Child Literacy: Disadvantaged Areas

Margaret Greenwood Excerpts

Wednesday 22nd February 2023 Westminster Hall

[Alexander Stafford (Rother Valley) (Con)]

I beg to move,

That this House has considered improving children’s literacy in disadvantaged areas.

It is a pleasure to serve under your chairmanship, Mr Bone. I rise to argue that we need to consider the access that every child in the UK has to a school library or even a book, as that has consequences for their literacy attainment.

I am sure we all agree that reading is at the very basis of our daily existence, from reading delayed train notices to the daily news. It would seem almost impossible to function in our society today without that necessary skill. That is why I am sure hon. Members will be as shocked as I am to learn that three quarters of a million school-aged children in the UK still do not have access to a school library. That is quite frankly an alarming statistic, given that reading makes up a fundamental part of how we operate in our everyday lives and of how future generations will continue to operate.

[Margaret Greenwood (Wirral West) (Lab)]

I am pleased that the hon. Gentleman has raised libraries. Last year, staff and pupils at Woodchurch Church of England Primary School in my constituency were supported by the children’s laureate and the BookTrust to transform an unoccupied area of corridor into a fantastic reading space with mushroom cushions, dragon wall art and hundreds of books. The school has embedded reading for pleasure into its culture, and it reports that that has been a key part of improving outcomes for some of its most vulnerable children—particularly those with special educational needs. It also told me that children now see reading not only as a skill for learning but as something that helps their mental health. Some have described the library as a haven and a safe space. I am sure the hon. Gentleman will agree that it is important to develop a culture of reading for pleasure at a very early age to improve children’s educational attainment and to ensure that they feel part of wider society.

[Alexander Stafford]

The hon. Lady summed up in a matter of minutes what I am planning to say in half an hour. That is a summary version of my speech. I could not agree more.

The focus must clearly be on how primary school libraries help improve children’s literacy in disadvantaged areas. They are indisputably a vital part of the education system. Numerous studies have shown a clear correlation between having a good school library and not only academic achievement and literacy performance but a child’s attitude to learning as a whole. Improving children’s literacy clearly relies on the availability of school libraries and access to books. Sadly, the reality is that availability and access to books for children relies on efficiently allocated funding.

The Government’s recent levelling-up White Paper indicated that by 2030, the number of primary school children achieving the expected standard in reading, writing and maths will have significantly increased. In England, that will mean that 90% of children will have achieved the expected standard, and the percentage of children meeting the expected standard in the worst-performing areas will have increased by over a third. Without efficiently allocated funding, that mission seems unlikely to reach its full potential.

Early childhood, from birth to the age of five, is instrumental both in itself and as a foundation stage for language and literacy development, which is why funding channelled to early-years education is essential. The Prime Minister—then Chancellor of the Exchequer—said in his autumn 2021 Budget speech:

“The evidence is compelling that the first 1,001 days of a child’s life are the most important.”—[Official Report, 27 October 2021; Vol. 702, c. 277.]

--- Later in debate ---

[The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)]

Thank you, Mr Bone. It is a pleasure to serve under your chairmanship today. I congratulate my hon. Friend the Member for Rother Valley (Alexander Stafford) on his very thoughtful speech. He will know that I am standing in for the Minister for Schools, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb).

My hon. Friend does incredible work as an active champion of literacy in Rother Valley. He is right to draw attention to fantastic initiatives, such as Michael Morpurgo Month, a competition to highlight the importance of literacy for all children, especially those from disadvantaged backgrounds. In my own constituency of Harlow, I run a Christmas card competition. I met the winners recently, and I always give them books by Tolkien, who was just mentioned by my right hon. Friend the Member for South Holland and The Deepings (Sir John Hayes).

My hon. Friend the Member for Rother Valley says that if we prioritise children’s literacy, the whole of the UK will reap the benefits. The Government wholeheartedly agrees with him. That is why we have strengthened the national curriculum to focus on developing reading and writing ability, and put phonics at its heart. There is sound evidence that systematic phonics is a highly effective method for teaching early reading, and I pay real tribute to the Minister for Schools, who has done so much work to drive up standards and drive so much change over the past few years.

[Margaret Greenwood]

The Minister is talking about phonics. He might come on to this, but in a primary school in my constituency, which I mentioned earlier, I have witnessed a huge drive to encourage reading for pleasure. The children are not being tested; nobody is monitoring them. We get these lovely pictures of children sitting around, sharing books and reading books on their own, and it has really ignited their interest. Would the Minister agree that embedding reading for pleasure in the curriculum is massively important?

