Sureena Brackenridge

I thank the hon. Member for South Cotswolds (Dr Savage), as well as Ruth and all the campaigners who have turned out in good numbers to bring this important debate on play-based learning to the House. Growing up in today’s world is difficult for children, and it presents unique challenges for our brilliant early years sector. Too many children start school without the fundamental skills that they need. Often, they are not school ready, toilet trained or able to use a knife and fork; they are unable to focus, pay attention or concentrate; and they do not have the speech and language skills or the ability to play and form friendships. Those are fundamental skills. Without them, far too many children struggle to thrive and flourish, and it can scar the rest of their school years. Early years provision should embrace how young children learn best. The move from the play-based early years foundation stage into the far more formal structure of key stage 1 can be abrupt for many. Play-based learning is statutory only up to the end of reception. Once children enter key stage 1, there is no requirement in the national curriculum to continue that approach, despite clear evidence that five, six and seven-year-olds still learn best through exploration, collaboration and carefully planned play alongside direct teaching. This issue matters enormously in communities like mine in Wolverhampton and Willenhall, where schools are working hard to close early attainment gaps and to support children who face disadvantage. While phonics and early attainment results are improving, too many children still arrive at school without the secure foundations they need. If we are to tackle lifelong barriers, we must get the early years of formal schooling right, which is why I welcome the Government’s actions under the leadership of the Secretary of State. Significant steps in the right direction have been taken to better support early years childcare and education, including the roll-out of Best Start hubs and Families First partnerships. But we have to focus better on school readiness, supporting early speech and language development, and further strengthening early years provision. The Government are taking practical steps to ensure that children are equipped with the skills they need. The initiatives to improve phonics, early literacy and teacher training reflect a clear commitment to building solid foundations for all children, but we must recognise the importance of play and holistic development. Play is not just a “nice to have”; it is a foundation of language and literacy development, as the National Literacy Trust has highlighted. High-quality play is especially vital for disadvantaged children, helping to close early language gaps and give every child the tools to thrive. Simply put, play is the rocket fuel of learning. I support children’s health and wellbeing and urge the Government to listen to parents and early years professionals and take meaningful steps to embed play and continuous provision within the key stage 1 statutory framework.