My Lords, I listened to the Minister’s response with particular interest as my sister home educated her children for some time.
Perhaps I may raise a tenuously related but important question. It arises from previous debates and is relevant to this clause: how will the local offer help parents to help children in their learning? It is good to see in the code the great pains that the Government are taking to ensure that parents and young people are consulted about what is on offer to them, but we know from all the evidence that family learning is tremendously important to children’s outcomes. In my experience of fostering, helping foster parents to gain the confidence to sit with their children on a regular basis over a period of time, and teaching them the techniques of paired reading with their children, is immensely beneficial for the literacy of those children. Anecdotally at least, it strengthens the relationships of the foster carers and the children.
I have been a follower and supporter of the charity Volunteer Reading Help—now Beanstalk—which works in more than 1,000 primary schools using a paired-reading technique. It works with vulnerable children, particularly; volunteers make a commitment of at least one year and turn up regularly to support the children, with the result that the children make great strides in their literacy.
My question to the Minister is whether it is quite clear how local authorities will offer help to parents to help their children in their learning. Might it be helpful to have guidance somewhere that this is a good approach to take? I am talking particularly about paired reading but it could help with numeracy. I confess to ignorance about the specifics of special educational needs but I appeal to those with expertise in the area to consider the models of good practice there already are of paired reading and parents being assisted to help their children with their numeracy.
In her recent report, Family Learning Works, my noble friend Lady Howarth highlighted that family learning can improve children’s educational outcomes by between 10% and 15%. Therefore, I should like to see this approach adopted as widely as possible in supporting families who have children with special educational needs.