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To ask Her Majesty's Government what steps they are taking to encourage children to read.
To ask Her Majesty's Government what steps they are taking to encourage children to read.
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.
It has not proved possible to respond to this question in the time available before Prorogation. Ministers will correspond directly with the Member.
In August 2019, my right hon. Friend, the Prime Minister announced a £14 billion increase in investment for schools across England over the next three years....
It has not proved possible to respond to this question in the time available before Prorogation. Ministers will correspond directly with the Member.
In August 2019, my right hon. Friend, the Prime Minister announced a £14 billion increase in investment for schools across England over the next three years....
To ask Her Majesty's Government whether, and if so how, they intend to adopt any of the children’s reading rights recommendations by the Children’s Laureate, Cressida Cowell, as part of their policy on developing literacy among schoolchildren.
To ask Her Majesty's Government whether, and if so how, they intend to adopt any of the children’s reading rights recommendations by the Children’s Laureate, Cressida Cowell, as part of their policy on developing literacy among schoolchildren.
It has not proved possible to respond to this question in the time available before Prorogation. Ministers will correspond directly with the Member.
That this House recognises the importance of reading for pleasure as the most powerful agent in improving a child’s educational attainment and life chances; notes that children who read for pleasure daily or nearly every day are a year ahead in reading performance versus those who never do; further notes that 10 to 16 year olds make four times as much progress in vocabulary, maths and spelling if they read for pleasure than if their parents have a degree; and calls on the Education Secretary to change the curriculum to uncouple reading for pleasure from lessons and to enable teachers to include non-tested story time as an intrinsic part of every school day.
That this House recognises the importance of reading for pleasure as the most powerful agent in improving a child’s educational attainment and life chances; notes that children who read for pleasure daily or nearly every day are a year ahead in reading performance versus those who never do; further notes...
To ask the Secretary of State for Education, what assessment he has made of the implications for his policies on the conclusions in relation to reading in (a) print and (b) digital formats of the report entitled, Children and young people's reading in 2017-18, published in June 2019 by the...
To ask the Secretary of State for Education, what assessment he has made of the implications for his policies on the conclusions in relation to reading in (a) print and (b) digital formats of the report entitled, Children and young people's reading in 2017-18, published in June 2019 by the...
The Department welcomes the National Literacy Trust’s research on reading in both print and digital forms.
The Department encourages 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 we 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. We have appointed 34 primary schools across England as English Hubs.
That this House praises the fact that printed books, magazines and newspapers have been VAT exempt ever since the UK’s VAT regime was established in the 1970s to protect the accessibility of reading materials and the intrinsic value of reading and knowledge; notes that this principle should also apply to e-publications, which are currently subject to 20 per cent VAT; further notes that the beneficiaries of e-publications include many older and disabled people, military personnel and children that prefer to read on digital devices; and calls on the Chancellor of the Exchequer to abolish the tax on e-publications in order to promote equal access to reading and knowledge for all.
That this House praises the fact that printed books, magazines and newspapers have been VAT exempt ever since the UK’s VAT regime was established in the 1970s to protect the accessibility of reading materials and the intrinsic value of reading and knowledge; notes that this principle should also apply to...
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
There is significant evidence that systematic phonics is a highly effective method for teaching early reading. In 2018, 82% of six-year-olds met the expected standard in the phonics check, compared with just 58% when we introduced the check in 2012. Furthermore, 88% of pupils meeting the phonics standard in 2013 went on to meet the year 6 reading test standard in 2018.
There is significant evidence that systematic phonics is a highly effective method for teaching early reading. In 2018, 82% of six-year-olds met the expected standard in the phonics check, compared with just 58% when we introduced the check in 2012. Furthermore, 88% of pupils meeting the phonics standard in 2013 went on to meet the year 6 reading test standard in 2018.
There is significant evidence that systematic phonics is a highly effective method for teaching early reading. In 2018, 82% of six-year-olds met the expected standard in the phonics check, compared with just 58% when we introduced the check in 2012. Furthermore, 88% of pupils meeting the phonics standard in 2013 went on to meet the year 6 reading test standard in 2018.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
I agree with the hon. Member for Huddersfield (Mr Sheerman), who said earlier that early intervention is very important. I am pleased to see that, as a result of these phonics changes, England has risen to joint eighth place in the progress in international reading literacy study—up from joint 10th in 2011, and well up from the low of 19th position under a Labour Government.
