Dyslexia Screening and Teacher Training Bill

This is the third Bill of the day—I note that you appear to be making a habit of coming third these days, Mr Hancock.

I am not quite sure what to make of that, Mr Deputy Speaker, but I am honoured to be third today. Let us see how it goes. It is a pleasure to be here, and to be clean and well fed.

I beg to move, That the Bill be now read a Second time.

“The best way to spread opportunity and reduce inequality in society is by providing every person with a world class education”.

Those are not my words but the words of my right hon. Friend the Prime Minister. I passionately agree that this should apply to all, and my Bill represents the next step in turning those strong words into action.

I am delighted that the Bill has cross-party support. Indeed, its gestation had support from both sides of the House, including from my right hon. Friend the Member for Chingford and Woodford Green (Sir Iain Duncan Smith) and the right hon. Member for Hayes and Harlington (John McDonnell), and indeed from the hon. Member for Bury South (Christian Wakeford), who has sat on both sides of the House since the Bill was first drafted.

I firmly support the Government’s approach to increasing rigour and improving standards in our schools, which is at the heart of this Bill. That drive over a decade is raising standards, and with raised standards comes raised opportunity and increased hope for children. We have especially seen improvement in the most deprived parts of our land.

The Government’s explicit goal is now even greater literacy. Earlier this year, the then Secretary of State for Education—I think he was the last Secretary of State but four, but I have slightly lost count—put 100% literacy at the heart of the schools White Paper and the special educational needs and disability review, and he was right to do so. I would be grateful if the Minister confirmed the Government’s continued support for these two incredibly important planks of education policy: the schools White Paper and the SEND review.

There is a gaping hole in the Government’s literacy drive because, shockingly, just one in five dyslexic children is identified at school. Those are the Department’s own figures. When I found that figure in the Rose report of more than 10 years ago, I asked the Department, through parliamentary questions, for the updated figure, because I thought one in five was so shockingly low, but I found that it has not changed over the past decade. Only one in five dyslexic children is identified at school.

Without early identification, we will never reach full literacy. Success in driving up literacy requires us next to support those who have the most difficulty in increasing their literacy. The next stage of the education revolution under this Administration must be to improve opportunities for dyslexic children and for children with other neurodivergent conditions.

Is it right that some people who have been identified as dyslexic are able to get particular help—extra time, for example—in taking their exams? If they are not identified as dyslexic, they will not be able to take advantage of that.

My hon. Friend brings me immediately on to the next page of my speech, and I know that he is extremely experienced in work on these private Members’ Bills on a Friday—so much so that he can anticipate precisely the next point I was going to make.

The current system is broken, because identification as dyslexic requires expensive tests that only a few children do, and there is a strong correlation between being able to access those tests and the means of one’s parents, the result of which is a much higher rate of identification in the private school system than in the state school system. In the state school system, 2.2% of people are identified as having a special learning need. In the private school system, 18% have an education and healthcare plan. The divergence between those two figures cannot possibly be explained by a difference in the nature of the children; it is all about access.

In this country for more than 100 years, we have had universal access to schooling—quite rightly; it is the basis of a fair society and equality of opportunity—but we do not have equal access to identification for dyslexia and other neurodivergent conditions, and as a result it is not just that we have a problem accessing the extra time that might be appropriate, but we have an essentially unfair system of allocating that extra time, because if someone can afford to get the identification, they get the extra time, and if they cannot afford to, they do not, and that is a social outrage.

It is not only an issue of morality but an issue of social and economic justice. I gently make the point, which relates to the previous Bill, that more than half of prisoners are thought to have dyslexia, and more than half of successful entrepreneurs are thought to have dyslexia. If someone is dyslexic, their life can go two ways. If they get the support they need and become successful, they often are more creative. There is more lateral thinking among dyslexics, not least because we think around problems like how to read something on a page. People who do not get the support, however, can end up too often in a life of crime.

My right hon. Friend is making an excellent speech, and I thank him for shining such a bright spotlight on this area and setting out the opportunities for neurodivergent people. Increasing educational and employment outcomes is a huge priority for me, and I know that he is a passionate campaigner. I want to put on the record my gratitude to him and willingness to work with him further on this issue.

I am grateful for that willingness—passing the Bill would be a good starting point. The Minister is also right that there is good work ongoing, especially in the SEND review. However, the critical point is early identification and rejection of the false argument put to me, including by some in her Department, that it is a bad idea to identify problems. We need more data in the classroom to know how children work. The best outcome would be that some children would have dyslexia identified, be given support and therefore close the gap between their phonic ability and their language ability just as my gap was closed and I can now read long words off a piece of paper and read perfectly effectively to be able to hold down a half-decent job.

May I say how much I admire the right hon. Gentleman’s campaign on dyslexia? Could he say a little bit about what happened at the age of 18 from his own point of view? Why did he not get the support that he needed before that age? What sparked that? I think that would be of interest to people.

