Creating Readers Together Our year in review 2025/2026 Academic Year
Foreword How did reading become optional? For many of us, reading is simply part of life. We turn to books for enjoyment, comfort, escape, inspiration and learning. We understand the power of stories and ideas, and we know that reading opens doors. Yet for an increasing number of children, reading is no longer something they choose to do. The latest research continues to tell us that only one in three children and young people enjoy reading in their free time. At the same time, children are growing up in a world designed to compete relentlessly for their attention. Reading can struggle to hold its own against the instant rewards of screens, social media and gaming.
This year, our Reading Helpers shared hundreds of examples of children's progress. Some told stories of reluctant readers discovering books they genuinely enjoy. Others described children finding their voice, growing in confidence or beginning to see themselves as readers for the first time. One story shared that really stuck in my mind was of a withdrawn child who rarely smiled or spoke. As trust developed and confidence grew, the child began chatting, laughing and engaging with stories. The moment that stood out most came at the end of one session when the child simply turned and said:
“That was fun.”
This matters because reading is about so much more than literacy.
Sometimes the biggest changes are captured in the smallest words.
Reading builds confidence. It fuels curiosity. It develops empathy, creativity and resilience. It helps children understand themselves and the world around them.
Every child deserves the chance to experience the confidence that comes from mastering a new skill, the excitement of discovering a favourite book and the comfort of knowing there is an adult who will show up every week just for them.
HM The Queen, Our Patron said recently:
"Reading truly changes how we perceive, how we think and how we connect." We have a shared duty to ensure that children grow to love reading for pleasure. At Coram Beanstalk, we know that they are far more likely to become readers when they have access to books, positive reading experiences and, crucially, a trusted adult who believes in them. Across early years, primary and secondary settings, we see every day the difference that volunteers, schools and partners can make. 2
At Coram Beanstalk, we remain optimistic because we see these transformations happening every day. Together, we can help create a generation of children who don't just learn to read, but choose to read. HM The Queen, Patron of Coram seen here at The Big Lunch with Amy Lewis Head of Coram Beanstalk
“The decline in reading for pleasure is not simply an educational concern but has repercussions for the whole of society”
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House of Commons Committee Report 2026 Reading for Pleasure 3
Our approach At Coram Beanstalk, we believe every child can become a reader with the right support, encouragement and opportunity. Our approach focuses on both the skill and the will to read, helping children develop not only the ability to read, but also the confidence and motivation to choose reading for themselves.
In secondary schools, our Reading Leaders programme trains older students to support younger readers, improving reading skills and confidence while developing leadership and mentoring skills of their own. Together, they help create a culture where reading is valued and shared.
We support children and young people at different stages of their reading journey. In early years we work with parents to make reading joyous. In primary schools, our trained Reading Helpers provide regular one-to-one support, helping children build confidence, discover books they enjoy and experience reading as something positive and rewarding. For children facing additional challenges, including those supported through Virtual Schools, these trusted relationships can be particularly powerful.
Across all our programmes, relationships are at the heart of what we do. We know that lasting change often starts with small moments: a child choosing a book independently, reading aloud with confidence, or discovering that books can open new worlds and possibilities. These moments build over time, helping children see themselves as readers and giving them the confidence to thrive in school and beyond. Because every child deserves someone who makes reading feel like magic.
>260,000 CHILDREN HELPED SINCE 1973
“Our reading volunteers from Coram Beanstalk have had a wonderful impact 5 on our Upper Key Stage 2 children through their purposeful, relational sessions. We've seen improvements in not only reading fluency but also a genuine enthusiasm for reading.”
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Aaron Bain, Reading Lead Edward Wilson Primary School 4
What makes Coram Beanstalk different?
We’re here to:
We’re not about rigid lesson plans, phonics drills or making children read.
Champion reading for pleasure as the best path to becoming a reader.
We’re about building relationships, sparking curiosity and helping children to find the right books.
Provide a direct, human service that transforms children’s futures.
We give our volunteers ownership, ideas, and real connection – to children, to schools, and to each other. We’re collaborative, optimistic, caring, capable, and fair.
Create a national network of reading champions in communities that need them most. We’re giving children the confidence to open a book, and the opportunity to see where it might take them 5
A community of readers A national network of support At the heart of our work is a time-tested idea: people helping people to become readers. We connect community volunteers and secondary school students with children who need extra support, creating positive reading relationships that build confidence, literacy skills and a love of books. By harnessing the time, talent and commitment that exists within local communities, we are able to reach thousands of children in schools across England every year. It is a simple approach, but one that changes lives: one child, one relationship and one reading journey at a time.
