2nd Report - Reading for Pleasure

Reading for pleasure brings a wealth of benefits to children and to wider society that cannot be ignored. Reading can give children a huge amount of joy and pleasure, and its benefits extend far beyond educational outcomes for an individual … Read more Reading for pleasure brings a wealth of benefits to children and to wider society that cannot be ignored. Reading can give children a huge amount of joy and pleasure, and its benefits extend far beyond educational outcomes for an individual child. Reading acts as a window, offering the opportunity for children to gain insights into other backgrounds, cultures and experiences regardless of their start in life, forming a key cornerstone of social cohesion. It also acts as a mirror, helping children to see themselves in the world and to understand their own identity. It is not only a driver of attainment but a powerful force for connection, trust and shared experience, strengthening relationships within families and communities and supporting children’s emotional development and sense of belonging. (Conclusion, Paragraph 12) Show less

The decline in reading for pleasure is not simply an educational concern but has repercussions for the whole of society and should be a clear priority for the Government to address. Schools, early years settings, local authorities, the literary industry, … Read more The decline in reading for pleasure is not simply an educational concern but has repercussions for the whole of society and should be a clear priority for the Government to address. Schools, early years settings, local authorities, the literary industry, parents and carers, the voluntary and community sector and others, play an essential role in making sure that every child has the opportunity to have access to reading for pleasure throughout their lives. (Conclusion, Paragraph 13) Show less

The rise in recreational screen use is undoubtedly a major factor crowding out children’s time to read for pleasure and affecting their attention spans, starting in the very earliest years with babies and young children spending time on devices instead … Read more The rise in recreational screen use is undoubtedly a major factor crowding out children’s time to read for pleasure and affecting their attention spans, starting in the very earliest years with babies and young children spending time on devices instead of engaging with books. Parents’ and carers’ use of screens also set early expectations for children of how adults spend their own time. Our concurrent work on screen time and social media use has highlighted the severe risks associated with screen use. It is welcome that the government is finally taking action on this important area, but reform is long overdue and the negative effects of screen use will take time to reverse. (Conclusion, Paragraph 23) 87 Show less

The government must implement in full the remaining recommendations of our response to its consultation on Growing up in the Online World as a first step to tackling the harmful effects of screen time on children. In particular, it must … Read more The government must implement in full the remaining recommendations of our response to its consultation on Growing up in the Online World as a first step to tackling the harmful effects of screen time on children. In particular, it must introduce mandatory restrictions on high-risk and addictive design features, such as infinite scrolling, disappearing messages and algorithmic messages for under-18s, with appropriate age-related restrictions enabled by default. (Recommendation, Paragraph 24) Show less

Beyond screen time, there are myriad other pressures on childhood restricting the opportunities for children to read, and for parents to read with their children. England is lagging so far behind the international average that we cannot place the blame … Read more Beyond screen time, there are myriad other pressures on childhood restricting the opportunities for children to read, and for parents to read with their children. England is lagging so far behind the international average that we cannot place the blame solely on screens. The pressures of the cost of living and modern work patterns mean that many parents and carers do not have the time and capacity to share books with their children at home. For children living in poverty, the inability to access the essentials can be a huge barrier to enjoying books. Work to address the decline must therefore be multi-faceted and look more broadly at the evidence on what works and how parents and carers, teachers and other school staff, early years practitioners, library staff and the literary industry can reverse the decline. (Conclusion, Paragraph 28) Show less

Throughout the inquiry, we have seen that the decline in reading for pleasure is not inevitable. It is the result of policy choices, fragmented systems and unequal access. With coordinated national leadership, sustained investment and a renewed focus on joy … Read more Throughout the inquiry, we have seen that the decline in reading for pleasure is not inevitable. It is the result of policy choices, fragmented systems and unequal access. With coordinated national leadership, sustained investment and a renewed focus on joy and connection, reading for pleasure can be restored as a defining part of childhood and a foundation for a fairer, more cohesive society. (Conclusion, Paragraph 29) Show less

