The latest key stage 2 assessment data shows that in 2024 74% of pupils met the expected standard in reading (DfE, 2024).
Meanwhile, the National Literacy Trust has found that enjoyment of reading is at its lowest ebb since 2005. At primary age, it finds that 67% of children aged 5 to 8 and 52% of those aged 8 to 11 say they enjoy reading in their spare time (Clark et al, 2024).
The charity Schoolreaders has been addressing these challenges for more than 10 years. Founded by Jane Whitbread, Schoolreaders matches volunteers to local primary schools and in the academic year 2023/24 more than 24,000 children were receiving one-to-one reading support thanks to the scheme.
Sally Wrampling, the recently appointed CEO of Schoolreaders, said that fostering a love of reading in children was at the core of their work: “Our volunteers give children the opportunity to experience the joy of reading, which in turn improves their literacy skills.”
Izzy Perks, marketing and communications manager at Schoolreaders, reiterates the point: “It’s not only about improving reading test results but also about the change in attitude to reading and the raising of self-esteem.
“Having one adult who regularly takes an interest in you can be beneficial in terms of developing social skills and having the opportunity to talk about yourself too. Busy families don’t always have the time to listen to what children have to say.”
Relying on volunteers, particularly when a significant commitment is required, can put initiatives in jeopardy. However, the scheme has grown incrementally since 2013, providing it with a strong foundation from which they have been able to grow. With the original base in Bedford, they have extended their reach by one county at a time to ensure the right match of volunteers and host schools.
How it works
The scheme targets schools in disadvantaged areas where often fewer parents have the time or resources to prioritise and encourage reading.
Schoolreaders advertise for volunteers through local media outlets and make connections at literacy festivals. The charity then uses its network of volunteers to provide free weekly one-to-one and small group reading support for children in primary schools across the country.
Ms Perks explained: “We are currently expanding in the North of England and Bolton Wanderers has recently become involved. We find that Women’s Institutes and U3As are also good sources for recruiting volunteers.”
Volunteers are asked for a minimum of a year’s volunteering commitment and to agree to a code of conduct. An enhanced DBS check is also required and is carried out by the school.
The first step is the completion of an application form, followed by an interview. Once a volunteer is accepted on the scheme links are established with a school and arrangements are made according to the school’s preferred model.
Ms Perks added: “The school largely takes over in terms of arranging times to visit and what will work best.”
There are many different models, ranging from those schools that prefer volunteers to work with the same individuals to those who target specific groups for periods of time before moving on: “It’s whatever works best for that particular school and its pupils. What really makes the scheme fly is where there is a genuine commitment and enthusiasm for the project.
”We are very conscious of how busy schools are and how little time there is available. We try to make as few demands on school staff as we can, however it does help if there is a link person allocated who can meet and greet volunteers and ensure that teachers and the additional members of staff they will be working with are fully informed.
“Volunteers do not need to have all the details about how the school works, but basic information including school holidays and INSET days is appreciated.”
It works for children
Research conducted by the Institute for Research in Education at the University of Bedfordshire found that with support for three terms, 14% of pupils involved in the scheme showed six-plus months’ improvement in their reading, 32% achieved three to six months’ improvement, and 44% one to three months. The scheme has also demonstrated improvements in reading confidence, enjoyment, fluency and self-esteem.
Perhaps the real impact can be illustrated best by the individuals who have flourished while benefitting from the scheme. Ms Perks described the progress of a six-year-old girl who is now in her final year of A levels and recently celebrated achieving a top grade in English literature GCSE.
It works for volunteers
Participation in the scheme takes time but it is not without its rewards for volunteers too. They see the contribution they can make to a young person’s life and can become a staple part of the school community.
One volunteer, Larry Wilson, explained: “They call me the school’s granddad.”
Larry is a retired headteacher who now volunteers in a school four miles away from his home. He listens to around 10 children each week and his favourite part is when they greet him with: “Can I please read with you today?”
- Suzanne O’Connell is a freelance education writer and a former primary school headteacher. Read her previous articles via www.headteacher-update.com/authors/suzanne-oconnell
Headteacher Update Spring Term Edition 2025
This article first appeared in Headteacher Update's Spring Term Edition 2025. This edition was sent free of charge to UK primary schools in January 2025. A free-to-download digital edition is also available via www.headteacher-update.com/content/downloads
Further information & resources
- Clark et al: Children and young people’s reading in 2024, National Literacy Trust, 2024.
- DfE: Academic year 2023/24: Key stage 2 attainment: National headlines, 2024.
- Schoolreaders: www.schoolreaders.org