As Reading Lead at Trenance Learning Academy, I am delighted to report on the significant impact that participating as a case study school for Reading Rocks has had on our setting. On behalf of pupils and staff, the impact has been wonderfully positive.

The introduction of the high-quality, diverse texts has transformed our reading provision and generated enthusiasm for reading across our school. One of the most noticeable changes has been within our Reading Room. The space feels refreshed and inviting for all adults and children that enter. The inclusive books are displayed prominently, creating an attractive display that encourages curiosity and sparks discussion

Within our Foundation and KS1 classrooms, the books have been displayed and have quickly integrated into daily reading activities, such as our daily peg vote. The children have been thrilled to arrive and browse each days new picks. I have noticed that as the children make their votes, they have engaged in meaningful and exciting discussion, including characters, settings and predictions.

The diverse and inclusivity of the texts has been noticeably impactful. Many of the stories reflect the lived experiences of our children and their families, allowing all pupils to see themselves represented in a book. Of equal importance, the collection has allowed opportunities for children to learn about experiences that differ from their own, promoting empathy, understanding and respect. There is a story for every scenario, making the collection an invaluable resource for our pupils and their literacy development and personal growth.

One of our Foundation classes enjoyed reading ‘Two Places to Call Home’ and engaged thoughtfully with the characters and themes presented. The children appeared to appreciate that the story explored the idea of having two homes, helping them to discuss different family structures, whether that was similar or different from their own. The beautiful illustrations captured the attention of the children and further supported their understanding of the narrative being read. 

In Year 1, a child borrowed The Comet by Joe Todd-Stanton. He read and enjoyed the story in a single evening and returned it the very next day, eager to share his thoughts about the book. His feedback included: “I enjoy this book because it reminds me of the memories that I had playing with my daddy” and “I think this book is about the memories from the past and the new memories.”

While the underlying message of The Comet appears to be about finding belonging and excitement in new surroundings, this child took from the story exactly what he needed at that moment. This is the wonderful thing about stories—they can be interpreted in different ways depending on the reader. For such a young reader, it was wonderful to see a story provoke so much thought and reflection. Feedback like this highlights the importance of providing children with access to diverse, high-quality and inclusive texts which enable them to see aspects of their own lives reflected in stories. 

Overall, as a case study school, receiving this collection of inclusive books has had a profoundly positive impact on our reading culture at Trenance Learning Academy. These books have transformed our reading spaces, increased engagement among both pupils and adults, and provided meaningful opportunities for children to see themselves reflected in the stories they read. They have helped to create an environment where every child can feel seen, valued and represented.

We are extremely grateful for this opportunity and look forward to continuing to use these stories to nurture a culture of reading for pleasure across our school. By providing access to diverse, high-quality and inclusive texts, we can inspire meaningful connections and support the development of enthusiastic, lifelong readers.