The Government must commit to a National Reading Guarantee ensuring that every child, regardless of background, has frequent, regular opportunities to enjoy books, stories and shared reading experiences from birth to 18 as part of everyday life. The National Reading … Read more The Government must commit to a National Reading Guarantee ensuring that every child, regardless of background, has frequent, regular opportunities to enjoy books, stories and shared reading experiences from birth to 18 as part of everyday life. The National Reading Guarantee should encompass early years support and childcare, school and public libraries; and it should have a particular focus on access to books for disadvantaged families and consideration of whether initiatives in this area could be expanded. Children cannot fall in love with books they have never held. The Guarantee should adopt a broad definition of reading and go beyond traditional books to include as broad a range of texts as possible, including accessible texts for children with SEND; however, it should include a strategy for encouraging children to engage with traditional books as well as other forms of texts, recognising the particular benefits that traditional books bring. (Recommendation, Paragraph 30) Show less

A central part of the National Reading Guarantee must include a comprehensive Reading for Pleasure strategy. This should be led by the Department for Education working with the Department for Culture, 88 Media and Sport and the Ministry of Housing, … Read more A central part of the National Reading Guarantee must include a comprehensive Reading for Pleasure strategy. This should be led by the Department for Education working with the Department for Culture, 88 Media and Sport and the Ministry of Housing, Communities and Local Government and set out its long-term plans for reversing the decline in reading for pleasure among children and young people. The strategy should, at a minimum, include: reviews of the available evidence on what works; guidance on best practice for parents and carers, schools, teachers and early years practitioners; expectations on schools and early years settings as to best practice, including relating to the diversity of texts available and opportunities for shared reading; proposals to raise levels of reading among particular groups of children, including boys, teenagers, disadvantaged children, and children with SEND; and the steps the Department will take to implement the recommendations of this report. (Recommendation, Paragraph 31) Show less

The National Year of Reading is a welcome acknowledgement from the government of the importance of reading and has enabled a range of positive activities to take place, but there is little evidence that it has impacted the core work … Read more The National Year of Reading is a welcome acknowledgement from the government of the importance of reading and has enabled a range of positive activities to take place, but there is little evidence that it has impacted the core work of the Department in terms of schools and early years. Without long-term prioritisation and appropriate investment, it risks becoming a one-off event with minimal lasting impact. (Conclusion, Paragraph 40) Show less

The Department should build on the National Year of Reading, transforming its focus into a National Decade of Reading in order to ensure that reading for pleasure remains a long-term priority, and use it as an opportunity to effect much … Read more The Department should build on the National Year of Reading, transforming its focus into a National Decade of Reading in order to ensure that reading for pleasure remains a long-term priority, and use it as an opportunity to effect much more far-reaching change to embed reading for pleasure into all areas of education. (Recommendation, Paragraph 41) Show less

One key priority group missing from the National Year of Reading is children with SEND, particularly those with dyslexia and other reading difficulties. The Department must set out what steps it is taking to support these children to develop an … Read more One key priority group missing from the National Year of Reading is children with SEND, particularly those with dyslexia and other reading difficulties. The Department must set out what steps it is taking to support these children to develop an enjoyment of reading and ensure that all future work on reading for pleasure is accessible for children with SEND. (Recommendation, Paragraph 42) Show less

Building on the success and universality of World Book Day, the Government should establish more national moments to promote reading for pleasure throughout the year. (Recommendation, Paragraph 43)

The private, voluntary and community sectors are stepping up to play their part in getting children reading. The necessary foundations for change are already present - there exists a rich and committed ecosystem working to promote reading for pleasure. We … Read more The private, voluntary and community sectors are stepping up to play their part in getting children reading. The necessary foundations for change are already present - there exists a rich and committed ecosystem working to promote reading for pleasure. We have heard of many inspiring examples of programmes run by charities, schools, libraries, publishers, booksellers, and other groups, which are having a positive impact in their communities. However, access to these opportunities are not evenly distributed and children’s experiences of these will vary widely according to what is available and funded in their local area and, in the case of paid- 89 for events, their families’ income. The government should take on a leading role in ensuring consistent and more equitable access to programmes. (Conclusion, Paragraph 44) Show less

