Achievement Gap in Reading

Annette Brooke Excerpts

Thursday 4th September 2014 Commons Chamber

[Annette Brooke (Mid Dorset and North Poole) (LD)]

I beg to move,

That this House has considered the achievement gap in reading between poorer children and their better-off peers.

I am grateful to the Backbench Business Committee for selecting this issue for debate today and I hope that we have the opportunity to explore the important issues of child poverty, inter-generational poverty and social mobility.

In January, I, along with many other parliamentarians, attended a reception hosted by Save the Children called “Change the Story”. We learnt about its partnership with a charity called Beanstalk to deliver the reading programme Born to Read. I am a parliamentary champion for Save the Children and I was fascinated to learn about its involvement in a major reading programme that aims to reach 23,000 children by the end of 2018.

At the reception, we heard from Lauren Child, author of the “Charlie and Lola” books, who said what a marvellous ambition it was to get everybody reading. She stressed how important it is for children to enjoy reading for the opportunity it presents to delve into other worlds and expand their imagination. The former Secretary of State for Education, the right hon. Member for Surrey Heath (Michael Gove), also spoke, focusing on social mobility and how important it is for disadvantaged children to learn to read well. I want to explore both those important perspectives.

In the UK today, one in every four children leaves primary school without being able to read well, meaning 130,000 children each year start secondary school already behind, with consequences for their later life chances. Of those children, a disproportionately large number are from disadvantaged backgrounds. Of children on free school meals—on the definition as we knew it before this week’s move to free school meals for all infants—the proportion leaving primary school who do not read well rises drastically to a shocking 40%.

Inevitably, not being able to read well affects a child’s life across a range of outcomes and limits chances of success. Not reading well not only shuts children out of further learning but means they are less likely to read outside of school and therefore will miss out on all the benefits associated with the joy of reading. For children from poorer backgrounds, there is a profound impact on the likelihood of their ever catching up.

This is not a new problem. Despite persistent efforts from successive Governments, the number of children reaching secondary school age without a firm grasp of this crucial skill is still far too high. Progress has been made, there are examples of excellent schemes and major initiatives have been introduced, but there is undoubtedly much more to do. There is overwhelming evidence that not being able to read well has implications not only for an individual child’s well-being and success, but also for our society and economic prosperity. Children who have fallen behind at 11 are less likely to secure good qualifications by the time they finish their education, thus impacting on their ability to get a high-paying job or gain career advancement. For children from disadvantaged backgrounds, this means it is less likely that they will have the means to pull themselves out of disadvantage and break intergenerational cycles of poverty.

Low literacy has been associated with both truancy and exclusion. Those with poor reading and communication skills are more at risk of offending and it is well documented that a high proportion of the prison population have difficulties in reading.

Beyond the individual human costs, the economic costs of this wasted talent means lower prosperity for the country as a whole. If the UK had in recent decades closed the achievement gap at 11, this would have led to a more skilled work force and higher economic growth: according to a recent report by Save the Children, GDP in 2013 would have been around £20 billion or 1% higher; by 2030, it would be around £30 billion or 1.8% higher.

The achievement gap between the poorest children and their better-off peers is consistent with achievement in reading. Children born into poorer families are significantly more likely to have fallen behind in reading by the age of 11. Some 40% of poor children are not reading well compared with 25% of their better-off peers. Within that, some disadvantaged groups are faring less well at age 11 than others. Boys, and particularly low-income, white boys, are the most likely group to be falling behind when it comes to reading. We need to make sure that all children have a fair start in life.

Early years are, of course, crucial. The foundations for early language and literacy are laid in the early years, before children start formal school. I would like to give credit to Bookstart, which is fantastic for issuing books at such an early stage. A child from a disadvantaged background is likely to have a more limited vocabulary than other children before even starting pre-school. The implementation of the Bercow report did lead to many important changes, including support for early language development, but I would like to see a further review on progress made on this aspect.

I welcome the expansion of nursery places to two-year-olds and the introduction of an early-years premium from April 2015. This specifically aims to close the gap between children from disadvantaged backgrounds and their peers by providing funding to early-years providers to help them raise the quality of their provision. In time I would like to see this at a higher level. Going to a high quality pre-school plus an effective primary school has an enormous effect, balancing out differences by family background, so we must focus on quality as well as quantity of provision and on well-trained professionals.

I strongly believe that early education has to be right for the individual child and based on a clear understanding of child development. Trying to “hothouse” young children can be counter-productive and put them off learning for life, especially if they see themselves as failing simply because they are not as mature as their peers. Personally, I see much to support in the Save Childhood Movement’s “too much, too soon” campaign, which believes that children in England are starting formal learning too early, that the value of their creative and expressive play is being undermined, and that learning dispositions and later academic achievement may be affected. I believe that such views should not be dismissed lightly and we should be making sure we have the right balance in our early years programmes to enhance long-term learning.

As well as improving outcomes at 11, we have to lay the foundations for effective secondary school learning. Nevertheless, I certainly support the view that there should be a greater focus on early language development in the pre-school years.