My son Wilfred has just started learning his phonics—something he enjoys and that I know he will do well at, given the good base that the Government are offering. Will my right hon. Friend agree with me that boosting pupil literacy is key to getting our children the best possible start in life?
I agree with the hon. Member for Huddersfield (Mr Sheerman), who said earlier that early intervention is very important. I am pleased to see that, as a result of these phonics changes, England has risen to joint eighth place in the progress in international reading literacy study—up from joint 10th in 2011, and well up from the low of 19th position under a Labour Government.
My son Wilfred has just started learning his phonics—something he enjoys and that I know he will do well at, given the good base that the Government are offering. Will my right hon. Friend agree with me that boosting pupil literacy is key to getting our children the best possible start in life?
My hon. Friend is, of course, absolutely right. Reading is a fundamental building block for a successful education, and the fact that more children are now reading more effectively will help them develop a habit and love of reading and prepare them for the higher demands on their reading ability when they start secondary school.
My hon. Friend is, of course, absolutely right. Reading is a fundamental building block for a successful education, and the fact that more children are now reading more effectively will help them develop a habit and love of reading and prepare them for the higher demands on their reading ability when they start secondary school.
My hon. Friend is, of course, absolutely right. Reading is a fundamental building block for a successful education, and the fact that more children are now reading more effectively will help them develop a habit and love of reading and prepare them for the higher demands on their reading ability when they start secondary school.
I agree with the hon. Member for Huddersfield (Mr Sheerman), who said earlier that early intervention is very important. I am pleased to see that, as a result of these phonics changes, England has risen to joint eighth place in the progress in international reading literacy study—up from joint 10th in 2011, and well up from the low of 19th position under a Labour Government.
My son Wilfred has just started learning his phonics—something he enjoys and that I know he will do well at, given the good base that the Government are offering. Will my right hon. Friend agree with me that boosting pupil literacy is key to getting our children the best possible start in life?
The literacy rates of primary school children dramatically improve when they are read to in class on a daily basis. What is the Minister for School Standards doing to encourage that?
The literacy rates of primary school children dramatically improve when they are read to in class on a daily basis. What is the Minister for School Standards doing to encourage that?
As my hon. Friend will know, we had this discussion when, with other Northamptonshire MPs, we met the local authority and the regional schools commissioner. It is important that children, at primary school in particular, are read to every day to improve their vocabulary. The better their vocabulary, the more easily they can comprehend what they are reading, and the more they can comprehend what they are reading, the more likely they are to read. That, in turn, will improve their vocabulary and knowledge.
As my hon. Friend will know, we had this discussion when, with other Northamptonshire MPs, we met the local authority and the regional schools commissioner. It is important that children, at primary school in particular, are read to every day to improve their vocabulary. The better their vocabulary, the more easily they can comprehend what they are reading, and the more they can comprehend what they are reading, the more likely they are to read. That, in turn, will improve their vocabulary and knowledge.
As my hon. Friend will know, we had this discussion when, with other Northamptonshire MPs, we met the local authority and the regional schools commissioner. It is important that children, at primary school in particular, are read to every day to improve their vocabulary. The better their vocabulary, the more easily they can comprehend what they are reading, and the more they can comprehend what they are reading, the more likely they are to read. That, in turn, will improve their vocabulary and knowledge.
The literacy rates of primary school children dramatically improve when they are read to in class on a daily basis. What is the Minister for School Standards doing to encourage that?
To ask the Secretary of State for Education, with reference to the National Literacy Trust Report entitled Children, young people and digital reading, published April 2019, what assessment he has made of the literacy benefits of children reading both digital and print formats.
To ask the Secretary of State for Education, with reference to the National Literacy Trust Report entitled Children, young people and digital reading, published April 2019, what assessment he has made of the literacy benefits of children reading both digital and print formats.
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 in 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 the Department’s phonics partnerships and phonics roadshows programmes, the Department launched a £26.3 million English Hubs Programme in 2018. 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.
To ask Her Majesty's Government what steps they are taking to encourage the use of school libraries and reading for pleasure in primary and secondary schools.
To ask Her Majesty's Government what steps they are taking to encourage the use of school libraries and reading for pleasure in primary and secondary schools.
It is for individual schools to decide whether to provide and maintain a library service for their pupils. Many head teachers recognise the important role school libraries play in improving literacy and encouraging pupils to read for pleasure and ensure that suitable library facilities are provided. The current national curriculum, introduced from 2014, places greater emphasis on pupils developing the habit of reading widely and often, for both pleasure and information, as they move through key stage 1 into key stage 2, having first mastered the essentials of phonic decoding. Pupils should read for themselves a wide range of stories, poems, plays and information books. From 2016 the end of key stage 2 reading assessment was changed to reflect this more rigorous curriculum.