The Department must act decisively and evaluate the benefits of the different programmes being undertaken, with a particular focus on supporting children from those groups least likely to read for pleasure. This should include looking at the benefits of book … Read more The Department must act decisively and evaluate the benefits of the different programmes being undertaken, with a particular focus on supporting children from those groups least likely to read for pleasure. This should include looking at the benefits of book gifting schemes; reading volunteers in schools; and programmes supporting parents with shared reading in the early years. This evaluation should be completed within a year, and the Government should then move to scale what works nationally and with urgency as a lasting legacy of the National Year of Reading. (Recommendation, Paragraph 45) Early years and the home learning environment Show less

The early years is a crucial stage for developing a love of reading and engagement with books and stories. We agree with the Department that developing literacy and reading skills is essential, but at this early stage, joy must lead … Read more The early years is a crucial stage for developing a love of reading and engagement with books and stories. We agree with the Department that developing literacy and reading skills is essential, but at this early stage, joy must lead the way. Fun and enjoyment must come first in the early years, as this provides the foundation and motivation for learning to read at later stages. Without this early positive association, without the warmth of shared stories and the enchantment of turning pages, children are far less likely to carry a love of reading into later life. (Conclusion, Paragraph 55) Show less

Many younger childcare practitioners entering the profession will themselves have grown up during a period of decline in reading, and other new practitioners may have struggled with reading for pleasure themselves. The Department must therefore ensure that reading for pleasure … Read more Many younger childcare practitioners entering the profession will themselves have grown up during a period of decline in reading, and other new practitioners may have struggled with reading for pleasure themselves. The Department must therefore ensure that reading for pleasure is built into all levels of training for early years practitioners and make continuing professional development on reading for pleasure available to practitioners. (Recommendation, Paragraph 56) Show less

The Department and Ofsted should update the early years foundation stage profile and early years inspection framework to emphasise that, for young children, reading should be focused on building enjoyment and engagement over school readiness and the teaching of phonics. … Read more The Department and Ofsted should update the early years foundation stage profile and early years inspection framework to emphasise that, for young children, reading should be focused on building enjoyment and engagement over school readiness and the teaching of phonics. (Recommendation, Paragraph 57) Show less

Parents and carers know the benefits of reading with their children and want to do more but face multiple barriers in doing so. Pressures and stresses exist for families across the income distribution; however, these are particularly acute for parents … Read more Parents and carers know the benefits of reading with their children and want to do more but face multiple barriers in doing so. Pressures and stresses exist for families across the income distribution; however, these are particularly acute for parents living in poverty. Lack of confidence in their own abilities alongside a gap in understanding of how best 90 to do it compounds these problems, but action can and must be taken to fill these gaps in knowledge and support parents and carers. (Conclusion, Paragraph 69) Show less

Alongside its recently published guidance on screen use for the under-5s, the Department must update its guidance for parents of primary-aged children on supporting children to read and expand this to parents of children of all age groups. The guidance … Read more Alongside its recently published guidance on screen use for the under-5s, the Department must update its guidance for parents of primary-aged children on supporting children to read and expand this to parents of children of all age groups. The guidance should clearly set out the benefits of reading for pleasure, why shared reading is beneficial for the youngest children, and provide strategies and support for parents to read with their children at home. This is a quick win for the DfE and should be completed by the end of the year. (Recommendation, Paragraph 70) Show less

Best Start Family Hubs represent a crucial opportunity to support parents, carers and practitioners to develop good practice on reading for pleasure. Support for parents and carers must focus on the joy of reading and make it easy and attractive … Read more Best Start Family Hubs represent a crucial opportunity to support parents, carers and practitioners to develop good practice on reading for pleasure. Support for parents and carers must focus on the joy of reading and make it easy and attractive for them to engage with young children. (Conclusion, Paragraph 80) Show less

The Department must ensure that all Best Start Family Hubs are embedding reading for pleasure into their work by offering sessions and advice for parents and carers as well as training for practitioners and support to early years settings on … Read more The Department must ensure that all Best Start Family Hubs are embedding reading for pleasure into their work by offering sessions and advice for parents and carers as well as training for practitioners and support to early years settings on good practice. Every Hub should have a designated Reading for Pleasure lead who is responsible and resourced for designing and leading this work which should include automatic book gifting and guided sessions for parents and carers. (Recommendation, Paragraph 81) Show less

