Getting the fundamentals right at an early age is vital for success at secondary school and in later life. It is important, therefore, to gauge standards at an early but appropriate age, identify those pupils who need extra help, and then ensure they receive it. Once pupils can decode, using consistent synthetic phonics, they are able to focus on their wider reading skills and develop a love of reading.

The phonics screening check is considered essential to support the Department’s wider aim to help address any lost time in education during the COVID-19 outbreak. It is a short, light-touch assessment, to confirm whether individual pupils have learnt phonic decoding to an expected standard. The aim is simply to identify the pupil’s decoding ability, so that those who need help can be identified and supported by the school.

The Department is enabling a more flexible approach in schools in 2021, accommodating those absent on the scheduled date for the phonics screening check by extending the existing timetable variation window by a further week, until 25 June 2021.

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

In 2014, the Department introduced a new, more rigorous national curriculum. The programme of study for English states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. There is a focus on reading and a requirement that pupils study a range of books, poems and plays to encourage the development of a life-long love of literature. The programme of study also puts significant emphasis on the importance of early reading and teaching systematic synthetic phonics in Key Stages 1 and 2.

In 2016, England ranked joint 8th of 50 in the Progress in International Reading Literacy Study (PIRLS). Our average score was the highest of the four PIRLS studies to date and statistically higher than our average performance in 2011 and 2006. The 2016 study also indicates that, while girls in England scored significantly higher than boys, the overall improvement in England's average score is largely attributable to increases in the average performance of boys and lower-performing pupils. Further to this, while girls continue to outperform boys in England, there were no countries participating in PIRLS in which boys outperformed girls.

Building on this success, in 2018, the Department launched the English Hubs Programme, establishing 34 hubs in primary schools across England, initially with a £26.3 million funding and with a further £17.1 million awarded in 2020. The programme supports nearly 3,000 schools to improve their teaching of reading through systematic synthetic phonics, early language development, and reading for pleasure. While early stages focused on systematic synthetic phonics, hubs have now started introducing medium-level support in priority areas, including developing a love of reading. Recognising the importance of reading during the disruption to education caused by COVID-19 this year, the Department also published a Reading Together Day to celebrate the benefits of reading.

Laying the groundwork for reading standards starts in the Early Years Foundation Stage (EYFS) with children aged 0-5. Over 3,000 early adopter schools are implementing the reforms to the EYFS statutory framework this September, a year in advance of statutory roll out of the reforms in September 2021. One of the key aims of these reforms is to improve outcomes for all children at age 5, particularly in the areas of early language and literacy which are key predictors of later success.

As the Prime Minister takes a well-earned staycation, does he mind if I suggest some holiday reading? “How Innovation Works” by Matt Ridley will give new ideas for how we can recover from covid. “The Happiness of Blond People” by my dear friend Elif Shafak is about our stories of immigration and the fragility of belonging. Finally, as the MP for the Hundred Acre Wood, may I suggest that it is never too early to read “Winnie-the-Pooh” to Wilfred? As Pooh says:

“You are braver than you believe, stronger than you seem, and smarter than you think.”

That is sage advice, from Wealden, to children everywhere.

That is wonderful advice, which I will take to heart. I look forward to joining my hon. Friend for a game of Poohsticks in the Hundred Acre Wood. Would it not be a wonderful thing if the Labour party abandoned the spirit of Eeyore that currently seems to envelop it?

All trainee teachers must meet the Teachers' Standards (2011) in order to achieve Qualified Teacher Status, including for those training to teach early reading to demonstrate a clear understanding of systematic synthetic phonics.

The Initial Teacher Training (ITT) Core Content Framework (2019) sets out a core minimum entitlement that every trainee must receive. To ensure that all trainees receive this entitlement, the new ITT Core Content Framework is mandatory (through the ITT Criteria) so all providers will need to ensure their ITT programmes encompass the entitlement in full.

The framework specifies that trainees must learn that systematic synthetic phonics is the most effective approach for teaching pupils to decode. The framework does not set out the full curriculum for trainee teachers, ITT providers may wish to integrate additional analysis and critique of theory, research and expert practice as they deem appropriate.

The Department contracted the Education Endowment Foundation (EEF) to provide an independent review of all the peer-reviewed evidence on what constitutes good teaching. This includes the latest evidence and research on approaches to literacy. There is sound evidence that systematic synthetic phonics is a highly effective method for teaching early reading. The Department is clear that in future we will review the ITT Core Content Framework and the ECF together in light of the best evidence, as it emerges.

In 2016, England achieved its highest ever score in reading, moving from joint 10^th place to joint 8^th place in the International Reading Literacy Study (PIRLS) ranking. This follows a greater focus on reading in the primary curriculum and a particular focus on phonics. In 2019, 82% of pupils in Year 1 met the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012.

In 2018 the Department launched the English Hubs Programme, which supports nearly 3,000 schools across England to improve their teaching of reading through systematic synthetic phonics, early language development and reading for pleasure.

The Initial Teacher Training (ITT) Core Content Framework (2019) sets out a core minimum entitlement that every trainee must receive. To ensure all trainees receive this entitlement, the new ITT Core Content Framework is mandatory (through the ITT Criteria) so all providers will need to ensure their ITT programmes encompass the entitlement in full.

