Impact Report
2020/21
Bookmark | Impact Report 2020/21
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Changing the story for children after a year of disruption Bookmark was founded with a very simple aim: we want every child to read. We are so grateful to the many individuals and organisations who have supported our work in the last year and enabled us to help almost 1,500 children with their reading. However, after children have endured 18 months of disruption due to Covid-19, our support is needed more urgently than ever. Even before the pandemic, one in four children left primary school unable to read well. This will hamper their ability to progress in every subject at school and could affect their self-esteem as they grow up. As adults, having poor literacy skills could impact their job prospects, mental health and even their life expectancy. Furthermore, parents who can’t read are less able to support their own children’s learning, so without extra support, the next generation will face the same uphill struggle. In 2020/21, despite heroic efforts by schools and families to maintain learning through the lockdown, children in Years 1 and 2 lost an average of three months of progress in reading. Disadvantaged children have sadly been hardest hit by the disruption. We are determined that children who are struggling with reading get the help they need to develop their skills and confidence, so that they can have a fair chance in life. This support could be life changing; evidence has shown that reading for pleasure is more important for a child’s educational success than their family’s socio-economic status. Thanks to our volunteers, partners and supporters, in the last year we have rolled out our online reading programme to children nationwide, expanded our support to schools and volunteers, further developed our reading resources and consolidated our evidence base, all to ensure we can provide the best possible support to children. We’re delighted to share this report, which examines our success in the last year. Kitty Higgins, Bookmark Chief Executive (P.S. – The previously reported numbers incorrectly included a number of sessions that did not take place but were not cancelled. This occurred because a child, school, or volunteer was unable to attend the session due to COVID or extenuating circumstances. We have now introduced additional reporting structures to capture this data which will be reflected in future reports.)
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Contents Our impact........................................................................................................................................................................................5 - The children we supported in 2020/2021......................................................................................................................... 5 - The 2020/2021 year at a glance ............................................................................................................................................... 6 - Confidence with reading....................................................................................................................................................... 8 - Enjoyment of reading....................................................................................................................................................................... 10 - Reading attainment.......................................................................................................................................................................... 13 - Other outcomes .................................................................................................................................................................................. 14 Our values ....................................................................................................................................................................................... 16 - We have heart..................................................................................................................................................................................... 16 - We make it happen .................................................................................................................................................................. 18 - We are curious................................................................................................................................................................................... 21 - We are a team...................................................................................................................................................................................... 22 - We have integrity............................................................................................................................................................................... 28 Methodology................................................................................................................................................................................ 30 Our supporters and partners............................................................................................................................................. 31
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“ 4
I like learning with my volunteer because they help me have a try and I can get smarter. – Child on a Bookmark programme
Bookmark | Impact Report 2020/21
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Our impact The children we supported in 2020/21
1,423
children received Bookmark support*
Year 4
Year 1
14% We supported children across Years 1-4, who were identified by teachers as being at risk of not meeting the expected standard for reading.
42%
14%
30%
Year 3
A high proportion of the children who received Bookmark support are disadvantaged (defined as in receipt of Pupil Premium), or speak English as an additional language.
Year 2
% of children reading with Bookmark % of national average
45 31 17 Pupil Premium
21
English as additional language
Our partner schools Over the last year, children read with Bookmark in 90 schools across England; from as far north as Middlesbrough down to the south coast at Portsmouth, from Barnstaple to Great Yarmouth. An additional 20 schools paused their programmes during the pandemic, while 25 more are committed to start from September 2021 onwards. *Defined as having received one or more Bookmark reading sessions.
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The 2020/2021 year at a glance
1,031
1,127
90
13,993
86%
71%
97%
9/10
Bookmark volunteers
Bookmark reading programmes*
Active partner schools
reading sessions
of teachers saw an increase in children’s reading confidence
of children improved or maintained their reading level, despite disrupted learning
94%
of teachers say their pupils enjoy reading more
volunteers felt they had made a positive impact
of teachers said that Bookmark had helped their school with the challenges of Covid-19
*A programme is defined as being delivered if a child received eight or more reading sessions out of 12.
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Is it Bookmark day today? I really want to read! – Josh, age 8
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Confidence with reading Many children do not get consistent one-to-one support to build up their reading confidence. The Bookmark programme is designed to give children a safe space to develop their confidence as they build a trusting relationship with their volunteer. Children who are confident readers are more able to participate in and enjoy wider classroom activity, and work more independently.