The Department should ensure that Best Start Family Hubs provide support for parents and carers on appropriate screen time use for children of different ages, as well as explaining their own role as an adult in modelling appropriate screen time … Read more The Department should ensure that Best Start Family Hubs provide support for parents and carers on appropriate screen time use for children of different ages, as well as explaining their own role as an adult in modelling appropriate screen time use to their children. (Recommendation, Paragraph 82) Show less

Best Start Family Hubs should work hard to develop inclusive activities specifically designed to be welcoming to parents and carers who may not have had a positive experience of reading aloud at school or who may struggle to read themselves. … Read more Best Start Family Hubs should work hard to develop inclusive activities specifically designed to be welcoming to parents and carers who may not have had a positive experience of reading aloud at school or who may struggle to read themselves. The Committee received evidence that such groups can be transformative in unlocking the joy of reading with children for parents and carers and in building confidence. (Recommendation, Paragraph 83) Show less

There are many examples of effective programmes having a positive impact in supporting parents and carers to read with their children. These programmes should be scaled up to ensure they reach families right across the country. As a first step … Read more There are many examples of effective programmes having a positive impact in supporting parents and carers to read with their children. These programmes should be scaled up to ensure they reach families right across the country. As a first step the Department should carry out a review to inform decisions on which programmes to scale up; this should be completed within one year. (Recommendation, Paragraph 84) 91 Show less

Health visitors should include supporting reading for pleasure in their work with parents and young children as a critical tool for bonding and good social and emotional development; the Department for Education should work with the Department of Health to … Read more Health visitors should include supporting reading for pleasure in their work with parents and young children as a critical tool for bonding and good social and emotional development; the Department for Education should work with the Department of Health to set out clear steps to ensure this happens in all areas of the country. (Recommendation, Paragraph 85) Schools and the curriculum Show less

Schools play a key role in developing a love of reading among children, especially those from disadvantaged backgrounds who otherwise lack opportunities to access books. The Department acknowledges this, but its policies do not reflect this, with work on reading … Read more Schools play a key role in developing a love of reading among children, especially those from disadvantaged backgrounds who otherwise lack opportunities to access books. The Department acknowledges this, but its policies do not reflect this, with work on reading focusing overwhelmingly on proficiency over pleasure. (Conclusion, Paragraph 116) Show less

There is a wealth of academic evidence demonstrating what good practice in schools looks like to encourage reading for pleasure, focusing most strongly on primary schools. It is now time for the Department to make use of this evidence and … Read more There is a wealth of academic evidence demonstrating what good practice in schools looks like to encourage reading for pleasure, focusing most strongly on primary schools. It is now time for the Department to make use of this evidence and ensure that it is disseminated to every school and that schools and teachers are supported to implement good practice. The evidence on secondary schools must also catch up so that reading for pleasure is not solely seen as the remit of primary schools. (Conclusion, Paragraph 117) Show less

In its strategy on Reading for Pleasure, the Department should set out the core elements of good practice shown by schools who have achieved the Open University’s Reading for Pleasure Quality Mark for schools and set out guidance on how … Read more In its strategy on Reading for Pleasure, the Department should set out the core elements of good practice shown by schools who have achieved the Open University’s Reading for Pleasure Quality Mark for schools and set out guidance on how all schools can deliver this. As part of this, the Department should set out expectations for all schools to include protected time in the school day for reading and discussions about books with examples of how this can be achieved that are relevant both to primary and secondary schools up to key stage three. (Recommendation, Paragraph 118) Show less

The Department must commission and fund research into best practice to support reading for pleasure in secondary schools and ensure that this is disseminated to schools and teachers. (Recommendation, Paragraph 119)

The new school breakfast clubs provide a key opportunity to introduce disadvantaged pupils to reading and books in a fun environment away from the pressures and stresses of learning. The Department must ensure that schools delivering the new breakfast clubs … Read more The new school breakfast clubs provide a key opportunity to introduce disadvantaged pupils to reading and books in a fun environment away from the pressures and stresses of learning. The Department must ensure that schools delivering the new breakfast clubs are encouraged to include books and reading activities as part of them and provide them with the guidance and support they need to do this. (Recommendation, Paragraph 120) 92 Show less

