Children's Access to Books

Nick Gibb Excerpts

Tuesday 6th June 2023 Westminster Hall

[The Minister for Schools (Nick Gibb)]

It is a pleasure to serve under your chairmanship yet again, Sir Christopher. The subject of the debate is of enormous importance, and I pay tribute to my hon. Friend the Member for Rother Valley (Alexander Stafford) for securing it, for the way in which he introduced it, and for his work as an active champion for literacy in his constituency.

I totally agree with the hon. Members for Strangford (Jim Shannon) and for North Ayrshire and Arran (Patricia Gibson) about the importance of children of all ages being read to, instilling in them a love of reading and improving their vocabularies. I look forward to visiting the constituency of my right hon. Friend the Member for Witham (Priti Patel) later this year to see “Get Witham Reading”. I pay tribute to her passion in ensuring that children in her constituency read well and have access to books. I also pay tribute to my hon. Friend the Member for North Swindon (Justin Tomlinson) for his commitment to high-quality education in his constituency, about which we talk regularly—not just general education, but reading in particular.

My hon. Friend the Member for Rother Valley says that we should improve children’s access to books. I wholeheartedly agree. That is why we have strengthened the national curriculum to focus on developing reading, and putting phonics at its heart, to ensure that children can read. Reading is the principal way to acquire knowledge, and the national curriculum encourages pupils to develop the habit of reading widely and often, both for pleasure and for information, and to develop a love of reading.

The texts that young people read play a significant part in their wider development, broadening their horizons and introducing new ideas and perspectives. As a child, I loved C.S. Lewis, C.S. Forester, E. Nesbit and L.P. Hartley, and today, I am ploughing my way through the 97 books that have won a Pulitzer since the introduction of the fiction prize in 1919. Charities such as World Book Day and the National Literacy Trust work tirelessly to raise the profile of reading for pleasure in our country, and for that I thank them and recognise their enormous contribution.

The Government are committed to continue raising reading standards. We place great focus on ensuring that early reading is taught well from the very beginning of a child’s time at school. Following that focus, and the commitment of hundreds of thousands of teachers up and down the country, England came fourth of 43 countries that tested children of the same age in the 2021 progress in international reading literacy study. The results were published only last month, and I am grateful to all the primary schoolteachers and teaching assistants whose commitment to reading and embracing the phonics approach introduced by the Government made that possible. Indeed, the strongest predictor of PIRLS performance was the year 1 phonics screening checkmark, with higher marks predicting higher scores. England’s average PIRLS score of 558 was significantly above the international median of 520 and the European median of 524, and significantly higher than all other participants testing at the same age, with the exception of Singapore, Hong Kong and Russia. There were very high PIRLS scores in Northern Ireland, and I pay tribute to teachers there for their achievement in the study.

That success in PIRLS follows the Government’s greater focus on reading in the primary curriculum, with a particular focus on phonics. It also follows reforms such as the English Hubs programme, the introduction of a phonics screening check in 2012, the reading framework, and the leading literacy national professional qualifications for teachers. My hon. Friend the Member for Rother Valley mentioned the importance of children having books at home, and the correlation between book ownership and educational success. In the 2021 PIRLS, overall performance was strongly associated with the number of books that pupils had in their homes. The average score of pupils in England with fewer than 10 books in their home was 507 points, compared with an average score of 591 points—down from 598 in 2016—for those with more than 200 books at home.

The English hubs programme is designed to spread best practice in how schools teach their pupils to read. So far, it has supported 1,600 schools intensively, with a focus on supporting children who are making the slowest progress in reading, many of whom come from disadvantaged backgrounds. That includes schools in Rother Valley, which are supported by two of our English hubs: Learners First and St Wilfrid’s. Between them, those two hubs have supported more than 100 other schools in the area. Schools supported intensively as partner schools by English hubs outperform non-partner schools by about seven percentage points when comparing the change in the year 1 phonics screening check. We have also introduced the reading framework, which is guidance for schools that was first published in 2021. Over 90% of schools have read the framework, which provides guidance to schools about how to improve the teaching of reading.

My hon. Friend also raised his concerns about provision for children with special educational needs and disabilities, particularly children who have chronic fatigue syndrome or Addison’s disease and who suffer from migraines. The next reading framework will include guidance on supporting children who are struggling to read, including those with special educational needs, and we regularly speak to experts, including SEND specialists, specialist schools and English hubs, about the way in which the Department can support teachers to ensure that children with dyslexia and other learning difficulties can progress well in their reading and meet the expectations by the time they leave primary school.

[Patricia Gibson]

Will the Minister give way?

[Nick Gibb]

If the hon. Lady will forgive me, I will not, because there are only four minutes left in the debate.

The hon. Member for Strangford raised the important issue of children with visual impairment, and I will ask my officials to engage with the RNIB about the most effective way of harnessing the power of digital media to improve literacy, including through the use of audio books.

The Department also recognises the vital importance of the teaching profession and is committed to offering the very best professional development. As part of our long-term education recovery plan, we announced £184 million of funding to deliver 150,000 fully funded training scholarships for national professional qualifications by the end of 2024. To incentivise small schools to participate, the targeted support fund provides an additional grant for every teacher who participates in the national professional qualifications in the next year. We also have a national professional qualification for leading literacy, which was launched in October last year, to train existing teachers to become literacy experts who will drive up standards in the teaching of reading in their schools and improve outcomes for every child.

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, and evidence shows that that is more important for children’s educational development than, for example, their parents’ level of education. I agree with my right hon. Friend the Member for South Staffordshire (Sir Gavin Williamson) about the importance of libraries in increasing children’s access to books and promoting reading for pleasure, whether in schools or through public libraries.

Libraries are particularly important in ensuring children have access to books during the current difficulties surrounding the cost of living. A national literacy survey conducted in December last year, to which my hon. Friend the Member for Rother Valley referred, reported that nearly 30% of parents stated they were borrowing more children’s books from libraries and that a quarter said they were asking their children to borrow more books from school libraries. Of course, it is for individual schools to decide how best to provide and maintain a library service, which is something to which my right hon. Friend the Member for South Staffordshire alluded. I enjoyed working with him at the Department for Education for a few years; we worked very well together, and I pay tribute to him for his time at the Department for Education. Many headteachers recognise the important role that school libraries can play in improving literacy by ensuring that suitable library facilities are provided.

There are several schemes that look to improve reading for pleasure and children’s access to books in school and public libraries. First, the Reading Agency’s summer reading challenge, to which hon. Members referred, is the biggest reading-for-pleasure programme for primary school-aged children. Each year the challenge motivates over 700,000 children of all abilities to read for enjoyment over the summer holidays. I also highlight the National Literacy Trust’s primary school library alliance partnership, which aims to bring partners together to transform 1,000 primary school libraries by 2025, providing them with books, training and support. Partners include World of Stories, the Marcus Rashford Book Club and “Raise a Reader” Oxfordshire. The partnership reported in November last year—a year after launch—that it had worked with over 330 schools and reached over 120,000 children across the country.

The Department is committed to improving literacy for all pupils, because unless children learn to read, they cannot read to learn. Reading is an essential foundation of success in all subjects, and we are determined to drive progress still further in the years ahead.