Jim Shannon

I agree with the hon. Member. I know that from my grandchildren—the wee ones in particular, who are both educationally challenged—though my son and daughter-in-law restrict time. It is important to have the opportunity, but also to control that time so that it does not impact them adversely. The hon. Gentleman is right that it is a tool that can be used for benefit, as well. It is important to put that on the record. It has been recognised that excessive screen time could limit the vocabulary of children, particularly damaging the ability to speak of those under five. Research found that 98% of two-year-olds watch screens daily. Higher screen time was independently associated with lower vocabulary development: the more the screen time, the less the talking and voice and word development. Children with the highest screen time could say 53% of the 34 test words on average, while those with the lowest screen time could say 65%. It is clear that we need a UK-wide approach to help parents understand why screen time balance is as essential to development as a nutrient-filled diet. It is vital that outcomes in reading and writing assessments continue to be monitored, in recognition that many children are still underdeveloped in essential skills and may require extra support due to covid educational preventions. I believe that essential skills are also provided by the voluntary sector. I want to mention some of those, such as local churches. We must recognise the volunteers in the Boys’ Brigade and Girls’ Brigade, the Campaigners, the Scouts and so many others who teach skills for badges. Their work with local community groups is so valued and must be highlighted in any debate on essential skills, as a child’s skills are more than academic; they are social and moral as well. So many volunteer organisations sow into children’s lives, and this must be recognised and applauded. In Northern Ireland, the publication of the 2024-25 end of key stage assessment outcomes highlighted the urgent need for renewed focus on literacy and numeracy. Data showed that 28% of pupils at the end of primary school are not achieving at the expected levels, so there is a real challenge there for us back home, and for the Education Minister to do much better. That is almost three in 10 pupils, to give an idea of the significance. That is of significant concern particularly as the foundational skills and the basics are essential for pupils’ future learning, wellbeing and life opportunity. I will finish with this mantra: every child should be allowed the best start in life, and it is our duty as elected representatives in positions of power—whether MPs here or representatives in the regional Governments in Scotland, Northern Ireland and Wales—to ensure that future generations are protected. We can do that if we choose to do that. I look forward to what the Minister will say to encourage us all.