The framework does not set out the full curriculum for trainee teachers and it leaves room for providers to integrate additional analysis and critique of theory, research and expert practice as they deem appropriate., In designing their curricula, providers should carefully craft the experiences and activities detailed in the ITT Core Content Framework into a coherent sequence that supports trainees to succeed in the classroom. It is important to stress that the ITT Core Content Framework does not replace the Teachers' Standards (2011), which remain as the bar that all teachers need to meet in order to achieve Qualified Teacher Status. Providers are therefore obliged to ensure their courses will ensure their trainees are able to demonstrate a clear understanding of systematic synthetic phonics.

The department contracted Education Endowment Foundation (EEF) to provide an independent review of all the peer reviewed evidence on what makes good teaching. This includes the latest evidence and research on approaches to literacy. There is sound evidence that systematic phonics is a highly effective method for teaching early reading.

In 2016, England achieved its highest ever score in reading, moving from joint 10^th to joint 8^th in the progress in International Reading Literacy Study ranking. This follows a greater focus on reading in the primary curriculum, and a particular focus on phonics. In 2019, 82% of pupils in Year 1 met the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012. In 2018 we launched a £26.3m English Hubs Programme. The English Hubs 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.

In 2019 the number of Army recruits with reading ages between five and eleven were as follows:

Notes:

In 2019 the Royal Air Force had no recruits join with a reading age below 11.

The Royal Navy does not assess recruits’ reading ages.

All numbers are rounded to the nearest 10.

Candidates have been permitted to join the Army with a reading age of five to seven on the understanding that they attend organised training at a local college to bring them up to the required minimum standard (Entry Level 2) before they commence Basic Training.

No recruits have joined the Armed Forces to date in 2020 with a reading age of five to seven years.

The UK Armed Forces use standard academic qualifications as entry criteria where relevant, and requirements vary depending on trade group. Entry is not determined by reading levels.

Over 94% of non-commissioned recruits, no matter their age, will enrol in an Apprenticeship Programme each year.

In line with Government Apprenticeship policy, all Service personnel undertaking an apprenticeship are required to attempt to gain a Functional Skills (FS) Level 2 award in literacy and numeracy - equivalent to at least a Grade 4 at GCSE level.

Since September 2012, Defence has adopted FS qualifications (English) and (Mathematics) as the accredited measures of literacy and numeracy skills for all Service personnel accessing in-Service literacy and numeracy provision.

In 2019 the number of Army recruits with reading ages between five and eleven were as follows:

Notes:

In 2019 the Royal Air Force had no recruits join with a reading age below 11.

The Royal Navy does not assess recruits’ reading ages.

All numbers are rounded to the nearest 10.

Candidates have been permitted to join the Army with a reading age of five to seven on the understanding that they attend organised training at a local college to bring them up to the required minimum standard (Entry Level 2) before they commence Basic Training.

No recruits have joined the Armed Forces to date in 2020 with a reading age of five to seven years.

The UK Armed Forces use standard academic qualifications as entry criteria where relevant, and requirements vary depending on trade group. Entry is not determined by reading levels.

Over 94% of non-commissioned recruits, no matter their age, will enrol in an Apprenticeship Programme each year.

In line with Government Apprenticeship policy, all Service personnel undertaking an apprenticeship are required to attempt to gain a Functional Skills (FS) Level 2 award in literacy and numeracy - equivalent to at least a Grade 4 at GCSE level.

Since September 2012, Defence has adopted FS qualifications (English) and (Mathematics) as the accredited measures of literacy and numeracy skills for all Service personnel accessing in-Service literacy and numeracy provision.

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

Literacy skills are underpinned by communication and language skills developed in the early years. Our proposed reforms to the Early Years Foundation Stage, including revisions to the curriculum activities and assessment goals under the seven areas of learning, are intended to improve early language and literacy outcomes for all children. We have also launched Hungry Little Minds – a three-year campaign to encourage parents to engage in activities that support their child’s language and literacy. The Hungry Little Minds website gives parents access to video tips, advice and suggested apps and games to help with early learning for their children from age 0 to 5.

Evidence has shown that phonics is a highly effective component in the development of early reading skills, particularly for children from disadvantaged backgrounds. Our phonics performance is improving. In 2019, 82% of pupils in Year 1 met the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012.

Reflecting our commitment to encouraging early reading, in 2018 we launched the £26.3 million English Hubs Programme. We have appointed 34 primary schools across England as English Hubs. The English Hubs programme is supporting nearly 3,000 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. To note, Springhill Catholic Primary School in Southampton is an English Hub, and covers Eastleigh and other constituencies.

Education is a devolved matter and the Department is only responsible for policy in England. The Scottish and Welsh Governments are responsible for education policy in Scotland and Wales.

This is a matter for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to my hon. Friend and a copy of her reply will be placed in the Libraries of both Houses.

National Literacy Trust research published in November 2019 showed that the gap in book ownership between disadvantaged children and their peers has almost halved in the past six years (from 6.1% in 2013 to 3.3% in 2019).

The Department wants all children to be able to read well, with fluency and understanding. In 2018 we launched a £26.3 million English Hubs Programme. The English Hubs are focused on improving educational outcomes for the most disadvantaged pupils in Reception and Year 1. We have appointed 34 primary schools across England as English Hubs. The English Hubs 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. Springhill Primary School is an English Hub which aims to support 170 schools in its local area, which includes Portsmouth.

The Department recognises that disadvantaged pupils may face greater challenges to succeed at school. Since 2011 we have provided schools with more than £15 billion in extra funding through the pupil premium so that disadvantaged pupils can receive the support they need. School leaders are free to use the pupil premium as they choose; drawing on eight years of research the Education Endowment Foundation recommends focusing the grant on meeting basic needs, that can include providing books, as well as teaching quality and targeted academic programmes.