The Department must include a stronger focus for English Hubs on reading for pleasure, alongside reading proficiency. This should include work on how to support reading for pleasure among children with SEND, especially those with dyslexia and other reading difficulties. … Read more The Department must include a stronger focus for English Hubs on reading for pleasure, alongside reading proficiency. This should include work on how to support reading for pleasure among children with SEND, especially those with dyslexia and other reading difficulties. (Recommendation, Paragraph 121) Show less

The Department should introduce ongoing continuing professional development for primary and secondary school teachers on reading for pleasure and monitor take-up to ensure that as many teachers as possible are trained in best practice. As a first step, it should … Read more The Department should introduce ongoing continuing professional development for primary and secondary school teachers on reading for pleasure and monitor take-up to ensure that as many teachers as possible are trained in best practice. As a first step, it should evaluate the effectiveness of the Transforming Schools Reading Culture programme on training teachers to promote reading for pleasure and roll it out across the country if it has been proven to be effective. (Recommendation, Paragraph 122) Show less

The Curriculum and Assessment Review was a missed opportunity to create more space for pupils to develop a true enjoyment of reading and literature. The Committee has received evidence that the current GCSE English Literature curriculum is overloaded and that … Read more The Curriculum and Assessment Review was a missed opportunity to create more space for pupils to develop a true enjoyment of reading and literature. The Committee has received evidence that the current GCSE English Literature curriculum is overloaded and that children are being put off reading for pleasure as a result. This is also reflected in falling numbers of pupils taking A Level English literature and going on to study the subject at university. The government must rebalance the education system so that reading is no longer driven primarily by assessment, but also focuses on engagement, identity and enjoyment. In particular, the GCSE English Literature curriculum must be revised to include a core objective of ensuring that pupils finish key stage four having developed a love of and interest in books and literature. (Conclusion, Paragraph 141) Show less

If reading is to provide children with both mirrors of their own worlds and windows into the lives of others, the curriculum must be designed to support this. It is unacceptable that, in 2023, only 1.5% of students had studied … Read more If reading is to provide children with both mirrors of their own worlds and windows into the lives of others, the curriculum must be designed to support this. It is unacceptable that, in 2023, only 1.5% of students had studied a text by a writer of colour at GCSE, and we do not understand why the Curriculum and Assessment Review failed to address this crucial issue. (Conclusion, Paragraph 142) Show less

The Department should ensure that its work on developing the new English curriculum is considered through the lens of reading for pleasure, especially with regards to GCSE English Literature. It should consider removing content to allow teachers more time and … Read more The Department should ensure that its work on developing the new English curriculum is considered through the lens of reading for pleasure, especially with regards to GCSE English Literature. It should consider removing content to allow teachers more time and flexibility to help pupils develop an enjoyment of reading and a deeper understanding of literature. (Recommendation, Paragraph 143) Show less

The Department should take steps to revise the GCSE English Literature curriculum, including improving the diversity of texts that pupils study. It should expand the definition of literature from the British Isles to a broader definition of literature in English … Read more The Department should take steps to revise the GCSE English Literature curriculum, including improving the diversity of texts that pupils study. It should expand the definition of literature from the British Isles to a broader definition of literature in English and extend the requirement for a 19th century novel to a longer period. It should also work with exam 93 boards to explore ways in which they can give schools more flexibility to choose from a broader range of texts and to allow teachers to choose texts which strongly resonate with the pupils in their local area. (Recommendation, Paragraph 144) Show less

Establishing the proficiency of children’s reading is important in ensuring that additional support can be provided to those who need it, but we heard different views on when this should take place. The government’s new year eight reading test during … Read more Establishing the proficiency of children’s reading is important in ensuring that additional support can be provided to those who need it, but we heard different views on when this should take place. The government’s new year eight reading test during secondary school may be a useful tool for teachers to identify children with reading difficulties, but it is important that this does not take further time and resources away from reading for pleasure and result in young people being more likely to view reading as a source of hard work and stress. We welcome the Minister’s assurance that the new test will not be used as an accountability measure for schools and urge the Department not to change its position on this. (Conclusion, Paragraph 145) Show less

