Whole School Improvement

Reading for pleasure is the single most important indicator of a child’s future success

OECD 2002
Putting Evidence to Work: A School’s Guide to Implementation

This section of the site is open to schools working with us to ensure Reading for Pleasure (RfP) is  part of their culture and ethos. 

Working in partnership, we support schools’ RfP development journeys and enable English leaders to create case studies of the implementation process – the planning, delivery, monitoring and evaluation of their improvement strategies. Whilst each case study is unique, responding to specific school needs, they all demonstrate the difference that consistent evidence-informed change can make to staff knowledge and practice, and significantly to children as readers.

The majority of the case studies pay focused attention to professional knowledge of children’s literature and other texts, and many depending on their aims, describe work which encompasses more than one aspect of RfP pedagogy. Nonetheless we have notionally allocated each to a core finding from the research (Cremin et al., 2014).

The studies are developed from partnerships with:

  • schools in Aspire Educational Trust, Cheshire and Birmingham Diocese Multi-Academy Trust. (2018-2019)
  • schools from a Nottingham based group, and schools from a Birmingham based group (2019-2020)

The OU adapted the EEF’s Putting Evidence to Work:  School’s Guide to Implementation in order to tailor the development work to RfP. Attention was also paid to the process of implementation.

‘One of the characteristics that distinguishes effective and less-effective schools, in addition to what they implement, is how they put those new approaches into practice. (EEF, 2017).

Explore the case studies

Findings Teachers’ knowledge of children’s literature and other texts Teachers’ knowledge of children’s reading practices Reading for pleasure pedagogy Social reading environments Reading aloud Independent reading Informal book talk Reading Teachers: teachers who read and readers who teach Reading communities