It includes findings on reading enjoyment, frequency and motivation and explores responses by age, gender, socio-economic background and geographical region.

The responses show that the number of children and young people who say they enjoy reading, and read daily, in their free time continues to decline.

In 2024, the percentage of children and young people who told the National Literacy Trust they enjoyed reading was its lowest since the first survey in 2005.

Just 1 in 3 (34.6%) children and young people aged 8 to 18 said that they enjoyed reading in their free time in 2024. Reading enjoyment levels have decreased by 8.8 percentage points over the past year alone.

Slightly more children and young people aged 8 to 18 said that they enjoyed reading at school (40.5%) than in their free time (34.6%).

Only 1 in 5 (20.5%) 8- to 18-year-olds said that they read something daily in their free time in 2024, again, the lowest levels recorded since 2005, with daily reading levels decreasing by 7.5pp in the last year alone.

In 2024, the National Literacy Trust was able to match survey and reading-skill (Star Reading) data for 3,861 children and young people aged 8 to 14. This showed that in terms of reading enjoyment, children and young people who enjoyed reading (n = 1,211; M = 109.13) had higher average (mean) standardised reading scores than children and young people who didn’t enjoy reading (n = 2,593; M = 102.65). This difference was statistically significant.

Similar relationships were shown with daily reading. Children and young people who read daily (n = 789; M = 109.49) had higher average (mean) standardised reading scores than children and young people who didn’t read daily (n = 3,026; M = 103.35). This difference was statistically significant.

Given the broad educational and socioeconomic factors known to influence children and young people’s enjoyment of reading, the National Literacy Trust is calling on the government to urgently form a reading taskforce and action plan with multi-sector partners to address declining rates of reading enjoyment and, in its curriculum and assessment review, prioritise reading for pleasure alongside the skills that are vital in the development of confident, motivated readers.

Read the full report here.

The annual event celebrates the reading of information to expand knowledge, explore individual interests, and can have a notable impact on our society, as young people discover global issues and historical events which have shaped the world that we live in today.

This year’s edition is titled ‘Why Don’t You’ and aims to encourage discussion around hobbies and leisure activities.

The reading of non-fiction in schools could also directly impact how global issues such as climate change are perceived in the long-term, after the National Literacy Trust found that those who read non-fiction are more likely to take care of the environment.

Constance Mantle, CEO of SaveMyExams, a leading online education platform, explains how the pros of reading this genre could correlate to tackling global challenges in the future: “Non-fiction reading is a vital part of school education, with it able to help enhance knowledge of the world, develop critical thinking and support personal development; skills which are ultimately imperative in adulthood and inspiring future leaders within industry.

“Reading of non-fiction has already been shown to positively impact perceptions of the environment. Its unique ability to enhance a readers’ knowledge of the world means that the genre is likely to continually help educate students on a variety of global issues, such as history, politics, and science.

“As well as making students more socially aware, non-fiction reading exposes young people to differing perspectives to help develop critical thinking skills. The genre forces questions, analysis and scepticism, three skills which are vital when addressing future global issues such as climate change.

“Non-fiction reading can promote curiosity and invoke inspiration, as students discover topics and subjects that can support future careers and interests. The genre additionally helps embrace a willingness to be open to change and to better understand failure, characteristics that help create individuals that can positively impact society.”

The findings from BookTrust’s family survey data published this week, found that while 33 percent of seven-year-olds say they ‘love’ reading, this drops to 29% at age 10 and further declines to just a quarter (25 percent) by age 11. 

The survey results come shortly after it has been revealed that reading achievement for school pupils in England is higher than the international average but, shockingly, ranks in the bottom third of countries worldwide for childhood reading enjoyment.  

Almost 3000 primary school teachers in England were also surveyed by BookTrust. The survey found that teachers’ concern about levels of reading enjoyment among their pupils increases as children progress through primary school. Around 48% of Early Years Foundation Stage and Key Stage 1 teachers express concern over reading enjoyment levels in their class, this continues to rise to 63% of Key Stage 2 teachers.    

