Reading Framework series: Reading miles - Peters
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Reading Framework series: Reading for all - supporting pupils for whom reading might matter most

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December 4th 2023

The framework places keen emphasis on ambitious reading outcomes for all; however whilst all pupils learning to read is a priority for academic progression, reading can also be an invaluable way of helping children process difficult issues and understand others. It can support pupils with their wellbeing and any mental health struggles, and helps them better relate to and empathise with the actions and experiences of those around them.

For pupils from disadvantaged backgrounds, engaging them with varied literature is also a way of providing a window to the wider world, and opportunities they may want to aim for in the future. For other pupils, the focus might be on reading as an essential life skill to help support their ability to live independently, and to safely navigate the necessary signs, warnings and instructions that impact our daily lives. Whatever the focus is for reading in your school, and whatever the needs of your pupils, we can suggest suitable texts to transform reading engagement and achieve aspirational outcomes for all. 

Books for all backgrounds

'Extensive experience in early literacy indicates that, if children are taught well, their backgrounds, level of disadvantage, their disabilities and other variables, such as being a boy or summer born, should rarely prevent their learning to read.'

DfE Reading Framework 2023, page 15

Books to inspire all readers, of all backgrounds and all abilities has to be a key priority for every school. Check out our reading for pleasure page for recommendations for every type of reader, including those pupils who are difficult to engage.

 

          

Reading for SEND pupils

'Literacy is as important for these pupils as for their peers, and teachers should be ambitious about teaching them to read and write. These pupils have to navigate the same written language, unlock the same alphabetic code, learn the same skills and learn and remember the same body of knowledge as their peers.' 

DfE Reading Framework, page 77

There is a noticeable mention for SEND pupils having similarly aspirational reading targets to their peers. This is an ideal all teachers strive for, but achieving this can be a challenge. In response to the framework, we've extended our phonics pages to give recommendations for how to support older pupils who still require phonically decodable material, or fluency texts. We also work with a number of specialist schools to provide bespoke support for their alternative curriculums. Need extra support? Get in touch with our expert team by emailing hello@peters.co.uk.

          

Dyslexia-friendly books

'Dyslexic pupils may take longer than other pupils to embed their knowledge of GPCs and may need supporting in very small incremental steps from the beginning so they achieve success each day.'

DfE Reading Framework 2023, page 80

Dyslexic pupils need texts that will acknowledge their difficulties but also enable them to feel as accomplished as their peers - and as able to engage in the escapism books can offer as any other pupil.

Our HiLo (high interest lower reading level) page features recommended high-quality books that teachers can provide to children at a lower level, without them appearing too young for their age.

         

Emotional benefits of reading

'Reading offers important emotional benefits, enabling pupils, through listening to and talking about stories, to talk about their ideas and feelings and to lose themselves in books.'

DfE Reading Framework, page 8

Reading can be a way to reach children who are struggling at home, with friendships at school, or who have been exposed to issues within or surrounding their school community that need further explanation.

Visit our PSHE and Wellbeing pages for suggestions to help offer these pupils and their peers a way towards better understanding.

          

Diversity and inclusivity

Diversity and inclusivity is rightly a key consideration for many schools at the moment, as well as nationally - for Ofsted, within the publishing industry and amongst other organisations promoting inclusivity. The Centre for Literacy in Primary Education (CLPE) have just released their latest Reflecting Realities report, which surveys representation of racially minoritised characters in UK children's literature. It highlights the increase in representation since the report began in 2017, though there is still some way to go. You can browse to find the right books to support and reflect your school community, plus don't miss our dedicated diverse and inclusive book packs.

          
Get in touch

We empathise with the challenges schools face in trying to provide the right books for pupils of widely varying backgrounds and abilities. We hope this has given you some ideas, but if you'd like some more bespoke support, our team can help. 

Get in touch by emailing us at hello@peters.co.uk, or call us on 0121 666 6646. 

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