Children's Access to Books

Patricia Gibson Excerpts

Tuesday 6th June 2023 Westminster Hall

[Alexander Stafford]

I could not agree more with my hon. Friend; reading is incredibly important. Personally, I enjoy reading with my two daughters immeasurably. As a young child, I was read to by my father and other family members, and such reading creates the stories and images that set you up for later life. I will address that as well later in my speech. We have a long way to go, my friend, so we will continue and go back to my point about the pandemic unfortunately holding—

[Patricia Gibson (North Ayrshire and Arran) (SNP)]

Will the hon. Gentleman give way?

[Alexander Stafford]

But before we do that, I will happily give way again.

[Patricia Gibson]

I just want to make a quick intervention on the point about reading together. I was an English teacher for 23 years, so I can say that children and young people are never too old to love being read to; they love it when they are read aloud to, no matter what age they are.

[Alexander Stafford]

I thank the hon. Lady for that intervention. Reading aloud is not just a pleasure for the people who listen to the story but for those who read the story. After all, we are all politicians here and we love hearing the sound of our voices. Indeed, I am telling a story today; we are doing storytelling for the future.

Before I continue, I wonder whether there are any more interventions. No? Then, I will happily continue to discuss the pandemic, but first I will comment on the point made by my hon. Friend the Member for Watford (Dean Russell). I congratulate him on writing a children’s book—unfortunately I have yet to receive a copy, but I look forward to receiving one tout suite and I thank him very much for that.

I return to the effect that the pandemic has had on literacy rates. What is most concerning is the effect on the 10% of children who spent the pandemic at home without books. When they returned to school, they would have been further behind their peers who had books at home. Children on free school meals are not only much less likely to own books but are much less likely to enjoy reading with their friends—a statistic that has doubled over the pandemic, as children spent long periods without access to books or other reading material due to schools being closed.

As I mentioned in the previous debate that I secured, which focused on the importance of improving access to libraries, something that has been recently reinforced to me is the data that shows that 30% of parents were borrowing more books from libraries than ever before. Clearly, that is paying dividends in my area, with the announcement of a new library in Thurcroft. However, accessing books can be made easier, making it more likely that people will do that than only going to a library.

In my local area, Labour-run Rotherham council has spent millions of pounds on building a new central library, but we are still paying upwards of £5 million a year in rent for Riverside House, the council offices and library, which opened just 10 years ago, few of my constituents in Rother Valley will ever visit it and fewer still will want to borrow a book from the catalogue, which is in dire need of updating. Spending just a fraction of the money that the Labour-run council has spent on putting books into the hands of the children of Rother Valley would be a far more efficient way to improve those children’s lives.

Rotherham, as we know, has the second lowest reading attainment levels for key stage 2, something that the data shows us can easily be solved by helping children to access books more easily. That is where Rotherham council should be spending money instead. Luckily, there are easy solutions to these issues, both locally and nationally. One of this Government’s greatest legacies will be investment in areas that have been left behind for many years. In some cases, levelling up can mean direct investment and change to infrastructure, as we are pleased to see in Rother Valley with the Dinnington high street project and Maltby skills academy. However, providing books is undoubtably one of the simplest and most cost-efficient ways of improving the lives of 1.2 million children up and down the United Kingdom, giving them the best possible start to their lives and careers.

As was mentioned in the interventions, something that is becoming clearer is the fact that we must embrace technology in our pursuit of improving access to books. Across human history, the first true literacy revolution was the invention of scrolls and paper, allowing quicker, lighter and more accessible reading and writing away from the stone tablets of old. The second innovation was the printing press, bringing books and literacy to the people, as William Caxton did only a few hundred yards from where we sit today.

Many of us have lived through a similarly important revolution in the development of e-books and audiobooks, reinventing the way we read and get information. These new technologies will be game-changers for our children’s access to books and for how they read. E-books, which can be as simple a concept as a PDF saved on a phone or on any number of e-readers, allow for quick and free access to books, which was unattainable outside of a library just a few years ago. Not only can a phone or e-reader hold thousands of titles, it is nearly always cheaper than its printed counterparts, often for the simple reason of having next to no unit cost, meaning that they are far more accessible for younger readers in less well-off households. Indeed, many of the classic books that we may want our children to enjoy like we did are available online for free through sites like Project Gutenberg, which boasts over 70,000 e-books free to download, with titles from Marcus Aurelius to Sun Tzu—anything a child would want to read.

