Achievement Gap in Reading

Simon Wright Excerpts

Thursday 4th September 2014 Commons Chamber

[Simon Wright (Norwich South) (LD)]

I thank the Backbench Business Committee for allowing this debate and congratulate my right hon. Friend the Member for Mid Dorset and North Poole (Annette Brooke) on securing it.

We must do everything we can for those who are struggling to read to ensure that every child has a chance to get on in life. This week, standard assessment tests data showed that 78% of children began secondary school with a good level 4b in reading. That is a welcome increase on last year’s 75%, but it still means that one in five children—over 100,000 in total—are not starting secondary school as good readers. These children, who are disproportionately from disadvantaged backgrounds, are at risk of being left behind and turned off from learning, and more likely to be limited in their education, training and employment opportunities later in life.

Closing the attainment gap with disadvantaged children and giving every child the chance to succeed is precisely why Liberal Democrats in government have prioritised the pupil premium, which is now providing an extra £2.5 billion to support disadvantaged children. This is enabling schools across the country to provide the additional help they need to narrow the attainment gap. Through the important work of the Education Endowment Foundation, head teachers can identify the most evidence-based interventions.

Before applying interventions to improve reading, it is vital that schools diagnose effectively the underlying issues, which could be related to comprehension, decoding words, or retention skills. Interventions that improve reading come in many forms, and several could have a measurable benefit, but a key question for heads is which interventions will provide the greatest impact based on the diagnosed need of the child. The skills of teachers in understanding the child’s needs and applying the most effective response should be developed within an effective programme of continuous professional development. Providing already experienced teachers with the opportunity to expand their knowledge and skills can only improve their ability to offer the most effective support at the right time for an individual child based on the evidence of what works.

[Mike Thornton (Eastleigh) (LD)]

There seems to have been an obsession lately with the belief that only one method of teaching reading is suitable for all children, in the form of phonics. Does my hon. Friend agree that in fact different children react differently—better and worse—to different forms of reading, and that we should leave it up to the head teacher and the teachers under his aegis to decide which is the best method rather than dictate it from Westminster?

[Simon Wright]

Phonics provides an important way in which teachers can go about teaching, but it is only one part of the strategy. Ultimately, it is developing and fostering a love of reading that will help children to continue to enjoy life as a reader.

Those interventions must start earlier than at school, and, because early intervention is so crucial, from next year the early years pupil premium will provide £300 for every disadvantaged three and four-year-old. Like my right hon. Friend the Member for Mid Dorset and North Poole, I believe it should be increased and extended in future years. Helping children during the first stages of development helps them to gain the foundation of good language skills, which are essential in developing a curiosity that progresses to reading.

The importance of a high-quality early education sector cannot be overstated, led by professionals with the training and experience to know how best to help those in difficulty, and working with the parents to encourage support at home. That is why Liberal Democrats support raising the status of teaching professionals in early years settings and the introduction of early years teachers, and why we opposed relaxing child care ratios.

I have spoken mainly of interventions at school and early years settings, but getting children reading well is a challenge that necessitates efforts from all places—not just schools and early years settings, but, crucially, parents and wider communities. It is only through sustained and joined-up efforts by organisations and individuals that we will help every child to become a good reader. However much value we add through high-quality school and pre-school provision, support from family and the home environment, particularly in the early years, can make an even greater difference to children’s cognitive development. The earlier parents become involved in supporting their children’s literacy, the greater the impact will be. According to the National Literary Trust, even at age 16 parental interest in a child’s reading is the single greatest prediction of achievement.

Yesterday I met Save the Children to discuss its ongoing work in that area, as mentioned by my right hon. Friend. It has shown how families and communities can contribute to the development of good readers through its Families and Schools Together programme and the Born to Read partnership programme, which links trained volunteers to struggling readers.

In my own county of Norfolk, more than 10,000 children take part every year in the summer reading challenge at local libraries. That helps to prevent the summer dip in literacy skills, which is particularly damaging for disadvantaged children. It also encourages families to read with their children and create an inspiring home-learning environment.

This year Norfolk launched the Raising Readers campaign, which aims to bring the wider community on board. Backed by the Eastern Daily Press, one element of the campaign is to encourage business and voluntary groups to give staff two hours’ unpaid leave a month to visit schools and read with children. I was delighted to visit the Kid Ease nursery in my constituency a couple of weeks ago, during which I read to and with three and four-year-olds.

A range of measures, including the pupil premium, the expansion of free early years education and changes to school accountability measures, will make a difference to many young lives and narrow the unacceptable attainment gap holding back social mobility in this country. However, we require society as a whole to mobilise to address the challenge at hand and work together with parents and schools so that we can look forward to a time when every child will finish primary school as a good reader and go on to enjoy a lifetime of reading.

[Madam Deputy Speaker (Dame Dawn Primarolo)]

May I ask the Front Benchers to share the remaining time between them?