Today’s new report from the Sutton Trust showing that children from the poorest backgrounds are nearly a year behind better off children in terms of verbal scores at age five reveals a complex picture. It’s not simply that parenting behaviour accounts for all of the difference, though commentators seized on that. The research shows that parental activity and behaviours, including reading to children at home and offering a stable home routine are important – and so are access to a car and the internet. Meanwhile, measurement of other non-verbal scores showed parental income having more significance.
That suggests the need for a cocktail of approaches, including improving families’ material circumstances, and investment in programmes which support parents to develop and apply parenting behaviours which make a difference. Parents from all backgrounds want to do their very best for their children, and the opportunity to support them in doing so must be grasped. That includes the formulation of focused, imaginative, accessible and respectful programmes of parenting support.
One other notable finding from the research is that children from some BME backgrounds had poorer verbal scores, reflecting the effect on children where English is not spoken at home. For too long, policy focus on teaching English to adults has been fragmented and stop-go. But here we’re reminded of its importance – sustained investment now will have a positive impact not just for today’s adults, but for their children too. Yet where are the commentators who are clamouring for that?