“If you’ve been read to as a child, by someone who cares about you, you have been given an enormous invisible privilege.” Frank Cotterell-Boyce Children’s Laureate 2024-2026
The year in numbers
9,738 1,347 654 6
CHILDREN AND YOUNG PEOPLE REACHED
VOLUNTEERS WERE ACTIVELY ENGAGED
SCHOOLS USED OUR PROGRAMMES
Delivery locations in 2025/26
Mia’s Story Mia moved to us from a school where she had been happy and settled. Although she was very capable her mental wellbeing had really deteriorated and school was a challenging place for her. Since reading with her reading helper on a weekly basis, she has gained significant amounts of confidence. She is happy and settled and reports really enjoying coming to school. Mia’s reading helper has really invested in her, making sure that she works alongside her reading interests and passions. It has become a precious time in her week. This investment of time has enabled Mia to relax, feel comfortable and make significant amounts of progress across the classroom. She is happy once again! Case study shared by ARK Byron Primary Academy. Details have been anonymised.
The profile of children we help in primary schools*
81% 49% 24% 22%
RECEIVE FREE SCHOOL MEALS HAVE SPECIAL EDUCATION NEEDS HAVE ENGLISH AS AN ADDITIONAL LANGUAGE ARE CAREEXPERIENCED
*Data based on school survey responses 7
Early Years This year our parental engagement programme, Books Together, developed with Coram Family and Childcare, has brought reading to parents and their young children in seven London boroughs. Hosted in community spaces such as children’s centres and libraries, the programme helps families discover the joy of sharing books together and build reading into everyday life. Through a series of three weekly sessions, parents and carers learn practical techniques to support their child’s early language, communication and literacy development, while enjoying quality time together through stories, songs and play. By creating positive experiences around books from an early age, Books Together helps lay the foundations for a lifelong love of reading. “Growing up with reading should be a right for every child. Being read to from birth should not be an invisible privilege, but a universal part of childhood.” Reading Rights Report BookTrust
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The project is for children aged two to five and targets: Children who are most likely to start school with lower levels of emergent literacy than their peers. Children from disadvantaged backgrounds. Parents/carers who may face barriers to accessing information, support and services.
99% 100% 100%
RATED THE SESSIONS ‘GOOD’ OR ‘VERY GOOD’ PLANNED TO USE SOME OF THE IDEAS AT HOME SAID THEIR CHILDREN ENJOYED THE ACTIVITIES
As we approach the final phase of the pilot programme we are exploring longer-term sustainability, and welcome interest from those linked with families that may benefit.
FAMILIES REACHED ACROSS 7 LONDON BOROUGHS
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"Books cannot be eaten or provide a physical refuge or home, but they can be a tool for promoting empathy, escapism and reassurance." Patrice Lawrence MBE Waterstones Children’s Laureate 8
“Books Together sessions were amazing!!! 8
My child and I enjoyed all of the activities together, and I have learned to use props and items to make books more interesting at home.” Parent feedback 9
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Primary Creating Readers
Outcomes for children
In primary schools, our Reading Helpers spend time each week sharing books, conversations and reading experiences with children who need extra support. Sessions are shaped around each child's interests and motivations, helping them discover books that spark curiosity, enjoyment and confidence.
99%
93% 98% 96% 82% 8,350 1,347 98%
At the heart of our approach is the belief that children become readers through positive relationships and enjoyable reading experiences. As trust develops, children become more willing to take risks, try new books, share their thoughts and build confidence in their own abilities. Reading Helpers are part of a wider community of volunteers who share a passion for helping children become readers. Ongoing training, events, resources and peer support help volunteers continue to learn, grow and make a lasting difference to the children they support.
CHILDREN RECEIVED REGULAR 1-1 SESSIONS
VOLUNTEERS WERE ACTIVELY ENGAGED
DEMONSTRATED A GREATER BELIEF IN THEIR READING ABILITIES SHOWED ENHANCED CONFIDENCE AND SELF-ESTEEM*
IMPROVED THEIR COMMUNICATION SKILLS* INCREASED THEIR SCHOOL ATTENDANCE* SHOWED IMPROVEMENTS IN THEIR WELLBEING*
*when this was identified as a concern before the programme. All data from school survey.
