Developing a Whole-School Reading Culture

In today’s educational landscape, fostering a strong reading culture is more important than ever. It is widely acknowledged that developing a love of reading has a transformative effect not only on academic achievement but also on pupils' personal growth and emotional wellbeing. Every teacher wants to instil a love of reading in their pupils and obviously start with good intentions but all too often the pressures of fitting in an overstuffed curriculum get in the way and reading for pleasure gets squeezed out of the school day. It is understandable but with the huge body of research and evidence that is available, telling us just how crucial it is to develop a positive attitude to reading, we cannot let that happen. As Teresa Cremin has said, ‘It’s the most important thing you can do to leverage social change because those children who choose to read regularly and for their own pleasure fly faster and further than those who don’t so it’s a professional, a moral and a social responsibility to support the habit of reading in childhood.’

We absolutely need to build fluency, vocabulary and comprehension skills so that the words on the page have meaning and purpose but these shouldn’t be the only factors in your reading curriculum. Reading for Pleasure needs its own space and has its own pedagogical approaches.

As teachers, we have a unique and powerful role in shaping pupils' attitudes towards reading. By creating an environment where reading is valued, shared, and enjoyed, we can nurture lifelong readers who appreciate books beyond their use as an academic tool (important though that is) and as a gateway to countless worlds that may otherwise never be experienced.

This article will explore the key aspects of developing a whole-school reading culture, based on the principles set out in Teresa Cremin’s research, whilst also delving into practical strategies for fostering a community of readers.

Teachers’ Knowledge of Children’s Literature

A teacher who is well-versed in a wide range of genres, authors, and literary styles can engage pupils in rich, diverse reading experiences. Teachers who possess an in-depth knowledge of literature are better positioned to make informed book recommendations, spark and facilitate engaging reading discussions and create an inclusive reading environment where every pupil can find stories that resonate with them.

In today’s multicultural and diverse society, it is vital that teachers are aware of a broad spectrum of texts that reflect various cultures, histories, and perspectives. While classic British authors, such as Roald Dahl, remain beloved, a truly inclusive reading culture also involves introducing contemporary authors, voices from different ethnic and socio-economic backgrounds, and texts that cover a wide range of themes, from social justice to environmental issues.

With huge workload pressures, it can be difficult for teachers to find the time to broaden their knowledge of literature. Wherever possible, school leaders should try and facilitate this – perhaps devoting some staff meeting time to discover and share new texts and make professional recommendations to each other. There are many online events and materials to support this: author talks, blogs, book lists from publishers, book shops, awarding bodies and literature festivals. These can help staff to stay informed about new publications and hidden gems.

We need to put the right book in the children’s hands at the right time. The most important thing for this is knowing our children as readers – what will interest them or capture their imaginations? What have they loved before?

Teachers’ Knowledge of Children’s Reading Practices

Understanding how children read and engage with texts is hugely important to developing a positive reading culture in classrooms and across school. Children’s reading practices are not static: they evolve as they grow older, their skills develop and their motivations change. Teachers need to be aware of the varying ways in which children engage with texts and to be reflective about how well they know the children’s reading habits and preferences. The ‘Teachers as Readers’ research project run by Teresa Cremin revealed that when teachers knew more about children’s reading practices and experiences beyond school, they were more effective in nurturing reading for pleasure and building communities of readers. 

There are purposeful activities that can help with building a knowledge of children’s reading preferences and to help teachers reflect on their own reading habits which they can then discuss with the children, helping to build a reciprocal reading relationship. Some examples include creating reading rivers or reader profiles, logging everything you’ve read in a 24 hour period, carrying out reading surveys and book shares. There is a range of information widely available online about these and other such activities. Remember to consider not just what children like to read but also how, where and when they like to read. Finding out such information will provide insights into them as readers but also help to build rewarding relationships which we know are vital in teaching.

Reading Teachers: Teachers who read and readers who teach

Teachers who read regularly are more likely to share that enthusiasm with their pupils. When pupils see their teachers engaging with books, they are more likely to view reading as something valuable, enjoyable, and worthwhile. A teacher who reads not only provides a model of good reading practices but also has first-hand knowledge of how to engage with texts, making them more effective in fostering a love of reading in their pupils. They can share insights into character development, plot structure, and themes, sparking pupils’ curiosity and encouraging them to make connections with the texts they encounter.

Teachers who read are able to promote the joy of reading, offer book recommendations and engage in book talk with authenticity. Building a community of readers within the school starts with teachers leading by example.

