Children’s Wellbeing and Schools Bill

Baroness Bull Excerpts

Monday 23rd June 2025 Lords Chamber

[Baroness Bull (CB)]

My Lords, I rise to speak to Amendment 183B in the name of the noble Baroness, Lady Cash. I am grateful to her for a probing amendment that allows us to think in particular about school readiness. We have already heard about the well-evidenced links between poor school readiness and academic career and lifetime outcomes. Recent research, including from the Centre for Young Lives, has made the link between long-term absenteeism and school disengagement.

I want to think about what school readiness means in the case of neurodiverse children, particularly those with a specific congenital biological learning difficulty, such as dyslexia or dyscalculia. I will highlight four important points that we know about these conditions. First, you are born with them and you will live with them throughout life. Secondly, without identification and support, dyscalculics and dyslexics are likely to suffer long-term impacts to their education, career and health outcomes. Thirdly, with identification and the right support, dyscalculic and dyslexic children can absolutely thrive in school and in future careers because neither condition is a sign of low intelligence or low intellectual ability. Finally, I point to the crucial importance of early intervention in improving outcomes.

If you take those four points together, they present a compelling case for considering the identification of specific learning difficulties as a key component of school readiness. Children with specific learning difficulties will need specific support and, if they get it from day 1, the outcomes for them will be so much better. It is really hard to see how we can deem a child ready to learn if we have not identified a specific learning difficulty and put in place the adjustments that are necessary to meet those needs. So it is not just about securing the foundations for their future learning and giving all children an equal chance to thrive; it is also about obviating any risk that they will be mistakenly judged as stupid, lazy or not trying, all of which have serious impacts on self-esteem, confidence and mental health.

So I very much support the noble Baroness’s amendment, but I would like to see it further strengthened by including a requirement to screen for dyscalculia and dyslexia at the beginning of the educational journey. At the very least, screening for dyscalculia should be included alongside the reading assessments that are already undertaken at key stage 1. My noble friend Lord Tarassenko has suggested that such screening could be made available in every school simply by training two teachers to undertake the testing. Yes, of course there would be a cost involved, but it is a very small price to pay when we think about the long-term economic impacts and the cost to individuals of living and working with an undiagnosed and unsupported learning difficulty. Some 17 years ago, it was estimated that dyslexia can reduce lifetime earnings by £81,000. For dyscalculia, that was £114,000. Goodness knows what those figures would be today—they are 17 years out of date—and we should not forget the cost to the economy of low numeracy, which is currently £25 billion a year.

My noble friend Lord Addington—I like to call him my noble friend—will agree that it is very good news that the sustained focus on literacy and reading scores, and greater awareness, have made it more likely that dyslexic children will be identified. But, for children with dyscalculia, it could be years before an enlightened teacher spots that they are not stupid or lazy but just have a learning difficulty of which most people have never heard. I heard today about a 600-strong school in which there are apparently no known incidences of dyscalculia. The UK prevalence rate is between 6% and 10%, so that just cannot be—

[Lord Addington (LD)]

There is a great way of discovering that you have no dyscalculia or dyslexia—Japan did it. They just did not recognise the words.

[Baroness Bull (CB)]

The noble Lord returns to a theme he has raised before.

To conclude, children have 13 precious years to gain the knowledge and the skills that will set them up for their adult lives. All children need to be ready to take advantage of that from day 1, including children who learn differently and therefore need different support from the very beginning.

[Lord Moynihan (Con)]

My Lords, I rise in support of the amendments in the name of my noble friend Lady Cash on a national strategy to promote the health, development and school readiness of all children from birth to the age of five. I agree with everything that has been said in this Committee on this subject. The Minister will know that I will always take an opportunity to rise in support of what we will eventually come to: a national strategy for schools, sport, health and well-being.

But, as my noble friend Lord Young highlighted, this should not be just at primary or secondary level. It is vital also to think about this in the context of early years intervention. I see the noble Baroness, Lady Longfield, in her place—she is a passionate champion for children and has done an amazing amount of such work in her life. The Centre for Young Lives emphasises the importance of the expertise in this Committee in looking at the early stage of development and focusing not on a postcode lottery of accessibility to services but on a national strategy and trying to bring together all the good work that is under way.

In that context, the noble Baroness, Lady Bull, would normally also talk about early years activity and the importance of physical activity for young children’s development, promoting play and an active lifestyle, building physical literacy, enhancing learning readiness and encouraging habits that can be sustained throughout life. Getting confidence into young children through physical activity is vital. I commend to the Committee the work done by many organisations specialising in early years physical activity programmes—Early Movers comes to mind. It has highlighted that there has been a decline in physical activity among young children, and its work therefore brings our attention to that decline. The Youth Sport Trust’s Healthy Movers recognises the importance of providing training and resources for early years staff to support physical and emotional well-being in young children. There are many other organisations—Hidden Talents, Tiny Tots Yoga and BBC Tiny Happy People—all offering different programmes.

The common denominator among Committee Members this evening on this subject is that we really do look to see whether it is possible to bring together a lot of the evidence of best practice in a national strategy. I urge the Government to look at that carefully, because the benefits of early physical activity are undeniable. Improved physical development is the first. Enhanced cognitive development is undoubtedly a benefit. Social and emotional development comes from building confidence, teamwork and social skills. Long-term health is critical in early years intervention. A focus for those early years is important, as are outdoor activities that match those objectives, such as walking, playing in the park and exploring nature, as well as indoor activities such as dancing, playing with blocks, messy play—finger painting with rice—and using climbing frames. These are all important components of early years activity, and we need to structure those activities. That is where Sure Start was so good, as my noble friend Lord Young said. It showed that one could bring all this together and that it was possible to have a strategy that focuses on best practice for all young people, rather than, as I say, having a postcode lottery whereby some were the beneficiaries of the many charities and initiatives.

I have made a short intervention on this, but a really important one on the wider strategy, as far as I am concerned. I hope that the Minister will be able to say that the Government are thinking about responding positively to try to bring together all best practice, in the interests of all our young people, because there is no doubt at all in my mind that the issues and objectives that I have set out should be universally available, and I very much hope that through this Government they will become so.