The department has not carried out a unique assessment of the effect of screen-based learning on the concentration, handwriting, and reading comprehension of school children in England.

The department expects schools to use screen-based learning only where it supports effective teaching and improves pupils’ learning. Schools are responsible for deciding when technology is appropriate, based on pupils’ age, curriculum needs and the evidence about what works.

To support schools with choosing technology, the department is investing £24 million in the EdTech Testbeds programme to help generate evidence of the impact of technology on pupil outcomes, inclusion and teacher workload.

The information requested is not held centrally. The department holds information on pupils’ special educational needs and their attainment by 14 types of primary need. Dyslexia is usually included in the wider category of primary need ‘specific learning difficulty’. In 2025, 33% of pupils with ‘specific learning difficulty’ recorded as their primary need met the expected standard in the phonics screening check in year 1. The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress. Reading Ambition for All is a continuous professional development programme to support schools help struggling readers, delivered by our 34 English Hubs, reaching more than 600 schools this academic year.

Local authorities are responsible for assessing the needs of their local communities and designing a library service to meet those needs within available resources, including the opening hours, staffed and unstaffed, of its libraries. This includes ensuring children and young people have access to their services.

As the libraries development agency for England, Arts Council England collects and publishes data on library opening hours in its annual English Public Libraries Location Dataset.

The ACE English Public Libraries Location Dataset 2024 indicates that 408 statutory static libraries have an automated system to support the public when this facility is open but unstaffed.

DCMS recognises the vital role libraries play in supporting children and young people in their literacy and providing a safe place to study. DCMS’s 2024-25 Participation Survey shows that 16-19 year olds are more likely to use library services than the average adult. DCMS’s Youth Participation Pilot Survey, published in 2024, also shows that 43% of young people (10-19) visited a library in the 12 months prior. DCMS will be considering a range of evidence and best practice in development of the forthcoming Libraries Strategy.

The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills. Reading is central to this mission and is crucial for success at school and in life, and so we welcome the Premier League’s work with the National Literacy Trust on supporting pupils’ reading through the Primary Stars literacy initiative.

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 2026 is a campaign to address the steep decline in reading for pleasure amongst children, young people and adults. It is a department initiative, in collaboration with our delivery partner, the National Literacy Trust, who will lead the delivery of the campaign.

The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills.

We are building the evidence base on the impact of technology in education through the EdTech Evidence Board, the Testbed Programme, and research into technology and cognitive development. Evidence from the Education Endowment Foundation shows technology can accelerate learning by up to three months. Technology should support learning, not replace high quality teaching and interaction.

The national curriculum requires teachers to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. It also emphasises the importance of listening to, discussing, and reading a wide range of stories, poems, plays and non-fiction books for themselves.

The department respects the autonomy of teachers to choose to use or recommend resources based on individual need in their own educational context and circumstances. Schools are free to choose to use a range of formats, including different forms of digital technology such as Kindles and audiobooks.

The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills.

We are building the evidence base on the impact of technology in education through the EdTech Evidence Board, the Testbed Programme, and research into technology and cognitive development. Evidence from the Education Endowment Foundation shows technology can accelerate learning by up to three months. Technology should support learning, not replace high quality teaching and interaction.

The national curriculum requires teachers to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. It also emphasises the importance of listening to, discussing, and reading a wide range of stories, poems, plays and non-fiction books for themselves.

The department respects the autonomy of teachers to choose to use or recommend resources based on individual need in their own educational context and circumstances. Schools are free to choose to use a range of formats, including different forms of digital technology such as Kindles and audiobooks.

Giving young children the best start in life is the foundation of the government’s Opportunity Mission. The department has set a milestone of a record proportion of children starting school ready to learn. We will measure progress through 75% of children at the end of reception reaching a good level of development in the early years foundation stage profile assessment by 2028.

To support early language and literacy skills, the department is:

• Funding the Nuffield Early Language Intervention programme (NELI), which is an evidence-based programme targeting reception aged children needing extra support with their speech and language development.
• Funding the Early Years Evidence Store, which includes a theme on Communication and Language and supports educators to put evidence-informed approaches into practice.
• Working with NHS England to deliver the Early Language Support for Every Child pathfinders.
• Working with partners to deliver the Early Language Local Innovation and Excellence programme, which includes implementation of Speech and Language Communication pathway guidance and an early language identification measure.
• Funding the English Hubs Programme, which is dedicated to improving the teaching of reading, with a focus on phonics, early language development and reading for pleasure. The reading framework provides guidance for schools to help improve reading for all pupils.
• Investing £10.7 million in 2025/26 to deliver home learning environment services through Family Hubs. These services help parents create language-rich, nurturing settings that support early communication, confidence, and literacy. The Little Moments Together campaign complements this by providing free, accessible resources that encourages parents to chat, play and read with their children, simple, everyday actions that support early development.

This government is committed to strengthening the home learning environment to support literacy and school readiness as part of the Plan for Change. In 2025/26, we are investing £10.7 million through Family Hubs in home learning environment services to help parents create language-rich, nurturing settings that support early communication and confidence. In the recent Spending Review, my right hon. Friend, the Chancellor of the Exchequer, confirmed that the government will continue to invest in and expand the Family Hubs programme as part of the Spending Review 2025.

Our Little Moments Together campaign provides free resources and advice to encourage parents to chat, play and read with their children, simple actions that make a lasting difference. Promoting a culture of reading for pleasure at home supports children’s language development, emotional wellbeing and cognitive growth, particularly in the early years. These benefits extend into later childhood, contributing to improved educational outcomes and a lifelong engagement with learning.

For school-age children, we continue to encourage parental engagement in reading and learning at home, recognising that strong early foundations are key to long term educational success.

​​I refer my hon. Friend the member for the City of Durham to the answer of 03 July 2025 to Question 62713.​

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

High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child, in every region of the country, the best start in life.

In the 2025/26 financial year, the government has committed £27.7 million to support and drive high and rising standards in reading and writing. This summer, the department will publish a Writing Framework which will be a first step to support schools in delivering high-quality writing provision across England.

The department recognises the important work of organisations such as the National Literacy Trust in promoting reading and writing and will continue to engage with them on this important issue.

We are always looking for good approaches to raising standards, whether in phonics, maths or oracy, and to giving children the confidence that will set them up for life. I would be keen to hear more details about the programme that the hon. Gentleman describes.