The Reading Framework

The reading framework was revised and published in July 2023 – consisting of 170 pages! The main objective of the reading framework is to help schools to meet the expectations set out in the Early Years Foundation Stage (EYFS) statutory framework and the national curriculum. It is also aligned with Ofsted’s Education Inspection Framework. Here at Madeleine Lindley, we are equipped with the staff; knowledge and resources to ensure that all settings teach reading so that pupils start secondary school as confident readers…

‘By the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English.’ (Department for Education (2013), ‘The national curriculum in England).

Some of the highlights from the reading framework are:

· Book Corners

· Choosing Books

· Organising Books

· Reading for Pleasure

· Teaching Reading

· Whole Class Reading

· Leading Reading

· Professional Development

Here's how Madeleine Lindley can support EYFS, Primary and Secondary settings based on the reading Framework

Section of Reading Framework	Page Number(s)	Recommendation	How Madeleine Lindley can support you
1	11	‘book related talk introduces children to language that they might not hear in ordinary conversations.’	With over 30 years of experience in supplying teachers with vocabulary rich texts to support their EYFS provision. When visiting Madeleine Lindley you will see that books are carefully organised into sections so staff can easily find texts to match the year group required.
1	14	‘Children who are good at reading do more of it; they learn more, about all sorts of things and their expanded vocabulary, gained from their reading, increases their ease to more reading. Conversely, those for whom reading is difficult fall behind, not just in their reading but in all subjects and a vicious circle develops.’	Staff meetings; twilights and training sessions can all be booked at Madeleine Lindley for staff to spend time to embrace children’s literature. Some teachers choose to spend their PPA (or holiday time) at Madeleine Lindley where experts are literally on tap ready to recommend texts (and hot drinks, comfy sofas and biscuits also help the process!)
2	30	‘Teachers should identify a core set of poems for each year group, including rhyming poems, poems where alliteration is a strong feature, word games, traditional songs and rhymes, nonsense rhymes and poems that are particularly rhythmical.’	Staff at Madeleine Lindley can do this for you. This could begin with a phone call to share the request. Staff will select books within the budget, pack them and deliver to the school. Alternatively teachers are welcome to visit the book centre to do this alongside staff too.
2	31	‘All children need to imagine themselves as the main protagonist in a story: celebrating a birthday, going shopping, being ill etc…’	There is a huge range of books that advocate young children as the protagonist. If a new text has been published… Madeleine Lindley will have it!
2	31	‘Teachers are the best people to promote a love of reading because children, particularly young children, care what their teachers think about the stories they read aloud. If teachers show they love the story, the children are likely to respond in the same way. However, this does not mean that teachers should choose only books they loved as children.’	Spending time at the book centre is different to a regular bookshop or online shopping. Being able to liaise with experts in children’s literature and sift through bookshelves and bookshelves of books is priceless in developing skills as an influencer.
2	37	Book corners in EYFS ‘Time might be better spent on selecting, displaying and promoting the books in the book corner than on decorating it.’ ‘Every book in a book corner should be worth reading aloud.’ ‘Teachers might consider displaying only the books that have been read aloud to children such as 30 or 40 storybooks.’ ‘At the start of the school year, it is also worth including around 20 of the children’s favourites from the previous year.’	There are book corners set up in Madeleine Lindley for staff to observe/ look at furniture etc… High-quality EYFS texts are available representing both traditional and contemporary. Creating book lists for each year group is a task that staff at the book centre can support schools with. Staff are proud to create bespoke collections that match the needs of every school.
2	40	SSP and decodable books	Wide range of decodable books (from different SSP) are available to browse through, This could be supportive for schools who are changing/ recently changed their SSP.
5	66 68	‘Some pupils need extra support from the beginning.’ ‘Identifying pupils who need support at key stage 2 and 3.’	Huge range of hi-lo books to support those pupils who need additional support including a whole section of Barrington Stoke’s Little Gems.
