Practical ideas - buddying (pupil to pupil)

Buddying is considered a silver Reading Champion activity. However, it may constitute a bronze award if it is not part of a wider Reading Champions project and is the only task that the Reading Champion has taken part in. Equally, if it formed part of a much wider range of activities and took place over a long period of time, it could form part of the criteria for a gold award. Reading Champions should always start at bronze and work through to gold.

Buddy reading, also sometimes referred to as reading partners or mentoring, is where a more advanced reader partners up with a less advanced reader. It has proved to be a success for many children and young people. For the less advanced readers, buddying has been found to improve reading ability and attainment across the curriculum. It can also improve children and young people’s attitudes to reading for pleasure, as well as building confidence and social skills. Through volunteering, the reading mentor can also benefit from improved social skills, increased enthusiasm for learning and improved reading skills.

This page focuses specifically on pupils volunteering to read with other pupils. See below for our top tips on pupil to pupil buddying:

• If possible, pair up pupils with similar interests to stimulate conversations and common interest in reading materials.
• As well as sessions where pupils read together, hold some sessions where reading buddies are encouraged to discuss the reading materials they are interested in. These discussions and creative activities based around them will keep the sessions fun and make them feel less like remedial classes.
• Budget and logistics permitting, hold the sessions before the school day starts and serve breakfast to the buddies.
• Hold the sessions in a quiet and private space where the buddies feel comfortable.
• Hold the sessions at a consistent time and in a consistent place every week.
• Survey both the mentors and mentees about their reading habits before the start of the buddying project and then also at the end.
• Celebrate the achievements of the reading mentor as a successful leader, as well those of the mentee.
• Make bookmarks with open questions on them relating to specific books, magazines etc used in the project. This is a great a way to encourage conversations about the books buddies are sharing.
• If any of the mentees have English as an additional language, try to match them with pupils who also speak the child or young person’s native language.
• Make sure the mentors are well-prepared for their buddying experience. You may like to hold sessions for them to develop their skills in, for example in praising their partners, or asking their partners questions.
• Use it as opportunity to build stronger links with your local primary/secondary shool. Buddying projects between Year 7/8 students and Year 5/6 pupils can link in effectively with transition strategies.
• Make a reading diary for the pairs and encourage them to write down their experiences and new words learnt as a record of progress.
• Ask buddy pairs to choose their favourite reads and create belly bands to wrap around their chosen titles in the school library. For example “5 stars – ‘a fantastic book’ – Joshua P and Max R”.