1-20 of 330 results for subject:Literacy
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To ask the Secretary of State for Justice, what assessment he has made of the adequacy of literacy-based education provision in prisons.
To ask the Secretary of State for Justice, what assessment he has made of the adequacy of literacy-based education provision in prisons.
On 28 September, we announced a new Prisoner Education Service to improve the literacy, numeracy and vocational skills of prisoners. We are embedding literacy in workshops and vocational training, and we are implementing the Literacy Innovation Fund by piloting two specialist reading and literacy projects across fifteen prisons to help prisoners with the lowest reading levels. This is alongside other Small to Medium Enterprise (SME) projects such as Shannon Trust and Leaders are Readers.
Functional Skills in literacy are subject to ambitious contractual targets with providers financially penalised if they do not meet them. Achievement against literacy functional skills has improved year on year since the end of Covid.
Whole prison reading strategies, recognised as good practice by HMIP, have been developed in all prisons, and reading leads are ensuring that literacy is at the heart of each prison's education provision. Prisoners’ reading levels are assessed on entry so that Personal Learning Plans are in place and the right support for reading is available to them.
Each prison has a library which holds essential legal texts, promotes reading for pleasure and often offer a range of reading activities. We are improving the delivery of library services and have recently updated and upgraded library contracts, including an uplift in funding.
Prisons have continued to rollout Storybooks Dads and Mums, which helps over 5,000 prisoners a year record bedtime stories for their children, and rolled out new technology, including laptops for prisoners to take part in online courses with the Open University.
In addition, new contracts for education providers in 2025 will have robust targets on maths, English and vocational qualifications, and quality of delivery.
To ask the Secretary of State for Education, how many primary schools in England use literacy resources at Key stage 1 designed specifically for (a) deaf children and (b) other visual learners that include visual languages to support access and inclusion in early literacy as of July 2023.
To ask the Secretary of State for Education, how many primary schools in England use literacy resources at Key stage 1 designed specifically for (a) deaf children and (b) other visual learners that include visual languages to support access and inclusion in early literacy as of July 2023.
The department recognises the importance of supporting all children and young people with Special Educational Needs and Disabilities (SEND), including deaf children and those with a hearing impairment.
On the Get Information About Schools service, there are 197 primary schools and five all-through schools listed as providing for children with hearing impairments. This information is available at: https://get-information-schools.service.gov.uk/.
The government does not collect local authority level data on specialist education services for children with sensory impairments. The Children and Families Act 2014 requires all local authorities to publish a local offer of services for children and young people with SEND in their area, to ensure that families are aware of services that are available in their area and are able to contribute to shaping the services to meet local needs. Information about the support available for children with sensory impairment should be included within that local offer.
In the SEND and Alternative Provision Improvement Plan, published in March 2023, the department set out a mission for more children and young people to have their needs met effectively in mainstream settings, reducing reliance on Education, Health and Care plans to access support.
The department will improve mainstream education through setting standards for early and accurate identification of need, and timely access to support to meet those needs. The standards will include clarifying the types of support that should be ordinarily available in mainstream settings, who is responsible for securing the support and from what budgets.
On 11 July 2023, the department published an updated version of our Reading Framework, available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1168960/The_Reading_Framework_July_2023.pdf. This provides best practice guidance for improving early reading teaching, including for pupils with SEND.
To ask His Majesty's Government what assessment they have made of the research by Rebecca Simpson-Hargreaves Starting a new chapter – childhood literacy education, published on 25 May; and in particular, the conclusion that the focus on phonics creates a non-balanced approach to literacy and the related finding by the...
To ask His Majesty's Government what assessment they have made of the research by Rebecca Simpson-Hargreaves Starting a new chapter – childhood literacy education, published on 25 May; and in particular, the conclusion that the focus on phonics creates a non-balanced approach to literacy and the related finding by the...
By ensuring high quality systematic synthetic phonics teaching, the government wants to improve literacy levels to give all children a solid base upon which to build as they progress through school and help children to develop the habit of reading widely and often, for both pleasure and information.
The Education Endowment Foundation (EEF) has carried out a comprehensive review of robust studies on the impact of phonics. It found that phonics is more effective on average than other approaches for early reading, when embedded in a rich literacy environment.
Evidence has also shown that phonics is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.
The reading framework, published on 11 July 2023, is unequivocal in its support for reading for pleasure and provides guidance on how the best schools build on their strong phonics teaching to create a strong reading culture.
Those reaching the expected standard in the phonics screening check (PSC) are substantially more likely to subsequently reach the expected standard in Key Stage 2 reading. In 2022, 85% of those meeting PSC expectations in Year 1 subsequently met Key Stage 2 reading expectations, compared to 18% of those who had not met PSC expectations in Years 1 or 2. Additionally, the strongest predictor of Progress in International Reading Literacy Study (PIRLS) performance was the Year 1 phonics check mark, for which a 1-point increase was associated with nearly a 4-point gain in PIRLS 2021 overall reading performance.