“The first time one of my Y2 boys was told to go and read with me his face was a picture of horror. He reluctantly came out to me dragging his feet as if it was the worst thing in the world that could happen to him. Then I told him he didn’t need to read, that I would read if he wanted me to, and he could choose any book he liked. His face changed when he saw I had a book about the planets and the solar system and he proceeded to absolutely amaze me with his knowledge. His face lights up now when he sees me. It makes my day.” 10
OF SCHOOLS SAID SESSIONS HELPED CHILDREN MAKE PROGRESS WITH BECOMING A READER
Reading Helper
“Sophie really benefits from the one-to-one nature of the sessions. This has helped her to grow in confidence and see herself as a reader. 8
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The class teacher reports how she has seen Sophie flourish in terms of confidence and emotional resilience.” Amanda McCarthy, Deputy Headteacher Our Lady of the Rosary Primary School 11
Secondary Reading Leaders
617 689*
In secondary schools, our Reading Leaders programme gives structure to the power of peer mentoring, training older students to support younger pupils with their reading, confidence and enjoyment of books. Reading Leaders take part in interactive training that equips them with the skills to become positive role models, developing leadership, communication and mentoring skills that support their future education and employment. For younger pupils, regular one-to-one reading sessions provide a relaxed and supportive environment where they can build reading skills, confidence and motivation with the encouragement of an older peer. The programme helps create a positive reading culture within schools, making reading a shared experience rather than a solitary activity. The most successful programmes are those where schools embrace student ownership. Reading Leaders who have completed the programme are encouraged to share their experiences, champion reading within the school and play an active role in recruiting and developing the next cohort of Reading Leaders.
READING KS3 PUPILS LEADERS SUPPORTED
“The steepest declines in children and young people’s reading engagement occur during early adolescence.” National Literacy Trust Annual Literacy Survey
94% 91% 94%
OF YEAR 9-13 STUDENTS IMPROVED THEIR ORGANISATION SKILLS OF YEAR 7 / 8 PUPILS IMPROVED THEIR READING CONFIDENCE AND FLUENCY OF SCHOOLS SAW IMPROVED CONFIDENCE AND SELF-ESTEEM
*Based on average metrics from responses to our school evaluation survey
“The Reading Leaders enjoyed the programme. The training was something that enabled them to feel grown up and, as it was not being delivered by a teacher, they felt it was more professional” 12
Maria Garcia, Vice Principal Ormiston Sheffield Community Academy
“It can be a struggle but it is very rewarding in the end because you know that you have helped someone’s confidence & reading skills. 12
The highlights for me were the moments where I could see Rory become more confident, but not just in reading, in talking and being sociable.” Year 10 student, Reading Leader Ormskirk School 13
Working in partnership Wirral Virtual School Our work with Wirral Virtual School* started in 2024, with five schools identified to trial the programme. Priority was given to children in Year 1, with additional spaces opened up to children in need across other year groups, targeting sibling groups where possible. With regular reviews and feedback from teachers, Reading Helpers and children, we agreed that the programme had been so successful it was extended to cover 20 schools across the Wirral during the 2025/26 academic year. This phased approach has allowed us to establish and grow the programme in a manageable way. The expansion reflects the positive impact seen across participating schools and a shared commitment to ensuring more children benefit from consistent, one-to-one reading support.
“I like our time together, it helps me relax and makes me feel special” Child benefiting from support
Our Lead contact’s from the initial schools supported strongly agreed that: Reading Helpers are committed to their role. Reading Helpers show expertise in their role. They would recommend the service to other schools.
“We wanted to use some Pupil Premium Plus funding to give additional reading provision to 5 of our primary schools. The aim was that our children would have a reader one afternoon each week to help them to develop their reading skills and comprehension, but to also increase their love of reading and to have a ‘special person’ just for them who visits each week.
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*Virtual Schools are local authority teams that support the education and wellbeing of children in care and care-experienced children.
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“Some of the feedback we received has been phenomenal. Our 5 chosen schools have really appreciated this support too. We have now asked Coram Beanstalk to provide 15 more readers so that we can support 20 schools in total with a weekly reading provision for our little ones.” Sarah Dacey, Headteacher Wirral Virtual School
“A child in our school has developed a strong relationship with our volunteer reader. As a child with significant emotional needs due to childhood trauma, the reliability of a volunteer provides a dependable role model. It supports trust building in a safe and secure environment to encourage reading for pleasure.” Assistant Headteacher Wirral Primary School
Assistant Headteacher 15 Wirral Primary School
Stronger Together Creating readers is a collective effort. Behind every child who discovers the joy of reading is a network of people and organisations working together to make it possible: Parents, carers, volunteers, schools, literacy organisations, libraries, authors, businesses, funders and supporters all play an important role in ensuring more children have access to positive reading experiences and trusted reading relationships. This year we strengthened existing partnerships and developed new collaborations, helping us reach more children, amplify the importance of reading for pleasure and contribute to a growing national movement to create readers. No single organisation can reverse the decline in reading for pleasure alone. By working together, we can achieve far more than any one organisation could accomplish by itself, and this work is at the heart of our strategy.