BookTrust research shows that children who enjoy reading tend to read by choice more often, for longer, and become more skilled readers and that focusing solely on functional literacy risks depriving children of the wider benefits of reading. 

Children who read regularly experience a wide range of immediate and lifelong benefits. These include improved speech and language skills, higher academic achievement, better mental well-being, enhanced social skills, and stronger relationships. Reading also fosters imagination, empathy, and creativity, it’s therefore vital that strategies to promote children’s reading enjoyment are prioritised. 

The #ChampionsForChildren campaign is designed to address low literacy rates across London, where funds raised will enable volunteers to run shared reading sessions with over 900 children in the boroughs of Westminster, Lambeth, Hammersmith & Fulham, Camden and Kensington & Chelsea.

Doorstep Library relies on funds to deliver high-quality training and safeguarding, to recruit dedicated volunteers, and to purchase new and diverse children’s books. They offer a free service and rely on the generosity of their supporters to keep their weekly reading sessions running.

Support with literacy is needed now more than ever, as children in the UK face significant gaps in learning post-pandemic. Adding to this, the cost-of-living crisis has made access to affordable literature increasingly difficult, with 1 in 5 children in the UK not owning a single book (National Literacy Trust).

Doorstep Library’s volunteers work as ‘reading buddies’ for families, who arrive on the doorstep or online with books for children and read with them. Parents are encouraged to join in, building a foundation for enthusiastic reading from childhood.

The charity is hoping to raise £25,000 towards their reading projects which will be doubled to £50,000 under ‘The Big Give’ with all donations to be matched. So, for every £10 donated, £20 will be given to support Doorstep Library’s work. They are also asking the public to engage with the campaign via social media and spread the word to friends and family.

CEO Katie Bareham, one of Doorstep Library’s first volunteers, says: “We know that low literacy carries life-long implications for children. We believe all children should be able to access books with ease outside the classroom, and are committed to closing the disadvantage gap which has unfortunately widened post-pandemic. Instilling a love of reading increases opportunities not just in school, but in later life too.

“We want to take this opportunity to thank our community, whose generous support has allowed us to deliver books to over 2,000 children across the UK to date. We truly believe that every story read is a story changed. This year’s Champions for Children Campaign will mean our volunteers can reach new families in London and continue to bring the magic of reading to those who need it the most.”

For this year’s campaign, Builder Book has partnered with PuzzleDuck to create an immersive new smartphone app that will take children and families on an adventure around Liverpool’s waterfront and Knowledge Quarter to find clues that will educate them about various sustainable themes, including fashion and construction, with a particular focus on food poverty and the benefits of homegrown food.

Combining the app with Builder Book’s creative learning pack, young people will develop reading, writing, speaking and listening skills, while exploring their surroundings and applying their new knowledge to the world in which they live.

As a joint venture, authors Natalie Reeves Billing and Jude Lennon, have designed, created, and delivered over 25,000 Builder Book packs across the Liverpool City Region since it began in 2020.

Each year it focuses on a different theme including creativity, mental health, Eurovision and now sustainability.

This year’s Builder Book Planet Pack was launched on Thursday, May 23, 2024, during an event at The Printroom UK in Bootle. Builder Book partners and dignitaries attended and watched the printing of the carbon-neutral literacy packs before being distributed to 10,000 young people across Merseyside and Flintshire.

Natalie Reeves Billing, co-founder of Builder Book, emphasises the importance of changing the narrative around reading for young people: “Young people are missing out on the joy and value of reading and learning, and we must change that narrative.

“By providing an innovative opportunity for young people to learn and feel involved in something, all while getting them to read more, we will see an uplift in mental wellbeing as well as supporting the educational needs of disadvantaged young people.

“With the recent cost of living crisis, families have looked at alternatives when it comes to feeding the family, and this year’s Builder Book has focused especially on this to support understanding around food poverty and different options to support this.”

Recent statistics from the National Literacy Trust have highlighted the urgency of this initiative.