86%
“ “ “
The children who have taken part . . . have become more engaged and motivated to read. This has helped develop their confidence and skills. They are now starting to build on their comprehension and inference skills. Children feel more confident and want to read. Children were more confident in taking a turn to read aloud in front of their peers and generally more positive when viewing themselves as a reader.
7/10
“
8
of teachers saw an increase in children’s reading confidence.
volunteers noticed their reader’s confidence in reading improved.
At first, Olivia was shy and only felt comfortable to repeat words after I read them. After some sessions she is much more confident. If she knows the word, she shouts it out. She’s so proud when she finishes a book and tells her teacher ‘I read a whole book.’
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Josh’s story: building confidence in the classroom Josh is eight years old and in Year 3 at a school in North London. When he joined the Bookmark programme, Josh was reading at the level of a 5-year-old and this was impacting on other aspects of his schoolwork. He struggled to answer very basic questions and was getting stressed and frustrated. His teachers decided he needed more consistent, one-to-one support. Since Autumn 2020, Josh has completed three programmes with the same volunteer, Ruby, who commented: “You could tell that he had the building blocks to pronounce the words, but he wouldn’t go for it. He would wait and let me break it down. At first, he would always want to play a game or chat before we read because he was very nervous.” The more he read and played games with Ruby, the more Josh’s confidence improved. His teaching assistant, Gabby, said he made remarkable progress: “It improved his reading so much, he went from not being able to read a word like ‘talk’ to reading full sentences. “There was a really positive shift towards him starting his work by himself. His confidence to speak up in class has improved as well. He never used to put his hand up or want to respond to questions, but now even if he’s wrong, he tries. I link that to the way Bookmark works, the children build a relationship with someone they don’t know, and they realise what they’re capable of.” Josh himself summed up the impact the programme had made in comments to his teacher: “Is it Bookmark day today? I really want to read.”
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Enjoyment of reading Boosting children’s enjoyment of reading can have a powerful impact on their wider learning, and in fact the OECD found that reading enjoyment is a more significant factor in children’s future success than their family background. Ofsted inspects the impact of teaching and resources on children’s love of reading. Our model empowers children to enjoy the experience by giving them the opportunity to choose what they would like to read, and we include literacy games to make each session fun.
71%
“ “
Bookmark had a positive impact on all the children participating. Reading in a different way, with a variety of games gave them a new enjoyment of the subject. Pupils built positive relationships with their readers. They looked forward to the sessions, read with enthusiasm, laughed and enjoyed their time.
51%
“
of teachers noticed an increase in children’s reading enjoyment.
of children agreed with the statement “I like reading” at their final session, an increase of 16%.
The sessions have definitely seemed to help my reader get excited about reading, and to think of reading as something fun to look forward to. – Bookmark volunteer
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I like reading with my volunteer because they always tell me lots of words and the stories are entertaining. - Child on a Bookmark programme
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Isla’s story: the joy of reading Isla is seven and lives with her family in a village outside Cambridge. Her school partnered with Bookmark this year as part of a school-wide push on reading. Isla’s teachers decided she needed more consistent, one-to-one support to improve her confidence, comprehension and develop her vocabulary. In her first session, Isla’s reading volunteer, Allie, noticed her favourite books were about animals. “When reading Lara the Yellow Ladybird, we had a great conversation about being different and embracing diversity…. Isla was having fun with it and really excited about Lara decorating her wings differently to the other ladybirds.” In her second reading programme, Isla began to create her own animal characters. “She enjoyed thinking about characters, and character development and creating her own stories… we would write stories together and read these, alongside the Bookmark materials. Isla loved word searches, and I would create these using the stories she had written.” After revisiting some of the Bookmark stories, Allie noticed that there was an improvement in her reading fluency too: “Isla recognised words from previous reading sessions that she had struggled with and say them right first time. This was a really nice moment, to see her saying these words with confidence.” After completing three programmes with Bookmark, her excitement for storytelling, coupled with a growth in reading enjoyment, was clear to see, and Allie described her as a “creative, confident, and enthusiastic reader.”
