The government has committed £27.7 million this financial year to support and drive high and rising standards in reading. This includes supporting the teaching of phonics, early language and reading for pleasure via the English Hubs programme.

We will also build secondary schools' capacity to support students with reading needs by providing new training from January 2026. This training should reach 75% of secondary schools this academic year.

Following the recommendations of the Curriculum and Assessment Review published on 5 November 2025, we will also introduce new frameworks on primary oracy and combined secondary oracy, reading and writing.

Additionally, on 7 July 2025, my right hon. Friend, the Secretary of State for Education announced that 2026 will be the National Year of Reading. The National Year of Reading is a UK-wide campaign to address the steep decline in reading enjoyment amongst children, young people, and adults.

I refer my hon. Friend, the Member for Colne Valley, to the answer of 3 July 2025 to Question 62713.

Improving literacy education, including reading, is a priority for His Majesty's Prison and Probation Service (HMPPS). HMPPS has established a panel of experts to provide advice on effective approaches for teaching reading in prisons. This expert panel includes representatives from the Department for Education with whom we work closely to ensure that prison education is well-aligned with community education.

HMPPS has also worked to improve literacy rates for prisoners through core literacy education and whole prison reading strategies. Latest published data (for 2023/24) shows a 5% increase in participation in English functional skills across public prisons in England, and a 21% increase in prisoner learners who achieved a full grade in English functional skills, compared to 2022/23. Heads of Education, Skills and Work are now in every prison, bringing expertise from the education sector directly to prison education. New core contracts will be launched later this year which will deliver enhanced screening and assessment in English, reading and English for Speakers of Other Languages (ESOL), as well as screening for additional learning needs. HMPPS is piloting two reading and literacy projects across 15 prisons to test approaches to reading and literacy. Reading screening has been introduced to identify prisoners reading support levels, enabling the development of prison reading strategies and effective commissioning through the Core Education Contracts.

All prison officers undergo training in their roles and responsibilities with supporting education, including literacy education and reading. At the launch of the National Reading Framework, HMPPS provided dedicated training to key HMPPS staff. The National Reading Framework provides guidance for prisons to develop and assess the impact of tailored reading support for prisoners as well as promoting a culture where prisoners are encouraged to read for pleasure.

Improving literacy education, including reading, is a priority for His Majesty's Prison and Probation Service (HMPPS). HMPPS has established a panel of experts to provide advice on effective approaches for teaching reading in prisons. This expert panel includes representatives from the Department for Education with whom we work closely to ensure that prison education is well-aligned with community education.

HMPPS has also worked to improve literacy rates for prisoners through core literacy education and whole prison reading strategies. Latest published data (for 2023/24) shows a 5% increase in participation in English functional skills across public prisons in England, and a 21% increase in prisoner learners who achieved a full grade in English functional skills, compared to 2022/23. Heads of Education, Skills and Work are now in every prison, bringing expertise from the education sector directly to prison education. New core contracts will be launched later this year which will deliver enhanced screening and assessment in English, reading and English for Speakers of Other Languages (ESOL), as well as screening for additional learning needs. HMPPS is piloting two reading and literacy projects across 15 prisons to test approaches to reading and literacy. Reading screening has been introduced to identify prisoners reading support levels, enabling the development of prison reading strategies and effective commissioning through the Core Education Contracts.

All prison officers undergo training in their roles and responsibilities with supporting education, including literacy education and reading. At the launch of the National Reading Framework, HMPPS provided dedicated training to key HMPPS staff. The National Reading Framework provides guidance for prisons to develop and assess the impact of tailored reading support for prisoners as well as promoting a culture where prisoners are encouraged to read for pleasure.

Improving literacy education, including reading, is a priority for His Majesty's Prison and Probation Service (HMPPS). HMPPS has established a panel of experts to provide advice on effective approaches for teaching reading in prisons. This expert panel includes representatives from the Department for Education with whom we work closely to ensure that prison education is well-aligned with community education.

HMPPS has also worked to improve literacy rates for prisoners through core literacy education and whole prison reading strategies. Latest published data (for 2023/24) shows a 5% increase in participation in English functional skills across public prisons in England, and a 21% increase in prisoner learners who achieved a full grade in English functional skills, compared to 2022/23. Heads of Education, Skills and Work are now in every prison, bringing expertise from the education sector directly to prison education. New core contracts will be launched later this year which will deliver enhanced screening and assessment in English, reading and English for Speakers of Other Languages (ESOL), as well as screening for additional learning needs. HMPPS is piloting two reading and literacy projects across 15 prisons to test approaches to reading and literacy. Reading screening has been introduced to identify prisoners reading support levels, enabling the development of prison reading strategies and effective commissioning through the Core Education Contracts.

