Read the independent evaluation of the 2020/21 Reading Schools pilot
The pilot of our Reading Schools programme was first launched in 2019. It is an accreditation programme that aims to help both primary and secondary schools build and sustain a reading culture. This independent evaluation of the 2021/22 programme examines the programme's impact on learners, learning professionals and schools, and looks at success factors and areas for development. It also includes four case studies from participating schools.
Learning professionals reported that Reading Schools had a significant impact. Pupils had become more interested in reading and were enjoying reading more. They had also observed an increase in the level of reading for pleasure, particularly for boys, for pupils with additional support needs and for pupils from socio-economically disadvantaged backgrounds.
Respondents from across primary and secondary schools also said that reading helped to settle classes, build empathy and support the development of new friendships.
Reading Schools had also contributed to development of a reading culture in schools, and supported professional development. All school staff taking part in the evaluation felt that Reading Schools helped staff to recognise the value of reading for pleasure.
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- 97% of learning professionals felt reading for pleasure had become a routine activity at their school due to Reading Schools
- 98% said that the programme helped pupils to have their voice heard
- 98% of learning professionals noted an increase in the number of families engaged in reading for pleasure
- 99% told us that Reading Schools had significantly contributed to professional development
'One particular child really struggled with being in school and understanding the demands of everyday school life. When our library spaces were fully developed, this child absolutely loved the safe, calm and relaxing environment and used it every day. I would say that as a result of Reading Schools this child was much happier, safer and willing to engage in his learning.' – Head teacher
'Polish children within our school are now given opportunities to come together to speak in their first language using books to support discussions and to structure sessions. The families of the children are delighted that the children's cultural language is being recognised and valued. Prior to Reading Schools, there were no opportunities for these children to come together. One P7 boy who has autistic tendencies is usually found on his own in the playground and limits his social interactions with others. As lead of this group, we have seen him much more expressive and smile when he is in the group!' – Principal teacher
'Children are calm and more ready to learn after reading for pleasure. They are settled and more able to focus.' – Principal teacher
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You can download the full evaluation report and case studies below.
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