Family Reading Matters is delivered by the
NLT on behalf of the DCSF
Case study: READ.WRITE.inspire,
Peterborough
Peterborough's city-wide literacy campaign,
READ.WRITE.inspire,
targets both businesses and the wider community in supporting
children and young people through literacy initiatives.
Project director, Janet MacPhee, describes how work with
foster carers has motivated looked-after children to read.
It was decided that a project with foster carers would
be of great benefit to these families in particular, as
they are already an established group and look after children
who would benefit immediately from support with their reading.
The foster carers were approached to be part of the project,
and during an initial meeting, it was explained that they
would be required to read/share a book with the children
they looked after on a regular (preferably daily) basis.
To support them, they would be given appropriate training,
including ideas and activities for reading books with children
and motivating them to want to read independently. In addition
to the training, each foster carer received a bespoke 'reading
pack'. This was made up of books and included the Basic
Skills Agency's "200 ways to say well done", reading
stickers, badges and bookmarks and the READ.WRITE.inspire
"Good Practice Guide for Organisations and Schools".
Each foster carer was also asked which library they borrowed
from. These libraries were contacted to build partnerships
in the local community. Each library was given READ.WRITE.inspire
stickers to be stuck into a looked-after child's record
book each time that child borrowed a book.
Finally, book suppliers were approached and discount on
children's books was negotiated for the foster carers and
looked-after children, who were given the opportunity to
visit the suppliers and choose books for themselves.
The impact of the project is monitored closely through regular
visits to homes and schools. The feedback has been extremely
positive, with foster carers commenting on how much they
enjoy the training. Most importantly, they report that the
children have benefited immensely from the project. The
children ask to be read to; they want to go and choose books
from the library; they read to other children in the household
and are a lot more curious about words.
Schools have also noticed an improvement in the children's
attitudes towards reading. One teacher reported:
"He wasn't interested in books
before the family took part in the project. I am delighted
to say that he is now an enthusiastic reader."
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