I am concerned about summer-borns, some of whom are simply not ready to start formal school at barely four years of age. I welcome the movement that the Department for Education has made on this issue with new guidance, but I know there are parents still battling schools and local authorities simply to exercise parental choice. I have had parents contact me from across the country whose children could not cope with formal school at such an early stage; imagine feeling a failure at just four years of age.

Of course, some children will be developmentally ready to read at an earlier stage than others. I believe all children should be viewed as individuals whatever their backgrounds, and supported in their learning in an appropriate way to achieve their full potential. There is a positively reinforcing cycle between reading enjoyment and reading skill. We learn to read, then read to learn. The enjoyment of reading is associated not only with better reading skills but with better skills in other areas, such as maths. Research for the National Literacy Trust suggests a positive relationship between reading frequency, reading enjoyment and attainment.

I know that the Minister was keen to introduce phonics as the main reading scheme in schools, and there is widespread support for that as a technical approach. It is also important, however, that teachers should be able to use their professionalism to develop each child’s reading. Alongside phonics, we must have programmes to support reading for enjoyment. I asked an oral question on such programmes recently, and the summer reading challenge was given as the answer. It is a great scheme, and I am sure that this year’s Mythical Maze gave many children a great deal of pleasure, but we must ensure that we have schemes that reach all children. I wonder how many children have never, or only rarely, visited a public library.

There is a wide range of organisations that work to promote reading skills and reading for pleasure for children, young people and adults, but more needs to be done by all, including voluntary organisations, business, families and Government, to promote the joy of reading. Good schools make an enormous difference, especially to children from more disadvantaged backgrounds. It is undeniable that poverty can make it harder for children to do well, but a good school can be transformational.

There now needs to be increased support for schools and teachers to do even more to help the poorest children. Policies such as the pupil premium are making a real difference, as was demonstrated in the July 2014 Ofsted report, “The pupil premium: an update”. The Minister for Schools, my right hon. Friend the Member for Yeovil (Mr Laws), has made it clear that schools should not rely on their brightest pupils to score well in inspections and league tables. He has said that they must focus relentlessly on closing the achievement gap by making full use of the pupil premium.

The role of parents and carers in supporting their child’s reading in the home is crucial, but many parents, particularly those from disadvantaged backgrounds, do not understand how best to support their child in developing early literacy and reading habits. Poor families generally have fewer books in the home, and parents with weak literacy skills often lack the confidence to read stories with their children. We must ensure that parents and carers are able to do the best for their children. This means not only ensuring that the right tools and information are available but acting to reduce the poverty that makes it harder for parents to support their children’s learning in the home. I have seen the pupil premium used to support family learning schemes, and I have been impressed to see parents and children learning together.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

I am grateful to the right hon. Lady for giving way—I find it difficult not to refer to her as my right hon. Friend. Does she agree that there should be a role for Ofsted in assessing the efficacy of the pupil premium? Does she think that the chief inspector should take on that role?

[Annette Brooke]

I believe that Ofsted took on that role in its recent report. It has proved important to have those Ofsted inspections because, although it is right in principle to tell head teachers to spend the money in the way they think best, concerns were expressed in the first year that the pupil premium was being sidelined into other schemes rather than being used to support the learning of disadvantaged children. It is therefore important to have a separate section in the Ofsted report on how the pupil premium is being used, and the latest report shows that that is becoming effective. We have seen examples of governors getting really involved in tracking the use of the money and the outcomes for the children. We need that kind of whole-school involvement to ensure that we are properly tracking the progress of disadvantaged children.

The United Kingdom remains a highly unequal country. The poorer outcomes in key skills such as reading and spoken language that are experienced by children at the lower end of the income distribution scale contribute to unequal opportunities to do well in life. If we were to make progress in tackling this educational inequality, we would help to level the playing field so that every child had the opportunity to succeed. That matters for all of us. There is already some fantastic work going on in and out of schools across the country. This Government launched their social mobility strategy in 2011 with the aim of ensuring that everyone has a fair opportunity to fulfil their potential regardless of the circumstances of their birth. The Social Mobility and Child Poverty Commission was established at the same time, but its reports continue to show how much more there is to do.

On Monday, a new report will be launched by a wide coalition of organisations, including Save the Children, Beanstalk, the National Association of Head Teachers, Bookstart, Teach First and many others. It is called, “Read on, get on: how reading can help children escape poverty.” I understand that it has many calls for actions and pledges from all political parties. Please read the report.

[Several hon. Members]

rose—

--- Later in debate ---

[Annette Brooke]

I thank all the Members who have contributed to the debate. We have achieved quite a lot in our limited time—perhaps we can get a high score for that. What pleases me most is that we have established that the issue matters, and that we all concur that an individual’s joy of reading is crucial, along with the other social and economic outcomes that we all want to see. Reading is so important that we need to look at the evidence and put as much emphasis as we possibly can on giving every child the best start in life.

Question put and agreed to.

Resolved,

That this House has considered the achievement gap in reading between poorer children and their better-off peers.