I thank my hon. Friend for his question. A large body of research evidence shows that phonics is the most effective way of teaching literacy to all children. Last year’s phonics check identified 235,000 children who will now receive extra help, which is very important because PIRLS—the progress in international reading literacy study—showed that this country has one of the largest gaps between the strongest and weakest

performers in reading. It is really important that we identify children who are struggling with reading early, so that they can receive help as soon as possible.

I thank the Minister for that response, but many experienced, skilled and successful teachers of reading are a bit concerned about an over-reliance on phonics. What can she do to persuade them that the Government are not being a little doctrinaire in this area?

The phonics screening check confirms whether year 1 pupils can decode using phonics to an appropriate standard. In 2012, the first year of the national roll-out, 58% of children met the expected standard. We have commissioned an independent evaluation of the check over a period of three years, which will examine the impact of the check on phonics teaching.

The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national rollout of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three year, independent evaluation of the national rollout.

Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.

The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national rollout in 2012, the Department has commissioned NFER to evaluate the check over a period of three years. NFER will be looking at the administration of the check, and its effect on the teaching of phonics and wider literacy in schools.

The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national rollout of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three year, independent evaluation of the national rollout.

Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.

The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national rollout in 2012, the Department has commissioned NFER to evaluate the check over a period of three years. NFER will be looking at the administration of the check, and its effect on the teaching of phonics and wider literacy in schools.

The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national rollout of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three year, independent evaluation of the national rollout.

Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.

The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national rollout in 2012, the Department has commissioned NFER to evaluate the check over a period of three years. NFER will be looking at the administration of the check, and its effect on the teaching of phonics and wider literacy in schools.

The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national roll-out of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three-year, independent evaluation of the national roll-out.

Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.

The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national roll-out in 2012, we have commissioned NFER to evaluate the check over a period of three years. NFER will be looking at administration of the check, and its effect on the teaching of phonics and wider literacy in schools.

The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national roll-out of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three-year, independent evaluation of the national roll-out.

Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.

The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national roll-out in 2012, we have commissioned NFER to evaluate the check over a period of three years. NFER will be looking at administration of the check, and its effect on the teaching of phonics and wider literacy in schools.

The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national roll-out of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three-year, independent evaluation of the national roll-out.

Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.

The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national roll-out in 2012, we have commissioned NFER to evaluate the check over a period of three years. NFER will be looking at administration of the check, and its effect on the teaching of phonics and wider literacy in schools.

In 2010-11, 363 children participated in the Every Child a Reader scheme in Tower Hamlets, of whom 323 received the Reading Recovery intervention. In 2011-12, 313 children participated in the scheme, of whom 269 received the Reading Recovery intervention.

We have not made any specific assessment of the value for money or effectiveness of the Every Child a Reader scheme in Tower Hamlets. However, an independent evaluation of the national programme was published by the Department in May 2011.

Among the key findings of the report was that Every Child a Reader had an overall positive impact on school level reading and writing attainment and that Reading Recovery had a positive impact on reading.

The full evaluation report is available on the Department's website.

ECaR Evaluation—Main Report

ECaR Evaluation—Technical Report

In 2010-11, 363 children participated in the Every Child a Reader scheme in Tower Hamlets, of whom 323 received the Reading Recovery intervention. In 2011-12, 313 children participated in the scheme, of whom 269 received the Reading Recovery intervention.

We have not made any specific assessment of the value for money or effectiveness of the Every Child a Reader scheme in Tower Hamlets. However, an independent evaluation of the national programme was published by the Department in May 2011.

Among the key findings of the report was that Every Child a Reader had an overall positive impact on school level reading and writing attainment and that Reading Recovery had a positive impact on reading.

The full evaluation report is available on the Department's website.

ECaR Evaluation—Main Report

ECaR Evaluation—Technical Report

The National Scholarship Fund for Teachers was launched in June 2011. This year, the fund has been extended to SEN support staff. The fund has been introduced to encourage and support school support staff in continuing to improve their knowledge of SEN and disability (SEN/D) and enhance their ability to support the teaching and learning of pupils with SEN/D. It is expected that this will also lead to the sharing of learning, knowledge and expertise across the school system, and to increasing public perception of SEN support staff as scholars.

Applications from school support staff are assessed against defined criteria and verified by an expert panel of eminent educationalists.

(a) This year, we received 482 applications from school support staff nationally. Funding was awarded to 274 support staff.

(b) (i) This year, we did not receive any applications from school support staff in Reading; (ii) we received three applications from school support staff in Reading West. These applications were unsuccessful.

Research shows clearly that phonics is the best way to teach young children to read. This is why we are strongly encouraging schools to use phonics, and have made available up to £3,000 of match-funding to enable schools with Key Stage 1 pupils to buy high-quality systematic synthetic phonics resources and/or training. The Year 1 phonics screening check which we have introduced will help teachers to identify which children are able to decode accurately using phonics, and which children need further support.