Despite the UK achieving its highest-ever literacy rating, ranking 4th internationally in 2023, a concerning 56% of children and young people aged 8-18 do not find pleasure in reading.

This is heightened locally, where the attainment is lower within the Liverpool City Region than the English average across all Key Stages.

Nick Small, founder and director of Social Impact Consulting, explained the impact a project such as Builder Book can have: “Builder Book’s Planet Pack is a project that will deliver a positive social impact.

“We project that for every £1 invested in Planet Pack, £11.97 of wider social value will be delivered to communities across the wider Liverpool City Region.”

Builder Book is supported by 30 partners, including headline sponsor, The Printroom UK, Adore Group, Everton in the Community, LJMU, Exceptional Care Ltd, HD Creative and Moore Media, who have generously donated financial contributions, practical assistance, and in-kind time. Also in attendance was Lord-Lieutenant, Mr Mark Blundell; Liverpool Lord Mayor, Cllr Richard Kemp; the Mayor of Sefton, Cllr June Burns; and Builder Book ambassador, Simon O’Brien, from Channel 4’s Find it, Fix it, Flog it.

BAFTA Award winning TV presenter and actor Simon O’Brien, who is also the walking and cycling commissioner for the Liverpool City Region Combined Authority, said at the launch: “Builder Book’s latest initiative to educate young people about sustainability, focusing on food and self-sufficiency, is incredibly timely. Today’s youth are increasingly aware of the challenges we face and are always looking for new alternatives. I am proud to support Builder Book and champion this important cause. ”

Planet Packs will be rolled out across schools and community centres in the Liverpool City Region and Deeside, with provisions for a Welsh language option to offer wider access to the project.

MD Deborah Maclaren, commented: “The LoveReading brand naturally evolved into an online bookstore, but we were keen to make a difference. As well as delivering a steady stream of book recommendations, we wanted to make a positive contribution to society and impact positively in our communities.

Reading has a huge impact on children’s wellbeing, academic achievements, and future success. But cuts to school funding means many children don’t have access to well-stocked libraries. LoveReading and LoveReading4Kids have created a way to redress that shortfall: an easy way for people to support a school in their local community.”

Research from the CLPE (Centre for Literacy in Primary Education) found that more than 60% of classrooms have no access to a budget for new books, and within the context of 1 in 4 kids leaving primary school unable to read fluently, we need to do more for our children.

In addition to offering 10% off the RRP as standard, LoveReading donates 25% of a customer’s spend to a school close to their heart. If the buyer doesn’t nominate or have an affinity with a school, 10% of the spend is donated to schools in need. The Funding for Schools Scheme enables underprivileged schools to apply for vital funding for books. The schools who have been awarded funding thus far have been some of the most deprived in the country although LoveReading have had over 600 more applications that they are not currently able to fulfil, showing the real need for funding in this area.

As well as curating a selection of reading recommendations right across the age ranges – from toddlers to teens – their team of editorial experts deliver 100+ reviews per month to raise awareness of the latest and greatest books for children.

It really is a one-stop-shop for reading for pleasure. Their custom-built LoveReading4Schools portal delivers tools, information and funding opportunities for schools right across the UK. 14,000 schools have already signed up as their customer loyalty scheme is the ultimate of all schemes for funding-starved schools.

Rapidly growing as a bookstore, LoveReading looks forward to helping thousands more schools fill their libraries with exciting books that will take children on new adventures. Inspiring a love of books is one of the best ways to prepare children for a lifetime of learning, encouraging enjoyment of books and creating readers for life.

In this age of social value LoveReading has developed something special and are keen to work with corporate partners who place significant credence in levelling up and social mobility. If you are keen to investigate ways your organisation can have a positive impact on society, beyond your economic performance get in touch with LoveReading on schools@lovereading.co.uk. Because reading matters and books change lives.