All prison officers undergo training in their roles and responsibilities with supporting education, including literacy education and reading. At the launch of the National Reading Framework, HMPPS provided dedicated training to key HMPPS staff. The National Reading Framework provides guidance for prisons to develop and assess the impact of tailored reading support for prisoners as well as promoting a culture where prisoners are encouraged to read for pleasure.

A key aim of His Majesty's Prison and Probation Service (HMPPS) prison education service is to support prisoners to develop their functional literacy skills so that they can be fully rehabilitated into society upon release. Prisoners have access to local further education colleges in the community, and prison libraries can work with local libraries to ensure prisoners can register for services upon release.

Post-release, male ex-prisoners with education needs are signposted towards existing services including Creating Future Opportunities, which supports prisoners to address barriers to accessing opportunities, such as low levels of literacy, Department for Work and Pensions, and other local provisions. For women on probation, the Women’s Services contracts deliver holistic wraparound support that in addition to the specific ETE pathway, offers other support services to women that increase their ability to progress in education.

We have robust evidence on the positive benefits of education to reducing reoffending, however, we don’t have specific evidence for the link between literacy levels and reoffending. We are currently improving our understanding of factors influencing participation in different prison education types, including literacy courses, through the Better Outcomes through Linked Data (BOLD) programme.

This learning will continue to support our evolving understanding of what more we can do to improve literacy in prisons. We are also investing in an evaluation of the new Prisoner Education Service which will include the delivery of functional English skills.

The success of formal literacy education is primarily measured by prisoners ‘achieving’ and getting an accredited qualification. Latest published data (for 2023/24) shows a 5% increase in participation in English functional skills and a 21% increase in prisoner learners who achieved a full grade in English functional skills, compared to 2022/23, across public prisons in England

We have robust evidence on the positive benefits of education to reducing reoffending, however, we don’t have specific evidence for the link between literacy levels and reoffending. We are currently improving our understanding of factors influencing participation in different prison education types, including literacy courses, through the Better Outcomes through Linked Data (BOLD) programme.

This learning will continue to support our evolving understanding of what more we can do to improve literacy in prisons. We are also investing in an evaluation of the new Prisoner Education Service which will include the delivery of functional English skills.

The success of formal literacy education is primarily measured by prisoners ‘achieving’ and getting an accredited qualification. Latest published data (for 2023/24) shows a 5% increase in participation in English functional skills and a 21% increase in prisoner learners who achieved a full grade in English functional skills, compared to 2022/23, across public prisons in England

We have robust evidence on the positive benefits of education to reducing reoffending, however, we don’t have specific evidence for the link between literacy levels and reoffending. We are currently improving our understanding of factors influencing participation in different prison education types, including literacy courses, through the Better Outcomes through Linked Data (BOLD) programme.

This learning will continue to support our evolving understanding of what more we can do to improve literacy in prisons. We are also investing in an evaluation of the new Prisoner Education Service which will include the delivery of functional English skills.

The success of formal literacy education is primarily measured by prisoners ‘achieving’ and getting an accredited qualification. Latest published data (for 2023/24) shows a 5% increase in participation in English functional skills and a 21% increase in prisoner learners who achieved a full grade in English functional skills, compared to 2022/23, across public prisons in England

Reading is a priority for HMPPS, and improving prisoner literacy is a key aim of prison education and plays an important role in supporting rehabilitation and reducing reoffending. Formal literacy teaching follows national accredited qualifications, which must follow quality standards laid down by awarding organisations.

Education providers are also encouraged to embed learning in vocational training. Engagement is also supported through the delivery of Education for Speakers of other Languages (ESOL) and all learners are screened for neurodiversity needs and provided with support so that education is tailored, and adjustments (such as providing assistive technology or additional support) are made for those with additional learning needs and/or ESOL.

All prisons have reading strategies, and we have established a national reading panel with external experts to provide advice and challenge as we develop new work in this area. These include representatives from Department for Education, Ofsted, British Dyslexia Association and the National Association for Teaching English and Community Languages to Adults. Libraries support prisoners in their reading. We also have a long-standing National Reading Working Group that has members from Further Education and the Third Sector.

In terms of improving digital delivery, our in-cell technology programme, Launchpad, has now been provided in 17 prisons which gives prisoners access to resources that support reading and literacy in their cells. Launchpad will be delivered to a further 2 prisons by March 2025, increasing the total number of prisoners with access to around 12,900. Since the 1st of July 2024, the Shannon Trust, ‘Learn to Read’ content series has been accessed by Launchpad users over 5000 times.

