Books in Primary Schools

I will call Gill Furniss to move the motion and then call the Minister to respond. As is the convention in 30-minute debates, there will not be an opportunity for the Member in charge to wind up.

I beg to move,

That this House has considered the availability of books in primary schools.

It is a pleasure to serve under your chairpersonship, Ms Elliott. I am delighted to have this time to talk about books, after raising this issue many times since entering Parliament and serving as chair of the all-party parliamentary group for libraries, information and knowledge.

If it were not for books I would not be standing here now. As a child, I started going to libraries and I have never stopped. In fact, I spent so much time in libraries that I ended up working in not just one but several over the years, from public libraries to academic libraries. I eventually earned my degree in information and library studies as a mature student. Books changed my life. I know that they have the potential to change the lives of millions of children, too.

As a former librarian, I have had the privilege of welcoming countless children through the doors of my local library, watching as they were whisked away to far-flung places, captivated by the magic of words. Children are whisked away to the land of Shakespeare, Dickens, the Brontës and many others. This is a country whose identity is steeped in story, which is why I find it so shocking that there is no statutory requirement for schools to have any library facilities. It is no wonder that one in six adults in the country have very low levels of literacy, rising to one in three in some of the poorest communities. I fear that those statistics could be even bleaker in future.

Research conducted by the National Literacy Trust found that 56% of eight to 18-year-olds do not enjoy reading in their free time—the lowest level since surveys began in 2005. More than ever, books are fighting phones and video game consoles for relevance at home. Although those have their place, it is vital that we do everything in our power to help establish a love of reading during children’s formative years.

My hon. Friend is making an excellent speech. Does she agree that libraries in primary schools are more important in areas of deprivation than in areas of affluence? It is essential that we listen to teachers in primary schools so that we know whether a child has not been spoken to and not been read to. If that is the case, they start at a terrible disadvantage, which can impact the rest of their lives. I support her debate and her ambitions 100%.

My hon. Friend is correct. It is crucial that people in poorer communities have access to public libraries.

In Sunderland and Huddersfield, for example.

Yes.

I commend the hon. Lady for securing a debate on an issue of great importance. I know that the Minister is not responsible for Northern Ireland, but it is an issue that I can support the hon. Lady on, because in Northern Ireland we have the same problem. Does she agree that it is unacceptable that we have teachers perusing charity shops at the weekend to scrape together lending libraries for children whose parents cannot afford books? I agree with the research that shows that the amount of time that children spend reading independently is the best predictor of their overall literacy and language achievement. It helps children to build fluency and become self-reliant readers. This debate is so important. Well done to the hon. Lady.

I could not agree more with the hon. Gentleman. I thank him for his intervention.

Last week, led by Sir Michael Morpurgo, the current and former children’s laureates united to call for legislation to make it a legal requirement for all schools in Britain to have libraries. Some may question that as a priority and deride it as something that would be nice to have, especially during these difficult economic times, but the benefits of reading are innumerable, and support across the country for such a policy is overwhelming.

Eighty-six per cent. of parents said that they would support making it a legal requirement for every primary school in the country to have a designated school library on site—and for good reason. Studies from the OECD show that reading for pleasure has a more profound impact on a child’s academic success than their socioeconomic background, while research by Farshore into the impacts of daily story time in primary schools found that 65% of boys and 76% of girls agree that story time makes them feel calmer. Those children went on to develop increased enthusiasm and motivation to read and, on average, their reading age improved at twice the expected rate over the period of the study.

The hon. Lady is making an important speech about an issue that is close to my heart. What she is saying is clearly demonstrated by an example in my constituency. Skerne Park Academy had a brand new library installed and started a reading lobster programme whereby children who said that they had nobody to read to were given a plush toy in the shape of a lobster so that they could have a reading partner. Reading has taken off there, and the children are doing really well.

I would like to follow up on the point raised by the hon. Member for Strangford (Jim Shannon). My love of books grew from visiting charity shops and second-hand bookshops, because their prices are accessible with pocket money. I do not think there is anything wrong with people visiting second-hand bookshops. Does the hon. Lady agree?

I am not quite sure about that. I think it is nice to have a new book, if possible. All children should be treated as equals and not have to show that they maybe do not have as much money as others. I will dwell on that point, and I thank the hon. Gentleman for his intervention.

Children are not the only ones to benefit from the impacts of daily story time: 91% of teachers said that they want to continue with daily story time, and 88% would like it to be mandated in the curriculum to help mitigate the guilt of coming away from the statutory curriculum requirements to spend time reading stories.