And of course, if you are looking to buy a book consider purchasing them from www.lovereading.co.uk or www.lovereading4kids.co.uk

With over a quarter of children leaving primary school unable to read and write well for their age*, the National Literacy Trust is inviting teachers and librarians, school improvement teams and education leaders, and other professionals in the field to join them at this important event to recognise literacy as a great lever against disadvantage.

The event will feature expert-led workshops for delegates to attend and talks from high-profile figures in the field, such as Professor Jessie Ricketts, Manjeet Mann, Hannah Berry and Tommy Dixon, focusing on a range of subjects including:

• Reading in Adolescence: What do we know and what can we do? (Prof. Jessie Ricketts)
• Same Story, Different Mediums: Exploring the different masks a story can wear (Manjeet Mann)
• The Power of Comics (Hannah Berry)
• Re-imagining Literacy – How podcasts are reinventing storytelling (Tommy Dixon)

Drawing on diverse perspectives and an exciting range of academic and literacy voices, Changing Perspectives on Literacy will support education professionals to push a disciplinary literacy agenda across secondary school learning, and show that literacy is at the heart of improving academic outcomes, well-being and the life chances of young people.

Nisha Tank, School Improvement Programme Manager at the National Literacy Trust, said: “We know that low literacy levels will hold a child back at school, lock them out of the job market, affect their mental wellbeing, and even their life expectancy.

“This conference aims to provide an exciting professional development opportunity for secondary leaders and teachers of literacy. We hope it will give educators the support needed to mobilise the effective teaching of literacy so it becomes a key lever to improving educational and lifetime outcomes for all students, especially those who from the most disadvantaged backgrounds.”

In addition to this, the National Literacy Trust is hosting Reading Beyond the Page, a week-long secondary virtual event in June (Monday 19 – Friday 23). Open to all worldwide, this week will see a practitioner-facing CPD session with keynote speaker Sarah Green, a renowned figure in the school improvement space. She will explore how to best approach the development of reading fluency and comprehension in the secondary classroom.  There will also be five student-facing events with authors, journalists, spoken word artists and more exploring how reading and access to engaging texts can offer meaningful and memorable experiences, providing opportunities for new thinking and fresh perspectives that resonate well beyond the page. Those who sign up for Changing Perspectives on Literacy and Reading Beyond the Page at the same time can enjoy a discounted combined ticket.

*Key stage 2 attainment, Academic year 2021/22 – Explore education statistics – GOV.UK (explore-education-statistics.service.gov.uk)

The ticket cost to attend the Changing Perspectives on Literacy secondary conference is £125 per person. This cost will include lunch and refreshments throughout the day as well as access to resources shared throughout the event.

The ticket cost to attend the Reading Beyond the Page virtual event is £40. (A single ticket purchase will allow for multiple logins from the same school or organisation).

Buy a combined ticket for a place at the secondary conference and virtual reading week for a discounted rate of £150 for both events.

The research, which aims to examine the lack of female representation and voice in English Literature, found that An Inspector Calls and A Christmas Carol were the two most taught texts, which were studied at 80% and 72% respectively at GCSE level (Year 10 & 11). Both of which are in the top texts taught at KS3 meaning that many pupils are taught the same texts twice between Years 7 and 11. Data was collected from three out of four awarding bodies; Pearson Edexcel, the second largest awarding body, who stated they could not provide us with an analysis of their statistics by the gender of the author.

Within these texts the female characters are either victims or servants, which leaves little to offer in terms of representation of women. While these can lead to important discussions it would be more valuable to students to also have discussions around positive representations of women. Only ever having the opportunity to discuss women as victims of misogyny perpetuates a narrative of women as victims of a patriarchal society, reinforcing the notion of sexual inequality as an expected norm.

Of the female authored books on the approved text list, Jane Eyre and Pride and Prejudice were the most common inclusions, however both are the longest novels on the lists, 624 and 448 pages respectively. This makes it harder for teachers to justify their selection over the shorter male authored texts. The result is that female authored texts are not equally matched in terms of teachability and accessibility to the male authored choices, immediately putting them at a disadvantage.