The Department must monitor the impact of the year eight reading test and be open to feedback from the sector as to how it is working. If feedback shows that year eight is too late to identify pupils needing additional … Read more The Department must monitor the impact of the year eight reading test and be open to feedback from the sector as to how it is working. If feedback shows that year eight is too late to identify pupils needing additional support with reading, the Department should consider moving the test to an earlier stage of education. We will follow up on this at regular intervals. (Recommendation, Paragraph 146) Show less

Access to books is not a luxury but a fundamental driver of educational success. For many children, schools are the first and only place they encounter a wide range of books and stories. School libraries are not optional enhancements but … Read more Access to books is not a luxury but a fundamental driver of educational success. For many children, schools are the first and only place they encounter a wide range of books and stories. School libraries are not optional enhancements but essential infrastructure—powerful equalisers that ensure every child, regardless of background, can engage with reading and realise their potential. School libraries must form a central pillar of the National Reading Guarantee which we are recommending. (Conclusion, Paragraph 159) Show less

The evidence the Committee has seen points to a sharp drop off in reading for pleasure amongst teenagers, but the Department is focusing its efforts on school libraries in primary schools. The Department should extend its pledge to fund a … Read more The evidence the Committee has seen points to a sharp drop off in reading for pleasure amongst teenagers, but the Department is focusing its efforts on school libraries in primary schools. The Department should extend its pledge to fund a library in every primary school to include every secondary school. (Recommendation, Paragraph 160) Show less

It is striking that libraries are statutory requirements in prisons, but not schools. Once funding for primary and secondary schools is in place, the Department must recognise school libraries as essential public services and place them on a statutory footing. … Read more It is striking that libraries are statutory requirements in prisons, but not schools. Once funding for primary and secondary schools is in place, the Department must recognise school libraries as essential public services and place them on a statutory footing. As part of this, it should consult on the definition of a library and be open to including book corners in classrooms or other reading spaces, as well as dedicated rooms. As a first step, it must start collecting data on school libraries and the presence of dedicated library staff by adding this to the school census. This must be completed by the end of the next academic year. (Recommendation, Paragraph 161) 94 Show less

The Department should introduce a school library development fund to enable schools to refresh their book stock and train staff to run their school library with maximum impact. (Recommendation, Paragraph 162)

In its Reading for Pleasure guidelines for schools, the Department should set an expectation for all schools to include dedicated library lessons in the school timetable, to ensure that all pupils are encouraged and supported to use their library. (Recommendation, … Read more In its Reading for Pleasure guidelines for schools, the Department should set an expectation for all schools to include dedicated library lessons in the school timetable, to ensure that all pupils are encouraged and supported to use their library. (Recommendation, Paragraph 163) Show less

The Department must update its design guidelines for new schools and new school buildings to ensure that a library is specified as an essential component of every new school, including primary, secondary and special schools. (Recommendation, Paragraph 164) Reading in … Read more The Department must update its design guidelines for new schools and new school buildings to ensure that a library is specified as an essential component of every new school, including primary, secondary and special schools. (Recommendation, Paragraph 164) Reading in the community Show less

We cannot hope to build a reading nation without the places where reading lives. Public and community libraries play an essential role in supporting children and their families to access books, particularly those from disadvantaged backgrounds. The impact of closures … Read more We cannot hope to build a reading nation without the places where reading lives. Public and community libraries play an essential role in supporting children and their families to access books, particularly those from disadvantaged backgrounds. The impact of closures and cuts in provision is deeply concerning; it is imperative that all communities have access to libraries to help reverse the decline in reading for pleasure. (Conclusion, Paragraph 179) Show less

The Department for Culture, Media and Sport and the Ministry of Housing, Communities and Local Government must commit to restoring the funding for public libraries that has been lost since 2010 by the end of this Parliament. They should also … Read more The Department for Culture, Media and Sport and the Ministry of Housing, Communities and Local Government must commit to restoring the funding for public libraries that has been lost since 2010 by the end of this Parliament. They should also establish a ‘library sufficiency standard’ for local authorities and work with local authorities to fill gaps in provision, including through partnership working with community organisations and universities and colleges. (Recommendation, Paragraph 180) Show less