I am incredibly grateful for that question. I know that others want to speak about the Bill, but I was fortunate in that I was okay at maths, so I got to university on my maths. I specialised in maths-based subjects—maths, physics, computing and economics—at A-level. I arrived at university to do an essay-based degree and, by the end of my first term, my tutor, Dr Michael Hart, at Oxford, took me to one side and said, “You can talk, but you can’t get it down on paper. You should go and get identified.” I was lucky because I was at one of the best universities in the world, and it had a brilliant education department that essentially retrained my brain in how to read. It took me back to the phonics, and now I learn each word and look at a word essentially as a picture, which means that I can read normal words quite well. I am not that good with brand-new words and have to concentrate hard to learn them. That gave me the ability to prosper at university and to succeed afterwards.

It did not stop all the screw-ups—I have some terrible stories of errors, including when I wrote an election address for the former Member for Guildford in the 2001 election, and managed accidentally to write in very large letters across the front, “I want to untie the community”. I intended to say, “I want to unite the community”. Unfortunately, we only discovered the error when the election address had landed on the 40,000 mats. The former Member for Guildford, who is here no longer, is still my friend. My dyslexia has continued to cause some problems for me—it caused a problem for him, but I hope that he has forgiven me.

I want to put on record my thanks to the British Dyslexia Association and to Made by Dyslexia, which campaigns to explain the benefits of dyslexic thinking, and to Neurodiversity in Business, which campaigns for businesses to open their minds to people who think differently. These are superb campaigning organisations, but more needs to happen. The choice is very simple. We must not leave generations of dyslexic children without identification or the support they deserve. We can back this Bill and end systemic discrimination against neurodivergent children in our education system. If hon. Members, like me, care about every child actually receiving a world-class education, there is no good reason to reject this Bill.

Let me start by saying how good it is to see the right hon. Member for West Suffolk (Matt Hancock) here in the flesh. He may have felt at home in the last few weeks among late-career pop stars and soap legends, but what he is hoping to do here is far more important. I thought he was very cool in channelling his inner Arnie, although I am not sure that he’ll be back—that may be one for the Government. In all seriousness, I know that the topic of this Bill is close to his heart. He has campaigned long and hard to raise awareness of dyslexia and neurodivergent conditions. As was made clear earlier, his campaign is as much a personal one as a political one. For that, I commend him.

The British Dyslexia Association, as the right hon. Gentleman said, estimates that between 10% to 15% of UK people are dyslexic, while around 6% suffer from dyscalculia. We are all committed to ensuring that neurodivergence should not hold children back from achieving their potential. With early intervention and the right support through their education, children with dyslexia can succeed at school. Yet, all too often, lack of access to diagnosis and support creates multiple problems. An estimated four in five young people leave school with dyslexia unidentified, thinking that they just find reading and writing hard. That can hold back pupils’ grades, particularly in exam-based assessment, and affect their confidence and mental health. We need to prioritise earlier intervention and quicker support, as the right hon. Member said.

Those with dyslexia clearly feel different from their peers. Many dyslexic children show strength in lateral thinking and creative skills. It is vital that those skills are nurtured and encouraged alongside the additional support that children need with their reading and writing. Steve Jobs, Stephen Hawking and Abraham Lincoln were all recorded as having dyslexia. Their individual contributions were immense, despite being outliers and often going it alone.

It is with great pleasure that I rise to support this private Member’s Bill from my right hon. Friend the Member for West Suffolk (Matt Hancock). When I had the pleasure of serving with him in the Department of Health and Social Care, we had a shared objective of making services deliver better for people with neurodiverse conditions. We still have a long way to go on that journey, but I say to the Minister that this Bill will go a long way to helping do that. We have heard that as many as 10% of the population are dyslexic, but only one in five of them is diagnosed. For the other four in five, every day in school is a misery. They are made to feel stupid because their brain does not work the same as everyone else’s, yet their education is completely driven by everyone else’s experience. That misery leads them to fall out of school. As he has said, half of the prison population is comprised of people who have suffered with dyslexia, yet with diagnosis they can be equipped with the tools that enable them to realise that they are not stupid and that their brain just works differently from everyone else’s, and they can get on and become a great success. They have other skills and the fact that their brain works differently means we can better utilise their skillset. I will say no more, because we have just got time to say yes to this Bill. So please, Minister, give us all an early Christmas present and back this Bill.

I am over the moon to be here discussing such important issues. As the Minister for special educational needs, and having served briefly as the Minister for disabled people, I want to start by congratulating my right hon. Friend the Member for West Suffolk (Matt Hancock) on introducing a Bill on this important issue. Having heard from people from across the House, I think we can agree that we have to work tirelessly to improve the outcomes for children and young people with SEND. I want to make sure that the decisions we take are well-informed and evidence-driven. I was asked about the SEND Green Paper. We have set out our ambition to respond to that early next year, and I am very committed to doing so. We will be looking at some of the questions we have talked about today, to make sure we can get the early identification right, so that people are getting the help they need when they need it; to make sure we are getting the teacher training right, so that people are getting the right support from the right teachers; and to make sure that we are setting out a series of standards so that at each point of the process those children, their families, and their teachers and schools can see what they should be getting and how they should be helped. We are incredibly ambitious about literacy and making sure we can achieve the targets that we have set out, and we will be working to do so not only through the measures in the Bill but throughout the Department. I shall be happy to work with my right hon. Friend on this issue. Now we can ensure that all our ambitious programmes are working together to deliver for young people with dyslexia—