For children, there are other advantages to reading technology. A trial programme points to a huge uplift in reading enjoyment across the board when reading on screens. That is backed up by an increase in pupils’ reading outside school. Not only do children enjoy reading electronic devices, they enjoy it so much that they do it in their own time. It may be better for their development and preparedness for their careers, with jobs these days often involving reading text from a screen rather than a piece of paper.

Audiobooks should share the stage, given their proven results, encouraging those who might otherwise not read to do so. In the first instance, audiobooks have huge reach among younger readers. A 2022 survey tells us that 40% of those aged between 12 and 15 are regular users of audiobooks, whereas only 24% of those aged above 55 responded in the same way. What is more, audiobooks bridge disparities that we usually see in reading and writing among children. For example, the National Literacy Trust reports that listening is the only form in which boys have higher levels of engagement and enjoyment than girls. Audiobooks are an invaluable way of making books and the benefits that come with reading more accessible to those who might normally miss out.

Given that these new ways encourage reading and make books even easier than ever to access, how should we support them? As I mentioned, Yorkshire has the lowest rate of children’s book ownership, but given the ubiquity of smartphone and computer ownership and the availability of e-books and audiobooks, the answer is right there. We touched on some of the charitable endeavours in this area, and I am pleased to report that many other excellent charities are helping to spread e-book ownership, including from public libraries.

Increasing access to books means making them as accessible as possible. For more than 350,000 children with some form of learning difficulty, reading may present more of a challenge. How can reading for pleasure even be considered if reading is a constant struggle for these children? I have talked about how e-books and audiobooks greatly increase reading enjoyment, but that is especially true when looking at the impact on children with dyslexia or any other educational support needs, as well as those who simply struggle with reading. One in 10 children have some form of dyslexia. That should not be overlooked as an area that needs focus. Like other areas in life, technology can provide easy ways for many to overcome hurdles. In this case, e-books can be more beneficial than printed books, such as by being able to quickly change font or sizes or access the dictionary to find out the meaning of new or difficult words—a real step forward in helping those most in need of encouragement. The British Dyslexia Association has many excellent suggestions on how to help children with dyslexia to read and write, and agrees that e-books and other such technology are clear game changers for children with dyslexia.

As well as technology, another central suggestion is paired reading, which we have already talked about. A child and their parent reading together for 10 minutes a day is a perfect example. Unfortunately, when looking at the bigger picture, if 10% of children in my area do not own a book, and 10% of those children have dyslexia, that means that 1% of children—nearly 135,000 children across the UK—simply do not have the resources to overcome their learning difficulties, blighting their career and life prospects.

Over the course of this debate and the last, I have had a particular focus on younger children, such as those in primary school. That may be because of my own personal bias with my two daughters, Persephone and Charlotte. Unfortunately, however, it seems to me that the same is true of our education system, which focuses literacy education on younger children at the expense of older children. Over 75% of children aged between five and eight say that they enjoy reading, but sadly that number trends downwards over the next years of education, with only 45% of 14 to 16-year-olds saying the same. That means that somewhere in our schools children lose their passion for reading. Secondary school—for some, the last years of formal education—can be an invaluable time to fall in love with reading before life’s other worries take over. We must do more to encourage our teenagers to read and enjoy reading.

The point could be made that because so many forms of entertainment are instantly available to our children—and to teenagers in particular—we should do more to make books relevant and accessible. Here, again, we can look to technology to solve those issues. As I have mentioned, with e-books and audiobooks, children can have thousands of stories in their pocket, but how do we actually get them to open the e-books and read them? The rise of social media phenomena, such as bookstagram and BookTok, have undoubtedly led to more teenagers reading, with some books’ dustjackets now proudly marketing themselves as being TikTok favourites.

Social media platforms provide a social aspect to books, allowing users to give and receive recommendations from peers with similar interests, as well as connecting with those who have a passion for a genre or a series of books. The BookTok hashtag has over 143 billion views worldwide, with some of the most watched videos highlighting, for example, books by black British authors or what to put on a summer reading list. Those videos and social groups are reconnecting teenagers to books, albeit in a very different way from previous generations. It is engagement that should be encouraged, and helps to make books and reading as accessible as possible to teenagers. Whatever other concerns may plague social media, this is undoubtedly a force to be reckoned with in the battle for teenage literacy.