The Department for Education, the Department for Culture, Media and Sport, and the Ministry of Housing, Communities and Local Government must work together to create a ‘golden thread’ of reading support across a child’s life and ensure that the forthcoming … Read more The Department for Education, the Department for Culture, Media and Sport, and the Ministry of Housing, Communities and Local Government must work together to create a ‘golden thread’ of reading support across a child’s life and ensure that the forthcoming strategy for public libraries has reading for pleasure among children and young people at its heart. At a minimum, they must fully implement the findings of the 2023 review into public libraries, in particular those which relate to expanding library membership and more joined-up work on libraries in government. This should be completed within one year. (Recommendation, Paragraph 181) Show less

Many public and community libraries do innovative and effective outreach work to engage reluctant readers and bring more families into libraries, but too many children, particularly those from disadvantaged backgrounds, are still missing out on the benefits that libraries offer. … Read more Many public and community libraries do innovative and effective outreach work to engage reluctant readers and bring more families into libraries, but too many children, particularly those from disadvantaged backgrounds, are still missing out on the benefits that libraries offer. The Summer 95 Reading Challenge is an important part of the story, but work must be done to ensure that it genuinely engages those children who do not already enjoy reading in order to have a truly transformational impact. (Conclusion, Paragraph 182) Show less

The Department for Culture, Media and Sport must work with other relevant departments and local authorities to introduce an auto-enrolment scheme through which every child is issued with a library card on registration of their birth. This must come alongside … Read more The Department for Culture, Media and Sport must work with other relevant departments and local authorities to introduce an auto-enrolment scheme through which every child is issued with a library card on registration of their birth. This must come alongside the necessary infrastructure and resources to implement the change, including guidance for health visitors and other professionals to support parents and carers to use the library, and support for libraries to provide introductory sessions to new parents and carers. (Recommendation, Paragraph 183) Show less

The Department for Culture, Media and Sport should require all local authorities to put in place dedicated community reading for pleasure strategies with libraries at the heart of them. These should focus on bringing together services, including early years settings, … Read more The Department for Culture, Media and Sport should require all local authorities to put in place dedicated community reading for pleasure strategies with libraries at the heart of them. These should focus on bringing together services, including early years settings, Best Start Family Hubs, schools and other local services to boost library use and membership among disadvantaged families. (Recommendation, Paragraph 184) Show less

The Department for Culture, Media and Sport should work with the Arts Council and The Reading Agency to extend their existing cross-authority model of the Summer Reading Challenge to more local authorities across the country. This should enable libraries to … Read more The Department for Culture, Media and Sport should work with the Arts Council and The Reading Agency to extend their existing cross-authority model of the Summer Reading Challenge to more local authorities across the country. This should enable libraries to partner with other community agencies such as children’s services, education settings, family hubs, and the Holiday Activities and Food scheme to target those families and children who do not usually use libraries. (Recommendation, Paragraph 185) Show less

The Department for Culture, Media and Sport should put funding in place for a dedicated outreach officer for all library services, which is estimated to cost £7.5 million. (Recommendation, Paragraph 186)

Schools and early years settings play a crucial role in connecting children with libraries and showing them all that their local library has to offer. We heard from children themselves that the only trips they took to their local library … Read more Schools and early years settings play a crucial role in connecting children with libraries and showing them all that their local library has to offer. We heard from children themselves that the only trips they took to their local library were those organised by the school. The role of education settings in boosting library use cannot be overstated. (Conclusion, Paragraph 192) Show less

As part of the strategy on reading for pleasure which we are recommending, the Department for Education should set an expectation for all schools and early years settings to organise regular visits to public libraries continuing to the end of … Read more As part of the strategy on reading for pleasure which we are recommending, the Department for Education should set an expectation for all schools and early years settings to organise regular visits to public libraries continuing to the end of key stage three. Schools should also work with parents and carers to include them in visits where possible and helping to link up parents with their local libraries. (Recommendation, Paragraph 193) 96 Show less

