Evaluation of Booktime in England 2012-2013
31 May 2013
Booktrust commissioned NFER to conduct an evaluation of the Booktime programme in England. The evaluation was designed to build on the findings of previous Booktime evaluations to provide insight into stakeholders’ perceptions of the programme. Reception Teachers, Headteachers, Assistant/Deputy Headteachers, Literacy Coordinators, and Early Years Foundation Stage Leaders/Managers provided feedback on the programme via an online survey and semi-structured telephone interviews.
The evaluation report explores the following areas: use and perceptions of the Booktime books and the additional Booktime resources; perceived impact of the Booktime programme; approaches to supporting reading for pleasure in schools and challenges/barriers associated with this; use of digital resources in supporting literacy; and, school engagement with parents and carers about Booktime and about reading for pleasure more broadly. As well as exploring the research findings, the report makes several recommendations for the Booktime team to consider in future programme development.
- The overall message from the evaluation is that Booktime is a well-liked and much respected programme. Schools that receive the Booktime book packs really value the resource, and the books are well-used by schools. Perceptions of the books for 2012/2013 are extremely positive; the books are rated very highly on appropriateness, pupil enjoyment and excitement generated.
- Respondents reported a range of perceived impacts of Booktime on children; increasing children’s enjoyment of reading, and increasing the frequency of shared reading at home are the most frequently reported impacts.
- Awareness of the online resources is not as widespread as awareness of the books themselves. However, the respondents that have used the various resources rate them very highly and find them very useful.
- Reading for pleasure is seen as a priority for the majority of schools involved in the survey. Schools make use of a wide range of strategies to help promote reading for pleasure; the biggest challenge experienced with this is difficulty in engaging with parents and carers.