No assessment has been made of the effects of literacy and numeracy on trends in unemployment in the Romford constituency.

All claimants, including those in Romford, are screened by their Job Centre Plus Work Coaches for any barriers to employment that they face, including their literacy and numeracy skills.

In particular, the review of skills considers whether claimants have the basic skills employers require - including Maths and English (spoken and written).

Where needed, claimants can access or be referred to skills provision, with activities recorded in the Claimant Commitment.

Under this Government since 2010 unemployment across the country has fallen by nearly 1.2 million, with unemployment falling in every region and country of the UK.

In Jul 2009 - Jun 2010 the employment rate for Romford was estimated at 70.1%. In Jul 2018 – Jun 2019 the employment rate was estimated to be 72.6%.

The Department does not hold centrally information on how many and what proportion of pupils in England aged 11, 16 and 18 do not have entry Level 3 levels of literacy nor the information on the number of secondary school leavers in England who do not have Level 3 levels of literacy.

The Department does not hold centrally information on how many and what proportion of pupils in England aged 11, 16 and 18 do not have entry Level 3 levels of literacy nor the information on the number of secondary school leavers in England who do not have Level 3 levels of literacy.

The Department for Education monitors literacy levels for adults through the Organisation for Economic Co-operation and Development’s (OECD’s) Survey of Adult Skills. The last study took place in 2012 and showed the following:

Percentage of adults (aged 16-65) at each level in literacy in England, 2012

Source: Table 2.7, Adult skills international survey 2012

The survey is available at the following link: https://www.gov.uk/government/publications/international-survey-of-adult-skills-2012.

The next OECD Survey of Adult Skills will take place in 2021/22.

The number and percentage of pupils in state-funded schools, at the end of Key Stage 2 (KS2) and Key Stage 4 (KS4), who achieved the expected level of literacy or numeracy[1] in Romford constituency and England are in the attached tables.

Figures relate to academic years 2013/14 to 2018/19 for KS2 and 2013/14 to 2017/18 for KS4. Data for the years 2009/10 – 2012/13 are not provided because collating this information is complex due to changes in the methodology, published content and producing this data would incur a disproportionate cost. KS4 data for 2018/19 is not provided because the Department will publish data for parliamentary constituencies as part of the ‘Key stage 4 performance, 2019 (revised)’ in January 2020.

At KS2, attainment in Romford was above the national average in all subjects in all years for which data has been provided (2014-2019). In 2016, new tests and frameworks for teacher assessment were brought in at KS2. These changes mean that the expected standard from 2016 is higher and it is not possible to make direct comparisons between the results before and after these changes. Since 2016[2], attainment in Romford increased by 11% in the reading test, 12% in the Maths test and 6% in the grammar, punctuation and spelling test. These increases were greater than for state-funded schools in England as a whole during the same time period, which were 7%, 9% and 5%.

At KS4, achievement of grades 9-4/A*-C in the English and Maths pillars of the English Baccalaureate (EBacc)[3] are used. Achievement at grades 9-4/A*-C in the English and mathematics pillar of the EBacc are close for Romford and England from 2013/14 to 2017/18. However, for the English pillar Romford performed better than the national average in the last two years (77% in 2017/18 for Romford, compared to 75% nationally). For the Mathematics pillar, Romford’s attainment has been slightly lower than the national average (69% in 2017/18 for Romford compared to 70% nationally).

Pupils must achieve at least a grade 4 in English and Maths at the end of KS4 or are required to resit these qualifications in post 16 education.

[1] There is not a definitive definition of expected level of literacy or numeracy for each key stage. Figures have been provided for achievement in English and Maths, or English and Maths subjects, in the headline or additional measures that were used for that key stage, in each academic year.

[2] Changes made within the 2017/18 KS2 writing teacher assessment (TA) frameworks mean judgements in 2018 are not directly comparable to those made in previous years. This means there is not a suitable time series for comparisons between years for all of reading, writing and maths and the writing TA.

[3] The English Baccalaureate (EBacc) is a set of subjects at GCSE that keeps young people’s options open for further study and future careers. The EBacc comprises of: English language and literature; maths; the sciences; geography or history; a language.

The government is committed to continuing to raise literacy standards, ensuring all children can read fluently and with understanding. The new national curriculum, introduced in 2014, has increased the focus on reading in the primary curriculum and has a focus on phonics. There is a substantial body of evidence that shows that systematic phonics is a highly effective method for teaching early reading.

