Children will never become readers

Children will never become readers if reading only ever feels like school work.

Today’s TeacherTapp data about time spent on independent reading in schools made me think about how strongly I believe we need to prioritise protected time for reading for pleasure.

As a headteacher, it matters to me because the research around the links between reading for pleasure and attainment is strong.

That’s why every class in our school (apart from EYFS) has 20-30 minutes a day where students just read.

Not guided reading. Not comprehension questions. Not reading to an adult.
Just sustained independent reading for pleasure.

In a world of tablets, scrolling and short videos, students need daily opportunities to settle into a book and get lost in it. They won’t develop that love of reading if every experience is short, directed or assessed.

I can see the impact in KS2 SATs where reading stamina can be a real barrier across three texts in one hour.

Of course this sits alongside explicit phonics, interventions, fluency work and teaching to the domain. But children also need time to simply be readers.

There’s something powerful about students seeing their peers quietly absorbed in books every single day. Over time, it normalises reading.

When culture and behaviour are right, I also ask staff to read a book too so students see adults reading for enjoyment as well.

Huge credit to Natalie Brookshaw who championed this approach when I worked with her.

Sometimes the most important thing in a timetable is simply making space for children to disappear into a book.