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Indications from data collected following implementation of the plan suggest that the
reading promotion activities promoted across the school were successful in raising the
profile of reading and led to increased discussion in classrooms around books and
authors. Reading recommendations, reading cafes and teacher/pupil conferences
contributed to building communities of readers and whole school events including
dressing up as a book character, extreme reading and author of the term increased the
visibility of reading. The most significant impact was upon children reading at home and
choosing to read during their free time and in the school holidays with almost all pupils
who were interviewed indicating that they like reading at home, during the holidays and
in their spare time. In addition, more pupils were choosing to visit bookshops and
libraries indicating an upsurge in the enjoyment of reading.
The key challenges for the school centered on the monitoring of the reading initiatives
and ensuring sustainability. However all members of staff agreed that it was important
to continue to foster this love of reading and continue the momentum that the project
had generated.
Findings:
Key Themes
Prior assumptions
Findings derived from initial data
collection tools prior to the
implementation of the reading plan
indicated fairly high levels of pupil engagement with reading with the majority of pupils
indicating that they were good at reading (Q13) and that they liked reading at home and
at school. Very few pupils indicated that they thought reading was boring (2 pupils) and
so the reading promotion plan was being implemented in order to enhance reading for
pleasure in the school rather than introduce it as a new concept. Discussions within the
focus group debriefing reinforced this view as teachers stated that they felt the pupils
were already reading widely and for pleasure on a regular basis and that they, the
teachers, were successful in promoting this. When asked how they felt about
participation in the project, one teacher stated that:
“I thought we were doing quite well...I think we are fine with this.”
Whilst another reported that she could see how the programme would be ‘an
enhancement and a really useful tool’. One of the key themes that emerged from the