We are evaluating some of the programmes to support literacy delivered by partners and will look to publish an evaluation report later in 2025. We are also improving our understanding of the outcomes of different prison education types, including English courses, through the Better Outcomes through Linked Data (BOLD) programme.

As part of BOLD, there is existing funding to conduct research to explore the relationship between prison education and post-release employment outcomes with findings expected to be published in 2025. All this learning will continue to support our evolving understanding of what more we can do to improve literacy in prisons.

The success of formal literacy education is primarily measured by prisoners ‘achieving’ and getting an accredited qualification; we regularly use this data to ensure good performance. Latest published data (for 2023/24) shows a 5% increase in participation in English functional skills and a 21% increase in prisoner learners who achieved a full in English functional skills, compared to 2022/23.

Reading is a priority for HMPPS, and improving prisoner literacy is a key aim of prison education and plays an important role in supporting rehabilitation and reducing reoffending. Formal literacy teaching follows national accredited qualifications, which must follow quality standards laid down by awarding organisations.

Education providers are also encouraged to embed learning in vocational training. Engagement is also supported through the delivery of Education for Speakers of other Languages (ESOL) and all learners are screened for neurodiversity needs and provided with support so that education is tailored, and adjustments (such as providing assistive technology or additional support) are made for those with additional learning needs and/or ESOL.

All prisons have reading strategies, and we have established a national reading panel with external experts to provide advice and challenge as we develop new work in this area. These include representatives from Department for Education, Ofsted, British Dyslexia Association and the National Association for Teaching English and Community Languages to Adults. Libraries support prisoners in their reading. We also have a long-standing National Reading Working Group that has members from Further Education and the Third Sector.

In terms of improving digital delivery, our in-cell technology programme, Launchpad, has now been provided in 17 prisons which gives prisoners access to resources that support reading and literacy in their cells. Launchpad will be delivered to a further 2 prisons by March 2025, increasing the total number of prisoners with access to around 12,900. Since the 1st of July 2024, the Shannon Trust, ‘Learn to Read’ content series has been accessed by Launchpad users over 5000 times.

Reading is a priority for HMPPS, and improving prisoner literacy is a key aim of prison education and plays an important role in supporting rehabilitation and reducing reoffending. Formal literacy teaching follows national accredited qualifications, which must follow quality standards laid down by awarding organisations.

Education providers are also encouraged to embed learning in vocational training. Engagement is also supported through the delivery of Education for Speakers of other Languages (ESOL) and all learners are screened for neurodiversity needs and provided with support so that education is tailored, and adjustments (such as providing assistive technology or additional support) are made for those with additional learning needs and/or ESOL.

All prisons have reading strategies, and we have established a national reading panel with external experts to provide advice and challenge as we develop new work in this area. These include representatives from Department for Education, Ofsted, British Dyslexia Association and the National Association for Teaching English and Community Languages to Adults. Libraries support prisoners in their reading. We also have a long-standing National Reading Working Group that has members from Further Education and the Third Sector.

In terms of improving digital delivery, our in-cell technology programme, Launchpad, has now been provided in 17 prisons which gives prisoners access to resources that support reading and literacy in their cells. Launchpad will be delivered to a further 2 prisons by March 2025, increasing the total number of prisoners with access to around 12,900. Since the 1st of July 2024, the Shannon Trust, ‘Learn to Read’ content series has been accessed by Launchpad users over 5000 times.

We are evaluating some of the programmes to support literacy delivered by partners and will look to publish an evaluation report later in 2025. We are also improving our understanding of the outcomes of different prison education types, including English courses, through the Better Outcomes through Linked Data (BOLD) programme.

As part of BOLD, there is existing funding to conduct research to explore the relationship between prison education and post-release employment outcomes with findings expected to be published in 2025. All this learning will continue to support our evolving understanding of what more we can do to improve literacy in prisons.

The success of formal literacy education is primarily measured by prisoners ‘achieving’ and getting an accredited qualification; we regularly use this data to ensure good performance. Latest published data (for 2023/24) shows a 5% increase in participation in English functional skills and a 21% increase in prisoner learners who achieved a full in English functional skills, compared to 2022/23.

We are evaluating some of the programmes to support literacy delivered by partners and will look to publish an evaluation report later in 2025. We are also improving our understanding of the outcomes of different prison education types, including English courses, through the Better Outcomes through Linked Data (BOLD) programme.

As part of BOLD, there is existing funding to conduct research to explore the relationship between prison education and post-release employment outcomes with findings expected to be published in 2025. All this learning will continue to support our evolving understanding of what more we can do to improve literacy in prisons.

