Embedding an authentic reading culture

Environments, curriculum and teacher PD.

Photo by Riccardo Tuninato on Unsplash

Thoughts and musings

I recently took to Instagram to share my experiences of visiting a wonderful school who have certainly placed reading at the heart of all that they do. My callout then was, ‘Would a full ‘glimmer’ on my thoughts and musings around this be beneficial?’ I received a resounding, “yes please!” The images which I shared from Hallsville Primary School in Newham, London are truly are impressive.¹ Inviting reading nooks in every available space, libraries where attention to detail is glaringly apparent and interactive spaces within classrooms to celebrate a whole host of text choices.

When reflecting on what is working so well at this particular school, my thoughts turned to the authenticity of the whole experience. The leaders and teachers have invested time in developing their professional knowledge of what motivates children to read, how to embed pupil agency and the importance of teachers as readers. They have also carefully considered their curriculum offerings for reading – understanding the importance of an immersive approach which grows children as readers.

Ideas and practical suggestions

So, what were my findings and subsequent suggestions for developing an authentic reading for pleasure culture which can be considered, and applied, in any school setting? Below are two ideas which I hope can be implemented with minimal time spent preparing. Think of these more as little shifts and additions which could make a real difference to your pupils – and their teachers.

1. “You are never far from a book…”

This was the opening line when welcomed to Hallsville - and it is so incredibly true. The commitment of teachers and leaders to ensuring that reading material is scattered across the school; displayed invitingly; organised in ways which spark curiosity. The messaging is clear. Reading is important. These texts are for everyone.

• So, how can books (and recommendations for a “next read”) be shared?

  • Consider how books are displayed on shelves. This is an intentional move away from the overcrowding of texts. Instead, it is a purposeful curation of books being offered and a commitment to changing these on a planned cycle. Less reading material means that books are not only displayed with spines facing forwards but with book covers sitting there - invitingly. A creation of a beautiful and aesthetically-pleasing arrangement.

  • Add some objects of interest to the shelves. I have shared before the power of a ‘hook’ for enticing children into a learning experience.² Interest and intrigue are piqued. Bring the book to life with a few key items which give a little flavour of the story or text inside.

  • Use every space possible. Consider corridors, spaces where children are often waiting (outside the medical room, by the office, on the way to lunch). If you feel that you can curate moveable spaces (like trolleys) which may also accompany the children outside at break times, this is also an exciting option. Look for those unused spaces. Add some furniture if possible (consider donations – these don’t always need to be new and costly). Don’t underestimate the power of a floating shelf!

  • Think about how you want spaces to feel. Myself and colleagues who were lucky enough to visit Hallsville commented immediately on the fact that the reading spaces felt like book shops. Homely. Comforting. Special. It was the light touches that achieved this. The arrangement of the books and the organisation of the space and the furniture (and furnishings) within them. One classroom book corner even has wallpaper which emulates a bookshelf! I have also seen some schools consider the use of lamps and fairy lights to curate that cosy feel.

2. Investing in teacher’s professional knowledge

Reading material is in abundance for our young people. However – choice can be overwhelming. We can empathise with this as an adult. Sometimes we just need a bit of guidance. Particularly from a trusted source. As educators, we are placed in that privileged position of being that trusted book-recommender for many pupils.

However, particularly in the primary sector (where teachers are expanding their knowledge across multiple subjects) the importance of gaining an understanding of the principles (and rich-data) around reading for pleasure and high-quality materials can be lost. This task doesn’t need to be onerous. There are certainly so many free (and fantastic) resources to support educators. The elevation of active and considered engagement around this needs to be present. An acknowledgement from leaders that within directed professional learning time the consideration of how reading is taught within the curriculum and how it can be promoted beyond the classroom is important.

• So, how can teachers’ awareness of children’s literature, best practice approaches to the teaching of reading and engagement in creating spaces which promote pupil agency be invested in?

  • Take a look at the OU/UKLA Reading for Pleasure website.³ This is a place full of research, teacher’s examples of practice (straight from their school settings) and practical suggestions. Teresa Cremin and team’s work around the importance of teachers as readers is a fascinating – and important – read⁴.

  • The time we have in school with children is precious. With a high proportion of pupils reporting that they do not choose to read for pleasure in their free time, we are in the privileged position to ignite their interest and motivation in the classroom. Using the DfE document ‘The Reading Framework’⁵ to support teaching teams in evaluating their current reading provision is a powerful starting point.

  • Create spaces, whether these be in person or digitally, to share ideas around how texts can be recommended. These may be peer recommendations or from adults in school (perhaps even across your wider school community). Making these as interactive and relevant as possible is important. Update these regularly, curate them as “living”, responsive spaces that value voices, thoughts and opinions.

  • Access resources which empower teachers with current knowledge around high-quality children’s literature. There are SO many of these out there in the form of websites, newsletters and blogs. My top recommendations would be:

• Just Imagine’s website. Full of recommended books, author’s live events and regular Thursday night ‘An Evening In…’ events this is your one-stop shop for all things children’s literature:

• Take One Book. A fully immersive, research-informed approach to teaching reading which simultaneously invests in teachers’ professional knowledge and understanding:

• The National Literacy Trust. So many free resources and ideas. The NLT have also partnered with the DfE to encourage our young people to ‘Go All In’ for next year’s National Year of Reading 2026:

• I love reading about reading on Substack! If you don’t already follow these writers, I would highly recommend doing so:

  • Jen O’Sullivan - Read Write Jen

  • Sarah Bagshaw-McCormick

  • Mary Myatt - Curriculum 101

Do also take a look at Hallsville Primary School’s website - a wonderful celebration of, and an interesting insight into, the commitment of the school’s teachers, leaders and wider community in providing, ‘a secure and enjoyable learning environment in which high standards are achieved and each child’s potential is fulfilled and celebrated.’⁶

Don’t forget the footnotes! 👇

1. Take a look at these wonderful reading environments

2. Perspectives on promoting inclusivity and engagement in English

3. OU/UKLA Reading for Pleasure website

4. Teachers and Reading

5. ‘The Reading Framework’ - the DfE

6. Hallsville Primary School prospectus