The government introduced the light touch phonics screening check for year 1 pupils in 2012. The check is designed to assess pupils’ ability to decode and read words using phonics. Phonics performance is improving, with 82% of pupils meeting the expected standard in 2019, compared to 58% when the check was introduced.

Building on this success, in 2018 the department launched a £26.3 million English Hubs Programme. We have appointed 34 primary schools across England as English Hubs. The English Hubs Programme is supporting nearly 3000 schools in England to improve their teaching of reading through systematic synthetic phonics, early language development and reading for pleasure. The English Hubs are focused on improving educational outcomes for the most disadvantaged pupils in Reception and Year 1.

Ensuring children are taught to read well is vital to spreading opportunity. There is a substantial body of evidence that shows that systematic phonics is a highly effective method for teaching early reading.

This answer refers to education in England, as education is a devolved issue. Our phonics performance is improving. In 2019, 82% of pupils met the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012. We are also investing £26.3 million in a national network of English hubs. We have appointed 34 primary schools across England as English hubs, who are taking a leading role in supporting nearly 3000 schools to improve their teaching of reading through systematic synthetic phonics, early language development, and reading for pleasure.

The national curriculum aims to ensure that all pupils develop the habit of reading widely and often, becoming independent, fluent and enthusiastic readers who read for pleasure and for information. Reading aloud is a part of this, and teachers are encouraged to read poetry, stories and non-fiction to younger pupils, as well as longer books to older pupils.

This government recognises the importance of strong literacy skills both in work and everyday life, which is why we provide full funding through the Adult Education Budget for people who need English skills to undertake a range of courses in GCSEs, functional skills and stepping stone qualifications from entry level to Level 2. To ensure as many people as possible have developed these skills by 19, the government requires students who have not yet achieved a Grade 4 in English to study it as part of the 16-19 study programme. Students taking Level 3 apprenticeships and T-Levels need to achieve a grade 4 at GCSE or pass functional skills. In 2018, nearly 80% of 19-year-olds held a Level 2 English qualification.

28% of children finish their reception year still without the early communication, language and literacy skills they need to thrive. The Department has set out an ambition to halve this figure by 2028. This is why the Department has launched ‘Hungry Little Minds’, a new three-year campaign to help parents support their child’s early language development. This builds on our wider early-years social mobility programme, where the Department is investing over £100 million.

The Department is committed to continuing this support once children reach primary school, which is why one of the three aims of the £26.3 million English Hubs Programme is early language development. 34 primary schools have been appointed as English hubs to support nearly 3000 schools across England to improve educational outcomes for the most disadvantaged children in reception and Key Stage 1.

The Department introduced a new curriculum for primary and secondary schools from 2014. The new curriculum for English increases the level of demand from an early age and aims to ensure that all pupils acquire a wide vocabulary, a good understanding of grammar, and proper knowledge of linguistic conventions for reading, writing and written language.

The Government is committed to continuing to raise literacy standards – ensuring all children, including those from disadvantaged backgrounds, can read fluently and with understanding.

The Department introduced the light touch phonics screening check for Year 1 pupils in 2012. The check is designed to assess pupils’ ability to decode and read words using phonics. Phonics performance is improving, with 82% of pupils meeting the expected standard this year, compared to 58% when the check was introduced. Mastering phonics, which provides a solid foundation for reading means these pupils will be able to go on to apply these skills in more advanced ways.

In 2018, the Department launched a £26.3 million English Hubs Programme. The Department has appointed 34 primary schools across England as English Hubs. The English Hub programme is supporting nearly 3000 schools across England to improve their teaching of reading through systematic synthetic phonics, early language development, and reading for pleasure. The English Hubs are focused on improving educational outcomes for the most disadvantaged pupils in Reception and Year 1. St John Bosco English Hub engaged with nine schools in Dudley in the last academic year. It aims to support 85 schools in its local area, which covers Dudley as well as other constituencies.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

The Government keeps all taxes under review, including VAT.

Any amendments to the VAT regime as it applies to physical publications and e-publications must be carefully assessed against policy, economic and fiscal considerations. Any representations on this issue will be considered as part of the fiscal events process.

The impact on literacy of any reduction of VAT on e-publications is likely to depend on commercial decisions about the extent to which any tax saving would lead to price reductions for consumers, and any associated behavioural changes.

The Government keeps all taxes under review, including VAT.

