To ask His Majesty’s Government what assessment they have made of the National Literacy Trust’s 2024 annual literacy survey showing that children and young people’s reading for enjoyment has fallen over the past year to an all-time low, and of the link between this and the fall in the number of secondary schools with a designated onsite library area.

My Lords, reading for pleasure is hugely important and has many benefits. The department has implemented a range of measures to support reading for enjoyment, including through the English hubs programme and the reading framework. Head teachers have the autonomy to decide how best to spend their core schools funding, including how best to provide a library service for their pupils. Given this autonomy, the department does not collect information on the number of secondary school libraries.

I thank my noble friend for that Answer but, notwithstanding it, reading levels among school age children have plummeted recently. That is not just because of the prominence of mobile phones, because comparable-aged children in comparable EU states have higher reading levels. I believe it is very much the case that the closure of school libraries has an important impact on that. While school leaders do indeed have the right to decide the best delivery of library services, as my noble friend said, for whatever reason it is not working. I suggest to my noble friend that, if figures are not collected on school librarians and libraries, they ought to be, and that school leaders need to be reminded of their role in encouraging reading for pleasure, to assist with children’s development and literacy and oracy skills.

I share my noble friend’s view about the importance and contribution of school libraries. Perhaps the additional core school funding being provided, or the quite particular advice that is now available in the reading framework—on things such as how to organise a school library, book corner or book stock to make reading accessible and attractive to readers—may well help to ensure that the opportunity is available for more children, as he rightly argues for.

My Lords, reading achievement for 10 year-olds in England is higher than the international average, and the last Government are to be congratulated on all their efforts towards achieving this. However, as we have heard, England ranks in the bottom third of countries for children enjoying reading. Does the Minister agree that, although the mechanics of reading are of course a vital foundation, it is the enjoyment of reading that gives transformative benefits across mental health, creativity, imagination and attainment across the curriculum? What will her department do to encourage partnerships with cultural organisations locally, which can help deliver projects and programmes that will bring reading to life and help deliver enjoyment to young people, rather than just the mechanics of reading?

The noble Baroness is right that we have seen significant progress in the teaching of early reading, and I congratulate all those involved in that. I remember how in 2006 the then Secretary of State, Ruth Kelly, adopted the recommendations of the Rose review on the teaching of early reading, especially phonics. The noble Baroness makes an important point that, although the ability to read is a fundamental basis for all children, it is also important that we find a range of ways, including using other partners in the creative area and elsewhere, to engage a passion for reading. That also has to start before children even get to school, with the support of family hubs and some of the campaigns that are already available there.

My Lords, following on from the answer that my noble friend has just given, does she agree that the most important starting point for children to allow them to go on to enjoy reading in the way that the noble Baroness, Lady Bull, described, is if they are read to when they are very young? Nearly all of us probably had that experience and have probably gone on to deliver it to our children and grandchildren, if we have them. What efforts are the Government making to explain more clearly to people who might otherwise not understand the benefits of reading to children how important it is, and how important it is to start really early, long before children can speak?

My noble friend is absolutely right. I still remember my mother’s excellent Winnie the Pooh voice, my children—I think—benefited from my reading to them, and I very much hope that at some point I will be able to read to some grandchildren. My noble friend is also absolutely right that we need to provide support as early as possible to parents who perhaps do not find it as easy to understand how to do that. That is why, alongside services in family hubs, the development of the campaign Little Moments Together, which is providing that sort of advice—including to those who perhaps have not received it from their own parents—is important in order to support children’s early development and that joy of reading, which is so important.

My Lords, following on from the general theme of the importance of very early reading, what emphasis is given in primary schools to ensuring that primary children enjoy reading?

My Lords, one of the important roles of the English hubs programme, which the Government are supporting with a further £23 million this year, has been to ensure that both access to high-quality reading and elements of reading for pleasure are provided for teachers across primary schools, and that includes the opportunity for continuous professional development, specifically in reading for pleasure, for teachers.

My Lords—

My Lords—

My Lords, touching on the—

Noble Lords:

Oh!

Why waste an opportunity?

Touching on the Answer from the Minister earlier on, she will be aware of the many reading charities that help adults and children to improve their reading skills, or actually learn to read in the first place. Can the Minister tell us a little more about the work that her department does with many of these civil society organisations and charities to increase literacy, not only for children but for adults?

The noble Lord makes a very important point. Going back to the Little Moments Together campaign that I was talking about earlier, we have provided grant funding for early years voluntary and community sector partners, including the National Literacy Trust, to work with families on that campaign. As I said earlier to the noble Baroness, there are also ways in which we can look at the relationship with other organisations, particularly creative and arts organisations, to help to ensure that the joy of reading is available to all children, whatever their background.

My Lords, I speak as a teacher and—

Reading.

And the noble Lord will be marking my homework later.

The National Literacy Trust says that one in seven primary schools in the UK does not have a library, and in London it is one in four. It has a ready-made Libraries for Primaries campaign set up with Penguin. Will the Government think about sorting this out now?

As a fellow teacher, although from quite a long time ago, I can say that the noble Lord makes a very good point. It builds on the earlier point about how we can work alongside the National Literacy Trust and others, along with the Government’s reading framework, to make sure that schools know and have the information and best practice available to them to develop libraries if they do not have them, and to make the most of them if they do.

My Lords, some of the findings from the National Literary Trust report are particularly striking in relation to reading. Only half as many boys as girls in secondary schools say they enjoy reading, but the trust also has interesting findings on the drop in the enjoyment of writing. We know from many experts in the field how important writing is for a child’s development. Can the Minister reassure the House that writing will retain at least the same importance in the curriculum and assessment review, and is she able to update the House on when we will see that interim report?

The noble Baroness is right that there is a lot of important information in the National Literacy Trust’s annual literacy survey. She is also right about writing, which is why the terms of reference for the curriculum and assessment review are clear that it should seek to deliver an excellent foundation in the core subjects of reading, writing and maths, as well as the broader curriculum that readies young people for life and work. I believe that the interim report will be available in the early spring and I know that many people will be looking forward to it.

My Lords, I am sure that my noble friend the Minister would like to take this opportunity to thank Frank Cottrell-Boyce for the sterling work that he is doing to promote the fact, precisely as my noble friend said, that reading begins not at the door of the school but when parents and carers share books with children in a safe, warm and comfortable environment. It is that that inculcates the love of reading and the love of books.

My noble friend is absolutely right, and I praise the Intervention of Frank Cottrell-Boyce and of course of other writers of excellent children’s literature who promote the joy of reading. She is also right, as I have previously said, that that needs to start almost as soon as children are born. We will do what we can through the development of family hubs and our plan for change to ensure that children are prepared when they get to school, to make sure that that includes a love of reading and the ability to experience it in all families.