We heard that reluctant readers can be motivated to use libraries and engage with books when libraries offer activities relating books to children’s hobbies and interests. The Department for Culture, Media and Sport should publish guidance for libraries setting an … Read more We heard that reluctant readers can be motivated to use libraries and engage with books when libraries offer activities relating books to children’s hobbies and interests. The Department for Culture, Media and Sport should publish guidance for libraries setting an expectation for them to offer this, with suggestions and examples of best practice. (Recommendation, Paragraph 194) Show less

The Department for Education and Department for Culture, Media and Sport should take steps to facilitate data-sharing between schools and public libraries, to enable measures such as auto-enrolment of children to libraries and help children to sign up to the … Read more The Department for Education and Department for Culture, Media and Sport should take steps to facilitate data-sharing between schools and public libraries, to enable measures such as auto-enrolment of children to libraries and help children to sign up to the Summer Reading Challenge. This can make use of the single child identifier once established. The Departments should work closely with the Information Commissioner’s Office to provide local authorities with clear guidance and support as to how this can be done within the confines of GDPR legislation. (Recommendation, Paragraph 195) Show less

The wider industry, including authors, illustrators, publishers and booksellers, bears a strong responsibility alongside government to play its part in getting more children reading for pleasure and sustaining their engagement. We were heartened to hear of their commitment and enthusiasm … Read more The wider industry, including authors, illustrators, publishers and booksellers, bears a strong responsibility alongside government to play its part in getting more children reading for pleasure and sustaining their engagement. We were heartened to hear of their commitment and enthusiasm to being involved in initiatives such as the National Year of Reading, and hope that this continues long beyond this year. (Conclusion, Paragraph 204) Show less

There is still a long road to travel in terms of improving the diversity in the texts available to children. Too many children still do not see themselves represented in books, and, while some progress has been made, the trends … Read more There is still a long road to travel in terms of improving the diversity in the texts available to children. Too many children still do not see themselves represented in books, and, while some progress has been made, the trends in this area are concerningly variable. The literary industry cannot afford to be complacent about this issue. We urge the publishing and bookselling industries to make this a real priority and throw their energy behind work to effect meaningful and lasting change in the diversity of texts that are published, marketed and sold. (Conclusion, Paragraph 205) Show less

In the extension of the National Year of Reading to the National Decade of Reading which we are recommending, the Department for Education must make authors, publishers and booksellers partners in the design and delivery of activities and initiatives, including … Read more In the extension of the National Year of Reading to the National Decade of Reading which we are recommending, the Department for Education must make authors, publishers and booksellers partners in the design and delivery of activities and initiatives, including co-design of and joint funding for activities and initiatives and guidance on best practice approaches that can be taken to encourage and support children to read for pleasure. As part of the National Decade of Reading, the Department should work with the industry to set measurable benchmarks on this which should be achieved by the end of the decade. It should also ensure that the role of these industries is included in its forthcoming evaluation of the National Year of Reading. (Recommendation, Paragraph 206) 97 Show less

The Department for Education should work with the Careers and Enterprise Company to develop high-quality information and advice on careers in the writing, publishing and bookselling industries and ensure that these are being promoted to children and young people, especially … Read more The Department for Education should work with the Careers and Enterprise Company to develop high-quality information and advice on careers in the writing, publishing and bookselling industries and ensure that these are being promoted to children and young people, especially those from underrepresented backgrounds. (Recommendation, Paragraph 207) Show less

The Department for Education should publish guidance for schools and early years settings outlining how they should work with the wider literary industry, including visits to public libraries, author visits, links with local bookshops, and the publishing industry. (Recommendation, Paragraph … Read more The Department for Education should publish guidance for schools and early years settings outlining how they should work with the wider literary industry, including visits to public libraries, author visits, links with local bookshops, and the publishing industry. (Recommendation, Paragraph 212) Show less

Author visits to schools and other education settings can be transformational in inspiring young readers and helping children see the person behind the magic. The Department for Education should develop resources for schools and early years settings with clear points … Read more Author visits to schools and other education settings can be transformational in inspiring young readers and helping children see the person behind the magic. The Department for Education should develop resources for schools and early years settings with clear points of contact to support them to identify and contact authors and illustrators who are available to offer talks and workshops with children. (Recommendation, Paragraph 213) 98 Show less