It is nice that the Leader of the House talks about World Book Day, but 700 libraries have closed since 2010 under this Government. May we have a debate about that, because earlier this week the National Literacy Trust released research showing that a quarter of eight to 18-year-olds now...
It is nice that the Leader of the House talks about World Book Day, but 700 libraries have closed since 2010 under this Government. May we have a debate about that, because earlier this week the National Literacy Trust released research showing that a quarter of eight to 18-year-olds now...
I share the hon. Gentleman’s love of libraries, and he will be aware that the Department for Digital, Culture, Media and Sport works with the Libraries Taskforce to support libraries, and the Government are committed to seeking a sustainable future for them. He will no doubt appreciate that the change...
I share the hon. Gentleman’s love of libraries, and he will be aware that the Department for Digital, Culture, Media and Sport works with the Libraries Taskforce to support libraries, and the Government are committed to seeking a sustainable future for them. He will no doubt appreciate that the change...
To ask Her Majesty's Government, following their Race Disparity Audits, what steps they are taking to ensure that educational institutions improve the standard of reading among Gypsies, Roma and Travellers aged 6–7.
To ask Her Majesty's Government, following their Race Disparity Audits, what steps they are taking to ensure that educational institutions improve the standard of reading among Gypsies, Roma and Travellers aged 6–7.
The department’s education reforms, including those aimed at improving teaching, literacy and numeracy, and strengthening the curriculum and examination system, are designed to deliver opportunity and high standards for all pupils, regardless of their ethnic background. These reforms are reinforced by new school accountability measures, which are intended to encourage schools to focus more closely on the attainment of all their pupils. The introduction of a new national curriculum for maintained schools from 2014, with phonics at its heart and the establishment of 32 English Hubs in 2018 specifically support primary schools to improve standards of reading.
The department knows that the most significant factor affecting pupil attainment, which cuts across all ethnicities including a high proportion of Gypsy, Roma and Traveller children, is economic disadvantage. To tackle this, the department has provided a total of £13.75 billion from April 2011 to March 2018 through the pupil premium to help schools improve the progress and attainment of their disadvantaged pupils. The department continues to provide this additional funding, which is £2.4 billion this year alone.
In January last year, the department established the Gypsy, Roma and Traveller stakeholder group to inform policy development to raise the attainment and participation of Gypsy, Roma and Traveller pupils at all stages of education.
To ask the Secretary of State for Education, if he will make an assessment of the potential merits of allocating time within the National Curriculum for reading in book form.
To ask the Secretary of State for Education, if he will make an assessment of the potential merits of allocating time within the National Curriculum for reading in book form.
Reading is an essential foundation to a child’s education and the acquisition of knowledge. The National Curriculum aims to ensure that all pupils can read easily, fluently and with good comprehension, and requires pupils to study a range of books, poems and plays to develop a life long love of literature.
The National Curriculum does not prescribe teaching hours for any subject. It is for schools to decide how much time pupils spend reading.
Ministers will be aware of the very low attainment in reading among prisoners. Is anything being done to try to improve the situation? I understand that the average reading age in a prison is 11.
Ministers will be aware of the very low attainment in reading among prisoners. Is anything being done to try to improve the situation? I understand that the average reading age in a prison is 11.
It is a very serious problem. As my right hon. and learned Friend has pointed out, almost half the prisoners have a reading age of under 11. Perhaps 25% of prisoners have a reading age of six. There is an enormous amount that we can do and that is where the education and employment strategy comes in, which is about making sure that the education is relevant and leads to a job.
It is a very serious problem. As my right hon. and learned Friend has pointed out, almost half the prisoners have a reading age of under 11. Perhaps 25% of prisoners have a reading age of six. There is an enormous amount that we can do and that is where the education and employment strategy comes in, which is about making sure that the education is relevant and leads to a job.
It is a very serious problem. As my right hon. and learned Friend has pointed out, almost half the prisoners have a reading age of under 11. Perhaps 25% of prisoners have a reading age of six. There is an enormous amount that we can do and that is where the education and employment strategy comes in, which is about making sure that the education is relevant and leads to a job.
Ministers will be aware of the very low attainment in reading among prisoners. Is anything being done to try to improve the situation? I understand that the average reading age in a prison is 11.