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Reading at Our School: What the children asked for & what we did about it

Earlier this year, we conducted pupil voice interviews with our class councillors to better understand their experiences with reading at school. Their feedback was honest and thoughtful, providing us with valuable insights into what works well and what could be improved.

Through funding provided by our PTA, we have made a substantial investment in our class library collections. The new books include many of the titles specifically requested by children, encompassing graphic novels, adventure stories, non-fiction, and traditional chapter books.

So thank you parents, for every Easter Bingo card stamped, every Christmas Tombola bottle of shampoo won (instead of wine), and every bounce on our Summer Sports Event inflatable castle – every penny spent now means your children have even more books to read for pleasure in our class libraries.

For the full report on what our children told us and how we’ve responded to their suggestions, read on.  Otherwise, enjoy this tantalising video of  literature, which your children are already devouring in their classrooms.

The Great Graphic Novel Debate

The children’s feedback revealed a clear divide in preferences regarding graphic novels. While some children specifically mentioned enjoying titles like Dork Diaries and Isadora Moon, others expressed that there were “too many graphic novels” and preferred books with “more words.” This highlighted the importance of catering to different reading preferences within our collections.

Our response: We’ve used our PTA funding to create a more balanced collection that serves both preferences. Our recent investment includes both high-quality graphic novels and traditional chapter books, ensuring that every type of reader can find something that appeals to them.

Story Time Remains Valued

The children consistently rated story time highly (8/10 across both key stages). Their feedback emphasised the continued importance of teacher read-alouds, with younger children expressing that “it makes me happy” and older pupils noting that they “get lost in the world.” One Year 4 student articulated a key benefit: “It helps me to hear books I couldn’t read by myself in a way which is great.”  The children were also clear about what reduces their enjoyment – books that fail to capture their interest or sessions that run too long.

Our response:  To make daily story time a priority, where the teacher reads aloud with expression and fluency.  We will also make more informed choices about our story time selections, such as class votes and covering a wide range of styles and genres.

Reading Spaces and Comfort

Our reading corners received positive feedback, though the children identified a need for more space to relax with a good book.

Our response: We have explored ways to expand comfortable reading areas within our classrooms to better accommodate all children during independent reading time.  We have invested in cushions and soft rugs to relax and feel cozy in whilst reading.  These areas are rotated, so all children get to experience them at some point throughout the week, sometimes during independent reading, or rewards for completing work to a high standard, or as a sensory break to help children to self-regulate.

The Importance of Visual Elements

Across both age groups, children emphasised the value of illustrations and images in their reading materials. This preference extended beyond graphic novels to include illustrated novels and non-fiction texts. Visual support helps children better understand content and maintains engagement with more challenging texts.

Our response: Our new book selection includes well-illustrated novels and non-fiction books alongside traditional text-focused options, ensuring visual learners have appropriate resources available.

Reading Choice and Independence

One particularly insightful comment highlighted the impact of book banding systems: “I was happier when I was high-enough a reader to choose my own books.” This feedback has prompted us to consider how we can provide greater autonomy in book selection while maintaining appropriate support for developing readers.

Our response: Our mission is two-fold, to ensure all children are fluent readers by the time they leave us, but also to embed a love of reading.  Our Phonics programme and coloured book band system is already a cornerstone of our Learning to Read offer, so we have invested in more child-recommended books to enhance our Love of Reading offer. 

Reading Across the Curriculum

The children agreed that during wider curriculum lessons, such as History and Geography, when teachers provided quality texts it helped them to learn better, “with a book/piece of writing on your table – you can read it at your own pace.” They also expressed interest in having more choice and variety in topic-related reading materials.

Our response: This feedback has highlighted the importance of providing physical texts alongside digital presentations and ensuring adequate time for processing written information across all subjects.  We are continuously updating our wider-curriculum library to deepen learning in all subjects.

Looking Forward

The children were already satisfied with our current reading provision.  However, their detailed feedback has provided us with valuable guidance for continued improvement.  Their suggestions are actively informing our approach to reading across the school. By listening to the children’s perspectives, we can continue to develop reading experiences that truly meet their needs and interests.

The investment in our class libraries represents just one aspect of our ongoing commitment to fostering a love of reading. When children discover books that capture their interest at school, this enthusiasm often extends into their reading at home, creating a positive cycle of engagement with literature.

Parents – Let’s Talk!