund qualified teaching staff? That is particularly important in deprived areas.

[Mr Gyimah]

Nursery schools do a fantastic job. We will publish a reform of early years funding to go with the 30 hours’ free childcare. I have had meetings with those people and understand their concerns. I can give an assurance that we recognise the important work that they do, particularly in disadvantaged areas, and I certainly want it to continue and will do what I can to ensure that it does.