In PIRLS 2021, 76% of surveyed pupils in England reported that they ‘very much like’ or ‘somewhat like’ reading.
Reading Standards: Primary-age Children
What steps her Department is taking to improve standards of reading of primary age children.
The Progress in International Reading Literacy Study was published in May this year. England had come fourth among 43 countries that tested children of the same age, nine and 10-year-olds. In 2012 we...
Reading Standards: Primary-age Children
What steps her Department is taking to improve standards of reading of primary age children.
The Progress in International Reading Literacy Study was published in May this year. England had come fourth among 43 countries that tested children of the same age, nine and 10-year-olds. In 2012 we...
To ask the Secretary of State for Education, pursuant to the Answer of 23 June 2023 to Question 189737 Primary Education: Boys, whether her Department has produced research on interventions at Key Stage 1 and 2 that have closed attainment gaps in (a) literacy and (b) phonics between boys and...
To ask the Secretary of State for Education, pursuant to the Answer of 23 June 2023 to Question 189737 Primary Education: Boys, whether her Department has produced research on interventions at Key Stage 1 and 2 that have closed attainment gaps in (a) literacy and (b) phonics between boys and...
The Government is committed to continuing to raise literacy standards for all pupils, regardless of gender. English is fundamental to education and provides the skills and knowledge pupils need to communicate with others, both in school and in the wider world. Language in the early years is also associated with long-term employment outcomes. Children with poor vocabulary at age five are more than twice as likely to be unemployed at age 34 as children with good vocabulary, according to research which is available at: https://eresearch.qmu.ac.uk/bitstream/handle/20.500.12289/1057/eResearch_1057.pdf?sequence=1.
By ensuring high quality systematic synthetic phonics teaching, the Government wants to improve literacy levels to give all children a solid base upon which to build as they progress through school, and help children to develop the habit of reading widely and often, for both pleasure and information.
The Education Endowment Foundation (EEF) and the Sutton Trust are, together, the Government-designated What Works Centre for Education. The EEF has carried out a comprehensive review of robust studies on the effects of phonics. They found that phonics is more effective on average than other approaches for early reading, when embedded in a rich literacy environment. Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress.
Since 2010, the Government has accelerated the effective teaching of phonics, by placing it at the heart of the curriculum and introducing the annual phonics screening check in 2012 for pupils at the end of Year 1.
The recent publication of the international literacy study, Progress in International Reading Literacy Study (PIRLS) 2021, showed England was among the top scoring countries, coming fourth out of the 43 countries that tested children of the same age. The performance of England’s pupils in PIRLS 2021 remained stable after significant improvements in 2011 and 2016. As well as the overall success, both the gender gap and the gap between the highest and lowest achievers have continued to narrow, driven in the long term by the improvement of the scores of boys and the lowest attainers. Researchers have found that the Phonics Screening Checks (PSC) score was the most significant predictor of PIRLS performance.
In 2018, the Department also launched the £60 million English Hubs Programme to improve the teaching of reading, with a focus on phonics, early language development and reading for pleasure. The English Hubs have delivered intensive support to 1,700 schools to date. Departmental analysis shows that partner schools supported by the English Hubs Programme outperformed other schools by around seven percentage points in their PSC.
Main estimates (2022-23). Fifth estimates day (part two). Motion that for the year ending with 31 March 2024, for expenditure by the Department for Education: (1) further resources, not exceeding £42,894,465,000, be authorised for use for current purposes as set out in HC 1383 of Session 2022–23, (2) further resources, not exceeding £22,809,063,000, be authorised for use for capital purposes as so set out, and (3) a further sum, not exceeding £62,518,154,000, be granted to His Majesty to be issued by the Treasury out of the Consolidated Fund and applied for expenditure on the use of resources authorised by Parliament. Question deferred.
Main estimates (2022-23). Fifth estimates day (part two). Motion that for the year ending with 31 March 2024, for expenditure by the Department for Education: (1) further resources, not exceeding £42,894,465,000, be authorised for use for current purposes as set out in HC 1383 of Session 2022–23, (2) further resources,...
I am pleased to open the debate.
I thank the Backbench Business Committee for granting this debate on the spending of the Department for Education on adult education, post-16 education, further education and colleges, in response to an application by myself and the hon. Member for Worcester (Mr Walker).
I will begin...
I am pleased to open the debate.
I thank the Backbench Business Committee for granting this debate on the spending of the Department for Education on adult education, post-16 education, further education and colleges, in response to an application by myself and the hon. Member for Worcester (Mr Walker).
I will begin...
My hon. Friend is making an excellent speech. Does she agree with me that it is also deeply disappointing to see the decline in the number of part-time mature university students, who also benefit from this type of learning?