A year of collaboration Our partnership with The Times Get Britain Reading campaign has helped raise awareness of the importance of reading for pleasure and the role that books can play in children's confidence, wellbeing and future opportunities. Together, we have encouraged new audiences to see reading as something to be enjoyed and celebrated and have attracted hundreds of new volunteers. As a lead strategic partner for the National Year of Reading, Coram Beanstalk has played an active role in a national effort to encourage more children and young people to discover the benefits of reading. Working alongside schools, libraries, literacy organisations and businesses, we have helped demonstrate the important role volunteers can play in creating positive reading experiences and building reading confidence. Coram Beanstalk continues to play a leading role in The Literacy Link, a collaborative network of organisations committed to improving children's literacy and reading engagement. By sharing learning, evidence and expertise, members are helping to strengthen the sector and create greater collective impact for children and families. 16
Authors and Ambassadors Throughout the year, authors, ambassadors and supporters have helped inspire children, volunteers and schools through events, advocacy and their shared commitment to reading. Their voices help champion reading for pleasure and reinforce the message that every child deserves the opportunity to become a reader. We have been delighted to work with The Society of Authors during Year of Reading to attract more authors to support our work. Over 170 children joined us at BookFest to enjoy sessions led by Sheena Dempsey and Eve Wersocki-Morris. Whilst our engaging online events with Ross Montgomery and Ben Davis attracted over 2,000 children. We have continued to select and promote a Beanstalk Brilliant Book each month and have had fantastic engagement with the authors selected.
A Vibrant Community
All volunteers are safely recruited, trained and supported in line with our safeguarding procedures. We are very grateful that nearly 80% of our volunteers will return for the next academic year.
A heartfelt thank you to each of the volunteers who together gave over hours to help us to create readers.
Throughout the year, volunteers joined training sessions, community meet ups, our annual conference and online learning opportunities where they share ideas and experiences.
“We have an astonishingly powerful tool in our hands – shared reading”
Our volunteers are more than Reading Helpers. They are part of a nationwide community connected by a shared belief in the power of reading.
1,347
50,000
Frank Cotterell-Boyce Children’s Laureate 2024-2026
We are Coram As part of the Coram group of charities, we benefit from over 285 years of experience supporting children and families. Working alongside colleagues across Coram enables us to combine literacy expertise with wider knowledge of child development, family support and care-experienced children. This positioning helps us to shape the future of our work, including the development of Nurturing Readers, an evolution of our primary programme designed to help care-experienced children build positive relationships with books, stories and language. Drawing on evidence around social and emotional learning, Nurturing Readers combines reading for pleasure with trusted adult relationships for children who may benefit from additional relational support.
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Thank you! Our supporters
Closing words
Coram Beanstalk’s work wouldn’t be possible without the extraordinary generosity of a passionate and committed group of individuals and organisations who fund our charitable activity. We want to say a huge thank you to all those who help transform lives through reading.
As I reflect on this year, I am struck once again by the extraordinary power of a simple idea: that one person, giving their time, encouragement and attention, can help a child discover the joy of reading. Throughout this report, we have seen what that can mean in practice. A child who begins to believe in themself; a reluctant reader who finds a book they love; a young person who discovers that their voice matters; a family finding new ways to share stories together. These moments may seem small, but together they can change the direction of a child’s life.
READ Read to smile and laugh until your jaw hurts or to feel your heart pound or break and soar. Read to feel good. To feel strong. To dream. To figure things out. To know you’re not alone. Read to think. To ask big questions that challenge and change the world. Read because reading is an act of rebellion. And because the revolution begins with you.
None of this happens alone. It is made possible by our wonderful Reading Helpers and Reading Leaders, by schools and families who welcome and champion our work, and by our funders, partners, authors, ambassadors and supporters who share our belief that every child deserves the opportunity to become a reader. Plus, the Coram Beanstalk team who work so hard and with 15 incredible commitment to support us all. I am immensely grateful to every one of you. As Chair of Trustees – and, importantly, as a Reading Helper myself – I have seen first-hand that creating readers is about so much more than literacy. It is about connection, confidence, curiosity and possibility. There is still much to do. At a time when reading for pleasure is under such pressure, our purpose has never felt more important. Together, one child, one relationship and one book at a time, we can help create a generation who don’t just learn to read, but choose to read. Thank you for being part of that journey.
By Rashmi Sirdeshpande Author and Coram Beanstalk Ambassador 18
Jill Pay Reading Helper and Chair of Trustees
“The things that reading gives us – creative imagination, intellectual freedom, critical thinking, ethical compassion, good jokes, delight in great ideas – must be at the heart of our future.” Katherine Rundell National Year of Reading Ambassador 19
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corambeanstalk.org.uk @beanstalkreads @beanstalkreads @corambeanstalk Coramsince1739 corambeanstalk
Coram Beanstalk Coram Campus 41 Brunswick Square London, WC1N 1AZ Registered Charity No. 296454 (England and Wales). Registered as a company limited by guarantee in England and Wales No. 2101719.
We are Coram. Better chances for children, now and forever.