Early Years Development and School-Readiness

Patricia Gibson Excerpts

Tuesday 12th July 2016 Westminster Hall

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

I rise to speak in this debate as somebody who has experience of being an English teacher for more than 23 years before I entered this place. As the hon. Member for Brigg and Goole (Andrew Percy) said, there are certainly similarities in the kind of behaviour that we might encounter. I have a particular interest in this debate from that perspective. I do not think I have ever been involved in a debate where there has been such consensus about the need for all children from all backgrounds to receive the best start that we can possibly give them in life, which they deserve regardless of the circumstances into which they are born. For that reason, I thank the hon. Member for Kingston and Surbiton (James Berry) for securing this debate today and for encouraging this consensus that is so unusual in this place.

The hon. Member for Barnsley Central (Dan Jarvis) pointed out something that I think we would all agree on: if a child starts school when they are not school-ready, the entire school experience from primary 1 right through to the end of secondary is tainted by that. At worst, school is a very negative experience and at best it is tolerated. We have all talked about the importance of increasing the hours for early learning and childcare to 30 hours a week. That is to be applauded, but I want to pick up on some of the points that have been made. Fundamental to that increase is not simply providing childcare, but providing qualified professional experienced staff.

In Scotland, the 30 hours will be rolled out with the addition of 600 new early learning and childcare centres with 20,000 more fully qualified and professional staff. That is very important when rolling out extra childcare for the purposes of making sure that children are school-ready. But we can make all the policy decisions we like; we can sit here and pontificate and perhaps even throw investment, money and resources at the problem, but the experience at home is fundamental. We need to support parents at home as they bring up their children, particularly those who live in poverty and face much more challenging circumstances than we or they would like.

I want to bring a new dimension to the debate this morning because I believe that fundamental to child development, to being school-ready and to being a good citizen—indeed, fundamental to a happy life—is instilling a thirst for learning and an inquiring mind, and we do that through cultivating a love of reading. That must be nurtured in our children, but in order for us to nurture that in our children we need to nurture that in our citizens as widely as possible. That is why I will always argue and kick against any attempts to close libraries, particularly those in my own constituency.

I do not believe it is possible to talk about closing the attainment gap or raising attainment if we deprive citizens, particularly those in socio-economically disadvantaged areas, of access to books, because that is what closing down libraries too often means for too many of our citizens. Access to books for parents and for children is fundamentally and inextricably linked to reading attainment. If we want our children to come to school with inquiring minds, we must introduce them to books as early as possible: not just those living in poverty, but especially those living in poverty. We must support and encourage parents in their endeavours to read with their children so that reading becomes a part of what is done at home.

[Alex Cunningham]

The hon. Member for Norwich North (Chloe Smith) talked about the fact that the most needy families do not necessarily engage. The same applies to books and libraries and getting people to go to libraries. What is the Scottish experience in getting people from deprived communities into libraries, and accessing early childcare as well?

[Patricia Gibson]

I am glad the hon. Gentleman has raised that point because in Scotland we have initiatives. We have the Bookbug, PlayTalkRead and Read, Write, Count campaigns, and every parent with a new child is given a bag of free books for their children. That experience is repeated intermittently as the child goes from birth to the age of five and is supported in nurseries where books—the hon. Member for Brigg and Goole talked about the Imagination Library—become integral to raising attainment.

I do not think it is possible to talk about raising attainment unless books are a big part of that equation, so I am delighted that the Scottish Government have taken that on board. I despair when I hear of libraries closing down in any part of the UK, because I know that that means depriving people of books. I grew up in a family where, if I had not had access to a local library, I would not have had access to books, because the school library, such as it was, did not really exist. Books are fundamental to a happy and fulfilled life, to feeding the imagination and creativity, and to feeding the mind. Access to books is fundamental and must be part of this conversation.

Very often when we hear about libraries being closed down, it is about cost cutting and how we cannot afford them and need to make cuts, but some things we cannot count in pounds and pennies, such as what we get back in terms of informed citizens who are encouraged and supported, particularly those who have children. We obviously want to reach out to people who do not have children and who do not access the library, but we are talking about the next generation. We need to think about what we lose rather than what it might cost in pounds, shillings and pence. The Scottish Government’s Bookbug, PlayTalkRead and Read, Write, Count campaigns offer universal support for parents regardless of their socio-economic circumstances. Everybody has a stake in this.

Closing the attainment gap is very important, and early intervention is the canvas on which we must paint everything that we do. Early intervention must be about instilling the love of reading into our citizens as they become parents. We cannot afford to leave our children behind: if they are not school-ready for a full school life, it creates all sorts of social problems for the future. How we support parents with young children is an investment in the future. We must in all conscience and from an ethical point of view try to create a more inclusive educational and social environment for our citizens as they grow up and have their own children. We owe it to our children and we owe it to our country.