Now that I have outlined the importance of better access and accessibility to books, how should we look to achieve that access for our children? The best way to manage it would be through a British book strategy, with the ultimate goal that every child should have many books of their own to cherish and enjoy at their leisure. That would work hand in hand with the overall education strategy, and complement both the Government’s education White Paper from last year and the Prime Minister’s numeracy campaign. I believe this debate will go some way towards outlining what might be contained in that strategy, and I make the following points to the Minister.

First, we must examine seriously the ways in which technology can help children gain access to books, rather than looking at technology as somehow at odds with reading. I have extolled the virtue and benefits of e-books and audiobooks, given their lower cost and the universal access technology capable of reading or listening to them. They must be front and centre of any book strategy. There are, of course, other ways in which technology can improve access to books that I have not had time to discuss, such as apps for public libraries or technological support for the teaching of phonics.

Secondly—and perhaps a related point—we must work to ensure that reading is not seen as a struggle or challenge for those children who find it more difficult than others. With the right processes, even those with the most severe learning disabilities can be shown the joy to be found in reading for pleasure and so reap the same benefits as those without such difficulties.

Finally, we cannot forget to continue to stress the importance of reading as children grow up. Perhaps, given the proven rewards, reading or library time should be a continued presence in our children’s timetable throughout their educational career, regardless of what they are studying, to prevent the terrible decline in reading enjoyment that we are currently seeing. Perhaps encouraging reading-friendly social media may help to give books relevance to our digital society, and help in removing the barriers between teenagers and reading. That is especially true for those leaving formal education as they turn 16.

In conclusion, the Government’s excellent schools White Paper promises to

“do more to ensure every child can access cornerstone literacy and…give them the tools to lead a happy, fulfilled and successful life.”

Better access to books is the simplest and best way to manage that. The only tools children need are the books themselves. We know that high literacy and more reading ensure longer, happier and more fulfilled lives, and there is no better way to achieve those things than to put a book in the hands of every child. Next year, World Book Day will be on 7 March, a date by which I hope every child will have a book of their own to celebrate it with—a book to love and to share with their friends and family.

--- Later in debate ---

[Patricia Gibson (North Ayrshire and Arran) (SNP)]

I begin, as others have, by thanking the hon. Member for Rother Valley (Alexander Stafford) for bringing forward this debate. I stand to speak as a former English teacher of 23 years, an avid reader and somebody whose life story has been shaped and transformed by the power of reading.

Through a difficult childhood, books were my solace and comfort, and I do not think it is overstating the case to say that books were my life support. No matter what was going on around me as a child, while I was growing up, books gave me an escape, without which I really do not know what would have become of me. Every child should have that escape, comfort and access to building literacy, which cannot be just about what happens in a classroom. The ability to read the words on a page is one thing, but it is another thing entirely to understand how language works, how meaning is created and how language can be used to persuade and manipulate. That can be taught, but ultimately it is inherently linked to someone’s experience of reading and the written word; that is the true meaning of literacy and we should want it for all our citizens.

I have discussed this subject with Members from across the House and I confess that I have never understood why folk in England, and MPs in this House from England, do not trumpet more loudly their wonderful literary heritage and canon, as it is hugely impressive; I do not understand why they do not make much more of Dickens, Trollope, Shakespeare and Collins, because I certainly would if I were in their shoes. As an English teacher, I always made sure that every class, from the first year to the sixth year, regardless of ability level, had the opportunity to enjoy a Shakespeare play—I persuaded them that it was an opportunity and they really did not have any choice. I understand that Shakespeare plays were written to be performed, but they are also extremely important in terms of the written word.

I grew up in a home without books, as too many children still do, as we have heard. However, I was lucky, because I was the youngest of eight children and I was often able to top up the three books I was permitted to check out of the local library at a time, as I was able to use the library tickets of all my older siblings. I could also use my primary school library, in which I took such an interest that my primary 7 teacher used to consult me about what books he should buy with the library school budget allocation.

