Literacy

Thursday 10th October 2013 Lords Chamber

Question

11:42

Asked by

[Lord Addington]

To ask Her Majesty’s Government what assessment they have made of the effect of hidden special educational needs and disabilities on levels of literacy in England and Northern Ireland, in the light of the Organisation for Economic Co-operation and Development’s recent low ranking of England and Northern Ireland in terms of literacy.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)]

My Lords, there is a gap in literacy and numeracy levels for pupils with SEN, some of whom have their needs identified late. Twenty-three per cent get grade A* to C in GCSE English and maths compared with 59% nationally. All pupils need high quality teaching in the basics. Our focus on phonics is playing a key part in that. It also supports earlier identification of issues such as dyslexia, so that schools provide effective support in line with our SEN reforms.

[Lord Addington (LD)]

I thank my noble friend for that Answer, especially as this Question was tabled at such short notice. However, would he agree that teachers do not receive enough training both initially and in service to have a good chance of identifying those who are finding it difficult to learn to read, particularly when they are on the less extreme end of the spectrums that they encounter? Will he consider that we should, at the first available opportunity, try to improve this level of training and awareness in the teaching profession?

[Lord Nash]

My Lords, Teachers’ Standards requires that all teachers have a clear understanding of the needs of all pupils, including those with SEN, and must be able to adapt their teaching to meet those needs. All teachers must also now receive IT in synthetic phonics, and Ofsted inspects against that. Also, the draft SEN code of practice that we published on 4 October requires that teachers’ ability to meet SEN is included in schools’ approach to professional development and their performance management arrangements. We have invested heavily in SEN training, educational psychologists and other programmes over the past few years, but I am sure there is more to be done.

[Lord Quirk (CB)]

The issues highlighted by the OECD of course go far beyond the SEN cases that this Question addresses. Why is it that almost 40 years after these grave problems in the English educational system were starkly identified by James Callaghan, successive Governments have failed to address the problems concerned?

[Lord Nash]

This Government’s approach is to focus on that core issue, to ensure that all our students leave school adequately qualified in literacy and numeracy. That is why we have a focus on much more rigorous exams. Our new national curriculum will promote high standards of language and literacy by equipping pupils with a strong command of spoken and written language. Our phonics programme is an integral part of that; it is showing good results, with the number of pupils reaching the expected standard in year 1 rising from 58% to 69%.

[Lord Winston (Lab)]

My Lords, while these figures are, indeed, appalling, will the noble Lord consider whether perhaps one of the reasons for these very poor scores is because of the accuracy of the way we keep our figures in the United Kingdom generally? That is one issue. Also, does the noble Lord agree with me that one of the key problems in our educational system is the lack of support for children in the home with literacy, reading and mathematics, and that we need to concentrate on getting more parents involved with the school education?

[Lord Nash]

I am grateful to the noble Lord for his question. There are different schools of thought about the accuracy of the statistics. A study on this was published recently by the Sutton Trust. However, the overwhelming conclusion from these statistics is that other countries have overtaken us and that we have a lot of work to do quickly to improve our schooling and our literacy and numeracy.

As far as home support is concerned, we all know, of course, that the number of words that a child experiences in early age is terribly important, and can be too little. We do all that we can to support parents; however, it comes down basically to improving schools, which have to do so much more because of poor parenting.

[Lord Tebbit (Con)]

My Lords, without detracting in any way from the rightful concern of our noble friend Lord Addington for those children with special needs, is it not clear that there are special educational needs among the teaching profession, which no longer seems capable of teaching basic literacy or numeracy to children in the way that always was done in the past?

[Lord Nash]

We now have the highest quality of teachers entering the profession that we have had for many years. I am afraid that I have to disagree with my noble friend. We are doing a lot to support the teaching profession; it is the most noble profession, in my view, and the issues are much more complicated and deeper than that.

[Baroness Jones of Whitchurch (Lab)]

The noble Lord quite rightly made the point that high quality teaching is essential to identify the needs of children with special educational needs at an early stage. How does that marry up with the fact that the Government now allow unqualified teachers in schools? Will the Government now reconsider that policy and insist that all teachers, whatever they are doing and at whatever level they teach, should be properly trained and qualified?

[Lord Nash]

The noble Baroness is quite right that we allow unqualified teachers in academies. There are some remarkably good success stories of teachers in academies. We will continue with this programme because we have many examples of people coming into the teaching profession after successful careers in other industries. We need all the talent we can get in our teaching profession.

[Baroness Walmsley (LD)]

Is my noble friend aware that many of the young people in custody have these hidden disabilities? In many cases, indeed, that is part of the reason that they are there in the first place. There is wonderful work being done in prisons by charities such as the Cascade Foundation, but the problem is that their funding is not secure. Will my noble friend work with the Ministry of Justice to address this problem?

[Lord Nash]

My noble friend is quite right on this issue. We are working with the Ministry of Justice in relation to the Children and Families Bill to see what further support can be given for people in custody with SEN.