My hon. Friend is making an excellent speech. Does she agree with me that it is also deeply disappointing to see the decline in the number of part-time mature university students, who also benefit from this type of learning?
My hon. Friend makes an important point and I thank him for his intervention. Absolutely, I do agree with him.
It is vital that Government funding of adult education and skills matches the need for it. I am concerned, too, that the Government’s proposals for implementing a new further education funding...
My hon. Friend makes an important point and I thank him for his intervention. Absolutely, I do agree with him.
It is vital that Government funding of adult education and skills matches the need for it. I am concerned, too, that the Government’s proposals for implementing a new further education funding...
The hon. Lady is making some very interesting points, and I agree with some of them on adult education. Does she then welcome the Government’s lifelong learning entitlement, which is another effective way of getting adults back into sustainable work? It will reduce the benefit strain and the pressure on...
The hon. Lady is making some very interesting points, and I agree with some of them on adult education. Does she then welcome the Government’s lifelong learning entitlement, which is another effective way of getting adults back into sustainable work? It will reduce the benefit strain and the pressure on...
I thank the hon. Lady for her intervention. I will come on to that point later in my speech.
At a time when we have an ageing society and increasing problems of loneliness, it cannot be right to bring in policy measures that have the potential to remove or significantly reduce...
I thank the hon. Lady for her intervention. I will come on to that point later in my speech.
At a time when we have an ageing society and increasing problems of loneliness, it cannot be right to bring in policy measures that have the potential to remove or significantly reduce...
I am very grateful to the Backbench Business Committee and the Liaison Committee for their support in approving this debate.
I congratulate the hon. Member for Wirral West (Margaret Greenwood) on her powerful opening speech on the hugely important topic of adult education, which forms one of the themes that we...
I am very grateful to the Backbench Business Committee and the Liaison Committee for their support in approving this debate.
I congratulate the hon. Member for Wirral West (Margaret Greenwood) on her powerful opening speech on the hugely important topic of adult education, which forms one of the themes that we...
Having further education facilities is so important for developing new skills, unlocking careers and training people for new industries. We are soon to lose our main FE provider in my Broxtowe constituency, as Nottingham College moves out. On the point that my hon. Friend was making, does he agree that...
Having further education facilities is so important for developing new skills, unlocking careers and training people for new industries. We are soon to lose our main FE provider in my Broxtowe constituency, as Nottingham College moves out. On the point that my hon. Friend was making, does he agree that...
I agree. I am sure that my hon. Friend will champion the need for FE in his area, under whatever branding or name it might come. I absolutely agree that we need to see an increase. I will come to more of the reasons for that shortly.
The IFS also reported...
I agree. I am sure that my hon. Friend will champion the need for FE in his area, under whatever branding or name it might come. I absolutely agree that we need to see an increase. I will come to more of the reasons for that shortly.
The IFS also reported...
I will take this opportunity to put on record my thanks to East Sussex College. It is equally as high-performing as Worcester and is the social mobility engine that my hon. Friend described. However, the finances, which he referred to, mean that it is in a very competitive field for...
I will take this opportunity to put on record my thanks to East Sussex College. It is equally as high-performing as Worcester and is the social mobility engine that my hon. Friend described. However, the finances, which he referred to, mean that it is in a very competitive field for...
I absolutely recognise that scenario, and I welcome that contribution from my hon. Friend, another Education Committee member. We heard that loud and clear as part of our inquiry and I continue to hear it from local providers. They compete not just with schools and higher education, but with the...
I absolutely recognise that scenario, and I welcome that contribution from my hon. Friend, another Education Committee member. We heard that loud and clear as part of our inquiry and I continue to hear it from local providers. They compete not just with schools and higher education, but with the...
As a member of the Education Committee, may I say that my hon. Friend is making some excellent points? Another point about the roll-out of T-levels is that there may be no places for people doing advanced general qualifications because they do not cover the same subjects. Quite a lot...
As a member of the Education Committee, may I say that my hon. Friend is making some excellent points? Another point about the roll-out of T-levels is that there may be no places for people doing advanced general qualifications because they do not cover the same subjects. Quite a lot...
My hon. Friend reflects the concerns—amply spelled out in the report—about not removing pathways to success and routes forward for students while the T-level programme is, as yet, not fully developed and not fully proven. I think we all accept that T-levels can be a very valuable part of the...
My hon. Friend reflects the concerns—amply spelled out in the report—about not removing pathways to success and routes forward for students while the T-level programme is, as yet, not fully developed and not fully proven. I think we all accept that T-levels can be a very valuable part of the...
Will the hon. Gentleman give way?
Will the hon. Gentleman give way?
I am happy to give way to the Opposition spokesman.
I am happy to give way to the Opposition spokesman.