It is clear from multiple academic studies and reports that a love of books can help to form the bedrock for a better life. However, we are in the midst of a national reading crisis. That crisis is compounded by the fact that one in seven state primary schools in this country do not have a library. In the most disadvantaged communities, that number rises to one in four. We must do more to help get books into the hands of children. Ensuring that no child is left behind when it comes to reading is worth every penny; it is an investment in their future and our country’s future. However, there has been little growth in spending per pupil over the last 14 years. In fact, the Institute for Fiscal Studies predicted that the purchasing power of school budgets will be around 3% lower in 2024-25 than it was in 2010.

Schools have a great deal of autonomy when it comes to allocating their budget and, in recent years, they have been forced—as so many people across the country have—to make difficult financial decisions. When they are faced with buildings plagued by leaks, cold and reinforced autoclaved aerated concrete, who can blame headteachers and governors for making extraordinarily difficult decisions about how they spend their budget? The lack of prioritisation of books means that two thirds of primary schools in the UK are without a designated library budget. When parents were polled, however, the library was one of the most important facilities that they wanted their children to have access to, second only to the playground.

The hon. Lady may remember the Education Committee’s winter reports on the importance of early literacy from the time that I chaired the Committee. A key thing to come out of one of those reports was the programme of Sure Start centres for children. Is it about time we went back to that, so that every community has Sure Start centres and community centres again? They were champions for reading at school.

My hon. Friend makes a good point. It would be good to see again the scope of what Labour provided in its last term.

Library staff encourage new readers and put programmes in place to ensure that reading is for pleasure, not just for study. However, a study by Great School Libraries found that only 41% of schools in the UK with a designated library area had library staff, down from 54% in 2019. We need to reverse the trends in childhood reading by ensuring that schools have well-stocked, well-staffed libraries.

We need to empower children by letting them choose what they want to read and ensuring that they have a wide variety of genres to choose from. We need to allow teachers the ability to ringfence time so that all primary school children can enjoy reading for pleasure. The gift of reading is one of the most beautiful things that we can impart to the next generation. We need to ensure that primary schools are properly equipped to do so.

It is a pleasure, once again, to see you in the Chair, Ms Elliott. It is nice to be in a Westminster Hall debate in which we all overwhelmingly agree. I congratulate the hon. Member for Sheffield, Brightside and Hillsborough (Gill Furniss) on securing the debate, and it is good to have others taking part. We have particularly benefited from hearing about the hon. Lady’s experience. She mentioned her early childhood experience as a user of libraries, and then her experiences throughout her life as an employee, a professional and an academic in the library service.

The hon. Lady said that we should improve children’s access to books. The Government wholeheartedly agree. Reading is the cornerstone of a brilliant education, an important part of growing up and adult life, and a core focus of this Government. She talked about being in competition with video games, consoles, phones and tablets. In the old times, we might have said that television was top of that list. There are good arguments and practical, useful roles for all those pieces of electronica, but there is nothing quite like a book for the physical, mental and emotional experience.

Does the Minister agree that one of the real problems we all have—I have it in Huddersfield; everyone has it in their constituency—is early stimulation? We see so many parents now pushing their small child in a pushchair, with their headphones on; they are not talking to the child. That early learning of the language, then reading at night and taking them to the library to get their books is crucial, is it not? That is why this debate is so important.

What can I say? The hon. Gentleman is ahead of me, and not for the first time. I do not think he has seen my handwritten notes, but if he had, he would know that they say, “It starts with being read to.” I remember previous debates we have had in this Chamber, particularly with our former colleague Baron Field, who was the right hon. Member for Birkenhead. For example, we used to talk about how those early experiences of being read to are so important, not only because of the reading experience, but because it is quite difficult to read to a very young child without holding them, and that early attachment is part of it.

We have a focus these days on the home learning environment, and some of the ways we can make everyday experiences—little moments—matter. Everyday experiences at a bus stop, on a train or in a supermarket are all part of that early literacy experience. Ideally there should be books at home, and I pay tribute to some of the organisations that have tried to make that more widespread, particularly in disadvantaged communities or for people on lower incomes.

Of course, there should also be books at school. School should be the great leveller. I have visited a lot of schools in my time. Like the hon. Member for Huddersfield (Mr Sheerman), I am a former member of the Education Committee. I am now and have been previously an Education Minister, and, like all of us, I am a Member of Parliament. In those three roles, I have visited a lot of schools. I am always struck by the prominence that schools give to books and reading. They are an important part of school life, and that is true for reading time in school and for children taking books home to enjoy them there.

All pupils deserve to be taught a knowledge-rich curriculum that promotes extensive reading both in and out of school, and reading is a principal way to acquire knowledge. The texts that our young people read play a big part in their wider development, too, by broadening their horizons and introducing new ideas and perspectives.

Does the Minister agree that cuts to public services mean that there is less access to public libraries? Many have closed, and community libraries, which adults in particular used to rely on, are no longer accessible.