Social Reading Environments

Creating a social reading environment within the school is an essential part of developing your school’s reading culture. Reading does not have to be a solitary activity; it can be a shared experience that brings pupils, and other members of the school community, together. Social reading environments allow pupils to discuss books, share recommendations, and explore texts through collaboration. Think about your reading environment across school. Do the physical spaces show that reading is valued? Are they appealing and do they entice pupils to select and read books or other reading material? More importantly, are they being used? Is there a buzz around books?

Remember that it’s not just the physical environment, although that should entice children in to read and choose books, it is also ensuring that children have time to select and read their own reading material that is high quality, engaging and tempting. There is no point in having a Pinterest-worthy book corner or library if children never have the time to use it.

Social reading environments can take many forms, such as informal shared reading times, book clubs, purposeful reading events etc. Pupils benefit from discussing their preferences, sharing recommendations, and engaging in conversations about characters, themes, and plots. Schools can foster these environments by creating spaces where pupils can talk about books, either informally or in structured settings.

Another important aspect of social reading environments is ensuring they are inclusive. All pupils should feel that they have a space to share their thoughts, regardless of their reading abilities. Schools should aim to create an environment where different types of reading, from graphic novels, newspapers, audiobooks to comic books, are valued equally.

Reading Aloud

Listening to texts being read aloud, well, is one of the most effective ways to create a love of reading in pupils. Not only is it an opportunity for teachers to model fluency, expression, and engagement with the text, but it can be a shared experience that builds deep emotional connections.  Through reading aloud, teachers and other members of staff can bring stories to life, making them accessible and captivating for pupils of all ages.

It exposes pupils to texts they may not be able to read independently yet, broadening their literary horizons and introducing them to complex stories and language that they might not otherwise encounter in their independent reading.

As with many of the elements involved with developing reading for pleasure, wherever possible it should be learner-led. Giving pupils some autonomy over the books to be read aloud, as well as the books they are selecting for independent reading, can give them a sense of ownership and involvement in the process, making an emotional connection more likely.  

It is important to be reflective and honest about the time spent reading aloud to classes. Do we always make time to read aloud to our classes? Is this quality time that the children look forward to or is it rushed as they collect their things at the end of the day? Although there are many curriculum pressures and time constraints, some things are worth fighting for, and time for quality reading aloud is one of those things. Research has shown that regularly listening to high-quality stories read aloud – even without a focus on reading strategies or comprehension skills – can have a positive impact on children’s reading attainment, as well as developing their love of reading which we know has lasting impact.

Independent Reading

While reading aloud is important, independent reading is equally essential in developing a well-rounded reading culture. Independent reading allows pupils to engage with books at their own pace, choose texts that interest them, and develop their individual reading habits. This autonomy is vital in encouraging them to become lifelong readers.

We need to allow pupils time for independent reading in class. There are so many distractions and demands on time for pupils outside of school now which means that the number of pupils choosing to read at home is diminishing year on year. We need to do something to counteract this in schools. Setting aside regular timeslots where pupils are encouraged to read without interruption can help to instil a habit of daily reading.

As already discussed, creating a well-stocked classroom library is crucial as it provides pupils with an opportunity to explore different genres and subjects, to see themselves reflected in books and to view the lives and worlds of others through the pages. Teachers should ensure that pupils have access to a diverse range of reading materials, from fiction to non-fiction, and from graphic novels to traditional texts.

Informal Book Talk

Finally, informal book talk is a powerful tool in fostering a whole-school reading culture. These casual conversations—whether during break times, after school, or during class transitions—give pupils the chance to share their thoughts on the books they are reading. Informal book talk can take place in small groups, pairs, or even one-on-one between a teacher and a pupil. These discussions can be structured or free-flowing, depending on the context.

Book talk helps to build a sense of community around reading as pupils share recommendations, discuss favourite characters and reflect on plot twists. These conversations help pupils feel connected to one another through shared reading experiences. It also reinforces comprehension, as pupils must articulate their understanding of a text. Teachers can foster informal book talk by encouraging pupils to talk about their books during class or by creating a designated space for them to post reviews, suggestions, or questions about the books they are reading. By creating a space where pupils feel comfortable discussing books without pressure, teachers can inspire excitement and curiosity about reading.

Developing a whole-school reading culture requires a multifaceted approach that involves teachers, pupils, and the entire school community. By creating an environment where reading is seen as a shared experience—through reading aloud, independent reading, social reading environments, and informal book talk—you can cultivate a love of reading in your pupils.

The foundations of a strong reading culture lie in teachers who are passionate about reading, knowledgeable about children's literature and are attuned to the diverse reading practices of their pupils. By nurturing a community of readers and celebrating reading across the school, you can ensure that pupils leave school not only with strong literacy skills but also with a lasting love of reading.