[Robert Halfon]

The hon. Member is absolutely right and is showing, in essence, how libraries can play an important role in reading for pleasure and encouraging children to read. There is no doubt that reading for pleasure brings a range of benefits—it is something that I did as a child—and that is supported by the Department.

In 2018, the Department launched the English Hubs programme. So far, the programme has intensively supported 1,600 schools, with those schools having an above-average proportion of pupils on free school meals. That includes schools in Rother Valley, which are supported by two English Hubs—Learners First and St Wilfrid’s, which have intensively supported more than 100 schools.

The success of our increased emphasis on phonics and early reading has delivered results on an international scale. England achieved its highest ever score in reading in 2016, moving from joint 10th to joint eighth in the progress in international reading literacy study rankings. That improvement is largely attributable to increases in the average performance of lower-performing pupils and of boys. It follows a greater focus on reading in the primary curriculum, and a particular focus on phonics.

My hon. Friend the Member for Rother Valley has highlighted the importance of reading for pleasure—as has the hon. Member for Wirral West (Margaret Greenwood) —and of enabling access to books. My hon. Friend talked about World Book Day and the National Literacy Trust working tirelessly to raise the profile of reading for pleasure in our country. The National Literacy Trust’s partnership with McDonald’s is a brilliant example, as he highlighted, and I am sure that he would not mind me saying that I’m lovin’ it.

The Government believe that all pupils deserve to be taught a knowledge-rich curriculum that promotes extensive reading, both in and out of school. The national curriculum promotes reading for pleasure, with evidence showing that that is more important for children’s educational development than their parents’ level of education. Libraries are absolutely an important way of promoting reading for pleasure. I spent my childhood in libraries, so I completely get where my hon. Friend is coming from.

[Margaret Greenwood]

Will the Minister give way?

[Robert Halfon]

I had better not, because I have not got much time; I hope the hon. Lady does not mind.

It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Head teachers often recognise the important role that school libraries can play in improving literacy, by ensuring that proper library facilities are provided. I absolutely agree that school libraries are important, but they are not the only thing that matters. We recognise the vital importance of the teaching profession and are committed to offering the very best professional development. The national professional qualification for leading literacy was launched in October last year to train existing teachers and leaders to become literacy experts and to drive up standards of literacy teaching.

My hon. Friend the Member for Rother Valley is absolutely correct when he talks about the importance of early intervention. The early years foundation stage reforms aim to improve outcomes at age five, especially in early language and literacy, and especially for disadvantaged children.

On funding, my hon. Friend will know that we have spent more than £3.5 billion in each of the past three years on our early education entitlements to support families with the cost of childcare. At spending review 2021 we announced three years of additional funding increases, which come to £510 million in total over the funding provided in 2021-22, for local authorities to increase hourly rates paid to childcare providers. He will also know that the early years pupil premium will be up to £353 per year for each eligible child, an increase from the £342 made available this year. We have made £180 million available to improve early language and train early years staff.

My hon. Friend is absolutely right that the pandemic has had a wide-reaching and uneven effect on attainment, including in his constituency. The fall in attainment in 2022 was anticipated, sadly, and does not diminish the hard work of teachers, support staff and pupils in challenging circumstances. He will also know about the £5 billion recovery plan, with the recovery premium and the national tutoring programme, to try and support catch-up.

The Department is sending almost £2.9 billion of pupil premium funding to schools in 2023-24 to improve the educational outcomes of disadvantaged pupils. In my own area, some schools have used that for library facilities; some schools in Harlow have bought black and white Kindles to help pupils to read. We constantly review and assess the effectiveness of our approach to targeting funding towards deprivation.

Given that I am the Skills Minister, I hope that my hon. Friend does not mind if I mention that we have also improved literacy and English skills. Disadvantaged students are significantly more likely to leave school without a GCSE grade 4 or higher in English, so our resits policy ensures that colleges, sixth forms and training providers support those young people towards achievement. From the introduction of the resits policy in 2014 to 2019, there was an 80% increase in the numbers of students achieving level 2 in English by 19 who did not have it at 16. We have also hugely improved the number of apprentices achieving functional skills.

I want to reflect on the recent changes made to some of Roald Dahl’s work. I support the Prime Minister’s sentiment that

“we shouldn’t gobblefunk around with words.”

My hon. Friend talks about libraries. I hope very much that people choose to read the original Roald Dahl texts in the school libraries that my hon. Friend is promoting. There are many Roald Dahl books.

The Department is committed to improving literacy levels for all pupils, because reading and writing are an essential foundation for success in all subjects. We are determined to drive progress further still and ensure that all children can benefit from high-quality teaching, giving all children a solid base upon which to build as they progress through school.

Question put and agreed to.