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Early Reading

I am grateful for the chance to introduce this debate. I want to praise and promote the inspirational Imagination Library in Rotherham, thanks to which, each month, more than 13,600 young children receive a book sent directly to their home and addressed to them. I want to press the Minister to work with us to assess and fully evaluate the Imagination Library. In the meantime, I also want to press him to extend the scheme to three special groups of children who start life facing some of the biggest hurdles and who could benefit most from this scheme. I am glad to see the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), in his place. If I had to choose one of the Education Ministers to answer the debate, it would be him. We might disagree with much of what he is doing, but I have watched closely over 18 months how thoroughly he has mastered what I regard as one of the big six Minister of State jobs. He and I were elected and entered the House together in 1997, which set me thinking this evening. In almost 15 years as an MP, one of the very best things I have done has been as a dad, when our son first went to primary school. Every Friday afternoon during that reception year, for nearly an hour at the end of Friday afternoons, I read with children in my son's class—one to one, outside in the corridor, perched on those small chairs. Some, at the start, could read fluently and had a big appetite for books, but we spent a whole month with one little girl teaching her to recognise two letters, an R and a D—the initials of her first and second names. The difference lay in what had happened to those kids at home before they came to school. It hit home how important early reading was to giving a child a good start in life and at school—and the importance of learning at home, not just in school. As I have gone on and looked harder, it has become clear that this conclusion is strongly supported by academic studies as well as anecdotally. The Institute of Education did a report in 2008 into pre-school, school and family influence on children's development, and it noted that"““the quality of early years HLE (home learning environment) promoted intellectual and social development in all children””" and that reading at home was an important part of cultivating that environment. What parents do is much more important than who they are. The Institute of Education report came to an important conclusion:"““The case study findings on pupils who 'succeeded against the odds' showed that what they had in common was higher scores on the early years home learning environment””." That evidence is borne out by the evidence of international studies as well, including some of the institute's own work comparing early years reading programmes across Europe. The Minister himself has recognised that. Last year, on the number of pupils who still did not reach the expected reading level at the age of 7 at key stage 1, he explained:"““It is vital that all children learn how to read early in their education””" and that"““we need to do more to ensure that our children have the skills as early as possible, to develop into confident, enthusiastic readers.””—[Official Report, 24 March 2011; Vol. 525, c. 61WS.]" Given the clear link between early reading, the home environment, a child's development and successful learning, let us keep in mind this stark fact: one in three young people do not have books of their own. Last year, the National Literacy Trust, in ““The Gift of Reading””, a report that established that fact, underlined the importance of children having books that they see as their own and"““the clear relationship between receiving books as presents and reading ability””." Teachers in Rotherham report that there are children who, without the books they receive from the Imagination Library, would have no books at home at all.