The success of formal literacy education is primarily measured by prisoners ‘achieving’ and getting an accredited qualification; we regularly use this data to ensure good performance. Latest published data (for 2023/24) shows a 5% increase in participation in English functional skills and a 21% increase in prisoner learners who achieved a full in English functional skills, compared to 2022/23.

Reading is a priority for HMPPS, and improving prisoner literacy is a key aim of prison education and plays an important role in supporting rehabilitation and reducing reoffending. Formal literacy teaching follows national accredited qualifications, which must follow quality standards laid down by awarding organisations.

Education providers are also encouraged to embed learning in vocational training. Engagement is also supported through the delivery of Education for Speakers of other Languages (ESOL) and all learners are screened for neurodiversity needs and provided with support so that education is tailored, and adjustments (such as providing assistive technology or additional support) are made for those with additional learning needs and/or ESOL.

All prisons have reading strategies, and we have established a national reading panel with external experts to provide advice and challenge as we develop new work in this area. These include representatives from Department for Education, Ofsted, British Dyslexia Association and the National Association for Teaching English and Community Languages to Adults. Libraries support prisoners in their reading. We also have a long-standing National Reading Working Group that has members from Further Education and the Third Sector.

In terms of improving digital delivery, our in-cell technology programme, Launchpad, has now been provided in 17 prisons which gives prisoners access to resources that support reading and literacy in their cells. Launchpad will be delivered to a further 2 prisons by March 2025, increasing the total number of prisoners with access to around 12,900. Since the 1st of July 2024, the Shannon Trust, ‘Learn to Read’ content series has been accessed by Launchpad users over 5000 times.

Reading is a priority for HMPPS, and improving prisoner literacy is a key aim of prison education and plays an important role in supporting rehabilitation and reducing reoffending. Formal literacy teaching follows national accredited qualifications, which must follow quality standards laid down by awarding organisations.

Education providers are also encouraged to embed learning in vocational training. Engagement is also supported through the delivery of Education for Speakers of other Languages (ESOL) and all learners are screened for neurodiversity needs and provided with support so that education is tailored, and adjustments (such as providing assistive technology or additional support) are made for those with additional learning needs and/or ESOL.

All prisons have reading strategies, and we have established a national reading panel with external experts to provide advice and challenge as we develop new work in this area. These include representatives from Department for Education, Ofsted, British Dyslexia Association and the National Association for Teaching English and Community Languages to Adults. Libraries support prisoners in their reading. We also have a long-standing National Reading Working Group that has members from Further Education and the Third Sector.

In terms of improving digital delivery, our in-cell technology programme, Launchpad, has now been provided in 17 prisons which gives prisoners access to resources that support reading and literacy in their cells. Launchpad will be delivered to a further 2 prisons by March 2025, increasing the total number of prisoners with access to around 12,900. Since the 1st of July 2024, the Shannon Trust, ‘Learn to Read’ content series has been accessed by Launchpad users over 5000 times.

Reading is a priority for HMPPS, and improving prisoner literacy is a key aim of prison education and plays an important role in supporting rehabilitation and reducing reoffending. Formal literacy teaching follows national accredited qualifications, which must follow quality standards laid down by awarding organisations.

Education providers are also encouraged to embed learning in vocational training. Engagement is also supported through the delivery of Education for Speakers of other Languages (ESOL) and all learners are screened for neurodiversity needs and provided with support so that education is tailored, and adjustments (such as providing assistive technology or additional support) are made for those with additional learning needs and/or ESOL.

All prisons have reading strategies, and we have established a national reading panel with external experts to provide advice and challenge as we develop new work in this area. These include representatives from Department for Education, Ofsted, British Dyslexia Association and the National Association for Teaching English and Community Languages to Adults. Libraries support prisoners in their reading. We also have a long-standing National Reading Working Group that has members from Further Education and the Third Sector.

In terms of improving digital delivery, our in-cell technology programme, Launchpad, has now been provided in 17 prisons which gives prisoners access to resources that support reading and literacy in their cells. Launchpad will be delivered to a further 2 prisons by March 2025, increasing the total number of prisoners with access to around 12,900. Since the 1st of July 2024, the Shannon Trust, ‘Learn to Read’ content series has been accessed by Launchpad users over 5000 times.

The recruitment of qualified teachers is primarily a matter for the prison education providers. HMPPS is working with education providers to reduce teacher vacancies. The vacancy rate for all providers has reduced over the last few months. As of 15 December 2024 it was 4%, reducing from 5% in November 2024 and 7% in October 2024.

HMPPS has contractual levers in place to ensure that literacy courses are delivered, with financial penalties for non-delivery. Providers must deliver 95% of commissioned courses due to vacancies, or take a 2% financial penalty. We also do not pay for any commissioned education which is not delivered.