Many other children are not so lucky as I was. It almost goes without saying that children who do not have access to books, are not exposed to them and are not provided with the opportunity and encouragement to cultivate the habit of reading will not reach their academic potential. The evidence on that is stark and unequivocal: reading improves outcomes for children across the board. As a former English teacher, I know that when the new S1—secondary 1—intake arrives, the first piece of short writing we ask them to do immediately tells us which children read and which do not. That is immediately apparent in their level and sophistication of expression, and it is very clear to see. There is no downside to encouraging and supporting children to read—unless we count the numerous rows I got into at primary and secondary school for hiding in the changing rooms during PE so that I could finish the chapter of whatever book I happened to be reading.

Many Members have talked today about the importance of supporting literacy in the very young, which is self-evidently the case. In Scotland, our Scottish Book Trust delivers two universal book gifting programmes funded by the Scottish Government, Bookbug and the “Read, Write, Count” initiative, which supports families in playing, reading and learning with their young children. It helps to instil an early love of reading. Through that programme, all children in Scotland receive six free bags of high-quality books between birth and the age of eight, with 16 books across the six bags, and an additional two books gifted to expectant parents in the baby box. It is thought that Scotland has the largest universal book gifting offer in the world. Given my lifelong relationship with books, I am deeply proud of that and the transformative potential it provides for children. However, across the UK as a whole, 19% of five to eight-year-olds do not own a single book, according to the National Literacy Trust. That is deeply sad.

In Scotland, millions of pounds have been provided to support our libraries through the Scottish library fund and other such schemes. I wish there was more funding—I genuinely do—but what is important is the commitment and recognition of the value of access to books and promoting reading. That has been established as an important principle. We can build further on that, and we certainly should. I also appreciate the comment from the hon. Member for Strangford (Jim Shannon) about Dolly Parton, which we all applaud.

Cultivating the habit of reading is important. Over the years, people have come up with various ways to do that, but I am quite old-fashioned. I do not think we need to rely on children dressing up as their favourite character and such, although I know they take great pleasure from that. If they want to, that is fine; it does not hurt anybody, but a love of reading need not require such dramatic pursuits. Ultimately, it is learned through appreciating the calm, quiet and powerful joy that is found in the gentle unfolding of an exciting narrative captured between the covers of a book, or on a Kindle, or even—as Members have said—through an audiobook, in a way that cannot be replicated through the passive, although enjoyable, activity of watching a film.

As has been said, our public libraries are a real prize in our communities. Aside from the opportunities they provide for social interaction, warm spaces and digital inclusion, which are extremely important, public libraries are integral to our quest to raise attainment. In order to close or narrow the attainment gap, one important thing we need to do is provide access to books for not just children, but their parents. We need to bring parents with us on that journey to narrow the attainment gap. Some of them may have grown up with no access to books, and may not have cultivated or discovered the powerful joy that reading for pure pleasure can bring.

We need to create a wider culture of reading. If we want parents to read to and with their children—as I say, my 23 years as an English teacher tell me that even at the age of 17 or 18, young people love being read to—we need to get parents reading. We need reading as an enjoyable pastime to become normalised in households. Very often, it is not, and we cannot tackle that issue properly or seriously without access to public libraries. In many households, it is now unusual for the TV or the music to be switched off, and for people to sit and spend an hour either reading in the same room or reading the same book together. It is frankly uncommon—I will put it no stronger than that, but it is less common than it ought to be. The role of teachers and school libraries is of course vital, but public libraries allow children and parents to actively and literally discover and explore the pleasure of books together.

Access to books matters, but instilling a love of reading also matters. As an English teacher, I often found that children were very happy to respond to the encouragement to read, and to read independently. However, around the age of 14 or so, the cultivation of a reading habit seemed to plateau or fall away altogether. There are a number of things that schools, teachers and English departments can do to tackle that, which I do not have time to tackle now, but we need to support and encourage children, and model to them the fact that reading is a joyful way to spend our time. It can be an escape, a solace and, importantly, a companion to us throughout our entire lives.

We should continue to ensure that there are the best, most accessible and richest opportunities to read, but we need to take parents with us. We need to reach out to the parents we have not yet taken with us. In a digital age, reading and literacy has never been more important. Coincidentally, the digital age is also a very important tool to support reading and get our communities between the covers of a book.

--- Later in debate ---

[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.