While authorship is of importance there is also a large discrepancy between the number of female protagonists compared to that of male, and after all, it is the characters and not the authors that pupils will spend most time discussing in lessons. On the set lists 7 in 10 texts for both 19th Century novel and for Modern Prose and Drama have a male protagonist, showing a bias towards the teaching of texts with a male protagonist.

By only providing the option for pupils to engage with male perspectives on the world in the literature they read, not only do boys never learn to empathise with and appreciate the viewpoints and experiences of women, but they also get the clear message that women’s voices and perspectives are less important and less valid.

While work in recent years has been done to increase diversity, often this is implemented with a two birds one stone approach with new additions added to the approved text list by female authors of colour. While this is a great first step, it often involves swapping out less studied texts for new novels meaning few schools will be inclined to change the status quo. The message is clear; the supremacy of white male writing cannot be challenged. The core canon of white male authors is not being changed, and by combining gender and race, it disproportionately affects the representation of white female authors and male authors of colour, who have been all but erased from the modern prose and drama paper.

Rachel Fenn, Founding Member of ESIS & English teacher comments: “While these stats are shocking, they are hardly surprising. The traditional canon of English Literature has always valued the white male voice over others since its creation in the early twentieth century. However, for the next generation to grow up challenging a patriarchal view of the world, both boys and girls need to be exposed to strong and empowering representations of women, not the voiceless victims and servants we see repeatedly in the perennially popular texts taught in English lessons. We are what we read – is it any wonder how Andrew Tate has managed to infiltrate the schooling system and violence against women remains such an endemic problem in our society when our academic curriculum spins this narrative in every lesson?

While improving PSHE offered in schools is a step in the right direction to improve equality and address sexism, it fails to tackle the underlying systems which perpetuate the ideology that women are less than and their voices are not worth being heard. This is why ESIS is striving so hard to push examining bodies to ensure an equal balance of male and female authored texts and protagonists, and provide schools with meaningful practical support to help them change the texts they teach. We’ve had enough of virtue signalling and platitudes; we want action, and we want it now.’

You can read the research in full and explore ways to get involved on the End Sexism In Schools website: https://endsexisminschools.org.uk/

The scholarships, launched by adult education provider City Lit in 2020, provide three annual awards worth up to £1,000 each, to fund one year’s study within the Creative Writing Department at City Lit. The awards seek to support and encourage the creative and professional development of writing by ‘unheard voices’, with the final award winners selected by acclaimed writer, City Lit fellow and Patron of the School of Culture and Communications, Malorie Blackman OBE.

Malorie Blackman (left) has a long connection with City Lit as a former student attending diverse courses since the late 1980s. She has been recognised with numerous honours for her work and in 2008 received an OBE for her services to children’s literature. Malorie was the Children’s Laureate between 2013 and 2015 and her autobiography was published on Stormzy’s Merky Books imprint this year.

City Lit’s Malorie Blackman Scholarships for Unheard Voices welcome applications from anybody who has a strong interest in writing and who demonstrates talent and potential in their writing skills. Students who identify as belonging to under-represented groups, which include (but is not exclusive to) those with disabilities, people from minority backgrounds and communities, members of the LGBTQ+ community, individuals from lower socioeconomic backgrounds, refugees and BAME writers, are encouraged to enter.

City Lit CEO and Principal Mark Malcomson CBE said:  “Creative Writing has an amazing heritage and pedigree at City Lit with so many famous writers having enhanced their craft with us over the last 100 years. Malorie Blackman is one of our most famous alumni and a huge inspiration to all of us. Her relationship with City Lit shows how important creative writing courses can be in a writer’s career. We can’t wait to see what the next generation of writers has in store for us”.

Applications involve the submission of a piece of original writing no longer than 500 words in length (for prose writing) or up to 40 lines (for poetry), and a completed application form including a statement of up to 300 words identifying how you feel you meet the selection criteria. The extended deadline for submissions is Sunday 12th February 2023.

Find out more and download the application form at www.citylit.ac.uk/malorie-blackman-scholarships