Any amendments to the VAT regime as it applies to physical publications and e-publications must be carefully assessed against policy, economic and fiscal considerations. Any representations on this issue will be considered as part of the fiscal events process.

The impact on literacy of any reduction of VAT on e-publications is likely to depend on commercial decisions about the extent to which any tax saving would lead to price reductions for consumers, and any associated behavioural changes.

The Government is committed to continuing to raise literacy standards – ensuring all children, including those from disadvantaged backgrounds, can read fluently and with understanding.

There is sound evidence that systematic synthetic phonics is a highly effective method of teaching reading to children. The Department introduced the light touch phonics screening check for Year 1 pupils in 2012. Phonics performance is improving: in 2018, 163,000 more six year olds were on track to become fluent readers compared to 2012. This represented 82% of pupils meeting the expected standard, compared to 58% in 2012.

Building on this success, in 2018 the Department launched a £26.3 million English Hubs Programme. The Department has appointed 34 primary schools across England as English Hubs, which are taking a leading role in supporting nearly 3000 schools to improve their teaching of reading through systematic synthetic phonics, early language development, and reading for pleasure. The English Hubs are primarily focused on Key Stage 1 and focus on supporting schools with high levels of disadvantage.

The Electoral Commission sets standards for and monitors the performance of Electoral Registration Officers (EROs). These standards have the objective of ensuring that all eligible people are able to participate in the electoral process.

The Commission provides guidance to EROs to support them in delivering their functions and meeting the performance standards. In developing this guidance to improve the accessibility of electoral registration services, the Commission works with a variety of disability organisations – including groups representing electors with sight loss and learning difficulties – to ensure its work reflects good practice.

A new curriculum was introduced in 2014. Tests reflecting that curriculum were introduced in 2016. Since then the time allowed for the Key Stage 2 reading assessment has not changed. The test framework for the English reading test places a limit on the number of words that can be included in the texts and this limit has not been breached.

Assessments go through a rigorous test development process lasting three years. Thorough trialling of the materials, with the texts in the combinations they will appear in a final test, allows test developers to ensure the reading booklets are suitable and that the standard is maintained.

The Government is committed to continuing to raise literacy standards and ensuring all children can read fluently and with understanding.

Ofsted’s inspection framework, published in May 2019, puts a greater focus on how well schools are teaching their pupils to read: inspectors listen to children reading aloud, watch phonics classes and check how schools help weaker readers to improve.

In addition, the Department have launched a £26.3 million English Hubs Programme. The Department has appointed 34 primary schools across England as English Hubs, who are taking a leading role in supporting nearly 3000 schools to improve their teaching of reading through systematic synthetic phonics, early language development, and reading for pleasure.

This network of schools will work to increase reading standards across the country and to improve educational outcomes for the most disadvantaged children, particularly in underperforming schools.

In its democratic engagement plan, Every Voice Matters: Building a Democracy That Works For Everyone, the Government explored key barriers to registration identified through research and face to face engagement. We are tackling these barriers, including those faced by survivors of domestic abuse, homeless electors and young people, and have reported on our progress in our follow up report, Democratic Engagement: Respecting, Protecting and Promoting our Democracy.

Although it did not emerge as a factor in its own right, we are aware of the potential contribution that lack of literacy makes to the under registration of a number of groups, such as those with learning disabilities, homeless people and those with specific language barriers.

The voter registration website is reviewed regularly to ensure it meets the Government’s service design standards to make it as easy to use as possible and we have produced easy read guides to registering to vote in partnership with Mencap. We are also working with civil society organisations to encourage engagement with those under registered groups who are more likely to experience lower levels of literacy.

The Department welcomes the National Literacy Trust’s research on reading in both print and digital forms.

The Department wants children to develop the habit of reading widely and often, for both pleasure and information, whatever the format. Research suggests that reading for pleasure is more important for children’s educational development than their parents’ level of education.

There is sound evidence that systematic synthetic phonics is a highly effective method of teaching reading to children. Phonics performance is improving: in 2018, there were 163,000 more 6-year-olds on track to become fluent readers compared to 2012. This represented 82% of pupils meeting the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012.

Building on the success of our phonics partnerships and phonics roadshows programmes, in 2018, the Department launched a £26.3 million English Hubs Programme. Hub schools are taking a leading role in improving the teaching of early reading through systematic synthetic phonics, early language development, and reading for pleasure. The Department has appointed 34 primary schools across England as English Hubs.