7	85	Choosing and organising books · ‘decodable’ books/texts for learning to read · books for pupils to read independently (post-‘decodable’ reading books): · picture books, including graphic novels for older pupils. · ‘page-turners’, both long and short · literature · books/texts for the wider curriculum, including non-fiction · ‘hi-lo’ books.	Staff will be able to guide and support teachers; teams and leaders to find books for each year group that represent the range of types of books, The book centre has a whole section dedicated to graphic novels. Books to match the curriculum are organised into topics within the book centre for ease and clarity.
7	88	‘The curriculum should include books and other texts to support the content in each history, geography and science lesson. Without books to read, pupils are dependent on remembering what the teacher says.’ ‘Reading ‘about’ gives a purpose to reading, increases pupils’ reading miles, develops their knowledge and understanding and can be a source of engagement and motivation for many pupils. This is true whether a pupil is seven or fourteen.’	Wide range of books that match the curriculum. Staff have expertise knowledge of the curriculum areas and will be able to identify books whilst you are there or remotely.
7	89	Organising book stock See additional guidance below the table	Once again, staff can support schools to source and identify books to match the curriculum.
8	91-92	Nurturing the reading habit: ‘Book Club is a time to recommend books to pupils for class reading and reading at home.’	Organising a staff visit to Madeleine Lindley could be the best form of professional development. Staff would gain accelerated knowledge of children’s literature whilst there.
8	93	Teacher as influencer: ‘In terms of influencing pupils’ reading, teachers are the best promoters.’ ‘But to play this role effectively, teachers and librarians need to know the books that their pupils will enjoy and not just those that they would like them to read.’	See above Spending ‘dedicated time’ browsing children’s literature will ensure that all teachers feel confident to recommend books and nurture reading for pleasure.
8	97	‘If teachers choose to give rewards occasionally (for reading), they should make sure these are related to reading, for example book vouchers or books.’	Staff at Madeleine Lindley are very welcoming for school visits – bringing children to source books for the library; as a reward; school council to look for a specific theme or anything else. The environment is jaw-dropping for children to experience.
9	104	‘Carefully selecting texts for each year group is therefore important to support curriculum planning.’	Dazzle Boxes can be purchased – these are the most recently published books wrapped and packaged in a dazzle box. These are incredible to inspire readers – especially opening the boxes in a school assembly. If parents are present, this is a great way to demonstrate the school’s commitment to reading for pleasure.
10	109-110	‘Careful text choice is crucial for teaching reading successfully, especially if the texts are to engage pupils, perhaps emotionally (because they are funny or exciting), cognitively (because they are interesting and prompt them to think) or because pupils are invested in the characters and their situations. Simply finding text extracts online is unlikely to fulfil these aspects of motivation.’	Visiting the book centre with a clear budget will ensure that school staff can select enough high-quality whole books for pupils. Staff at the book centre will support choices in terms of progression; variety; diversity and inspirational.
12	126	Building a team of expert leaders	Leaders could arrange INSETS and/or SLT meetings at the book centre to be in amongst the books and really feel what reading is. Teacher training days are arranged so that school staff can attend high-quality PD and have the opportunity to spend time with the books!
13	130	Supporting pupils’ reading in key stage 3	Staff have the knowledge of YA books to support secondary school staff too.

Additional Support When Choosing Books and Literature (page 32, 87):

Organising Book Stock (page 89):

A school’s library is, in effect, its main bookshop. Categories for organising a school library’s stock might include:

core literature by year group (multiple copies for lessons)
non-fiction by subject and year group where books support the curriculum
picture books for younger readers
picture books and graphic novels for older readers
poetry books; younger readers; older readers
very short page-turners (can be read by young readers or older readers who need extra practice)
short page-turners (can be read by young readers or older readers who need extra practice)
sets of long page-turners (can be read by young, advanced readers or older readers)
short ‘hi-lo’ non-fiction (can be read by young readers or older readers who need extra practice)
longer hi-lo fiction (can be read by young, advanced readers or older readers)

Maddy Barnes, August 2023