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Power Of Reading

This academic year, we have introduced the Power of Reading to the Year 5/6 Curriculum.

The Power of Reading is a school development project to engage teachers and children in the literacy curriculum using high quality books and proven and creative teaching approaches.
The Power of Reading is entering its 10th year in 2014/15. During the life of the project we have worked with over 3500 teachers from 2000 schools in more than 50 local authorities.
Research from the last ten years has shown that teachers’ deeper knowledge of children’s books, combined with innovative and consistent teaching, increases children’s enjoyment of reading and writing and increases progress and attainment. Rates of progress for boys and reluctant readers are particularly impressive and are therefore narrowing the attainment gap between boys and girls.

Proven impact on children: 
  • outstanding progress in reading with children making the equivalent of a year’s good progress in just 2 terms in reading and in writing. This is the equivalent of just over one full level’s progress in a year; 
  • raised attainment in reading – with rates of progress for boys helping to narrow the gap with girls;  
  • raised motivation as readers. The percentage of motivated readers increased from 48% to nearly 80%, with evidence of greater motivation for boys; • raised enjoyment and attainment in writing; 
  • improved speaking and listening skills.


The Power of Reading project shows the importance of developing children’s attitudes and interest in books both for their broader reading development and their attainment. Reading forms a unique area of the primary curriculum not only because it is the foundation for future academic success but also because becoming a reader involves individual motivation, imagination, and the ability to draw on experience and make personal choices. As a result of the Power of Reading project, many children have been inspired to read for the fi rst time and to discover what books and stories can offer. Through classroom book talk sessions, hearing teachers read books aloud, the development of classroom reading areas, book clubs, and the informed use of a wide variety of practical, collaborative and creative teaching approaches children have read more widely, enthusiastically and in greater depth.