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Reading attainment In April 2021, the National Literacy Trust reported that Bookmark programmes align well with the evidence base for effective literacy interventions. Although many programmes this year were interrupted by Covid-19 school and class closures, the impact of our programmes is evident. The Education Endowment Foundation reported that Key Stage 1 pupils lost an average of three months of progress in reading in 2020/21 compared with 2019, due to Covid-19 disruption.
24%
of children who received one or more Bookmark programmes improved their reading level.
73%
maintained their reading level over the course of the year despite the disruptions caused by the pandemic.
33%
of children who received Bookmark support were reading ‘at’ or ‘above’ the expected standard at the end of the year, after only one six week reading programme. Before the intervention this figure was 15%.
“
Some children who were working below the expected standard are now working above the expected standard. – Teacher
Of the children whose reading level improved, 15% moved from ‘below’ to ‘above’ the expected standard.
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Two pupils in particular have made accelerated progress in their reading comprehension. This has also had a positive impact in other areas of the curriculum as reading is less of a barrier to them. – Teacher
Lots [of Bookmark pupils] have made expected progress this year, which was not expected. – Teacher
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Luke’s story: 14 months of reading progress in 8 months Luke is seven years old and is in Year 2. He lives with his mum, dad and two siblings in a rural village in Cambridgshire. During the first lockdown, when children were learning at home, Luke’s parents enthusiastically did arts and crafts, but they didn’t feel confident with teaching more academic subjects, and Luke was struggling. When he went back to school in September, Luke’s reading age was three months below his calendar age, and he’d lost interest in reading. Luke’s school had just started working with Bookmark, and his teacher put him onto a Bookmark programme straight away. His teacher said: “Luke really enjoys reading with his volunteer; I can always hear him chatting away with her. It’s really brought his interest in reading back. He enjoys it. What Bookmark has given him is the opportunity to do constructive reading, really delving into the story and building all sorts of skills, including his comprehension. Luke is a fidgety boy and the format – the talking, reading, drawing and playing games – as well as it being a 30 minute session really works for him. He had made huge progress; just amazing!” Eight months on, Luke has gained 14 months in his reading age, meaning that his reading age is now above his calendar age. This has improved his whole approach to learning; he concentrates more in lessons, and his attitude to reading has improved.
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Other outcomes In addition to our core aims, teachers and volunteers also noted several wider benefits for the children who took part in a Bookmark programme.
61%
“ “
One child’s approach to reading has completely transformed. They are now enthusiastic and determined to make progress in reading. – Teacher I feel happy when I’m reading as it makes me learn how to do chapter books. I start with easy books and then chapter books and then I will be able to read the adult books. – A child on the Bookmark programme
54%
“
of teachers noticed an increase in children’s reading motivation.
of teachers saw an increase in the self-esteem of the children who took part in a Bookmark programme.
During Josh’s session I saw that he laughs and smiles so much. I’ve seen so much more of that with him after Bookmark. It’s not so much to do with reading, but it’s something the programme has given him. - Teacher
They also noticed improvements in comprehension skills, reading fluency and vocabulary, which benefitted the children in their wider school learning.
“
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We have one child especially - his whole attitude to learning has changed as he feels he can now read, so he is able to start most work alone. – Teacher
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We have heart Putting children at the heart of what we do We wanted to hear directly from children on our programme what they thought about their reading sessions. We ran a series of play-based focus groups to find out more about their attitudes towards reading, what motivated them and what they valued most.
The Bookmark programme Choice lies at the heart of the Bookmark programme, and our volunteers are trained to support children to discover reading material that connects to their interests. We asked children in our focus groups to tell us about some of the stories that they had enjoyed reading with their volunteers:
“
I remember the fish who helped to save the moon. It was the best friend fish. I read that last time with my volunteer.
The children also described the impact that reading with their volunteers had for them:
“ “
I like looking at the pictures and chatting to the volunteer. They give me hard books but if I don’t get that one right, we look at the pictures or we try a different one. I like reading with my volunteer because they always tell me lots of words and the stories are entertaining.
Reading for relaxation Children in our Year 3 focus group told us how reading helps them to relax and unwind. For them, reading was a tool for de-stressing and an activity that allowed them time to concentrate, away from outside distractions.
“ “
I like to read in bed. Sometimes it helps you to sleep. I get all cosy and read a book. If I’m angry at night, it makes me happy. I like to read in my bedroom because I can get comfy and chillax.
Children who enjoy reading are three times more likely to enjoy good mental wellbeing than those who don’t enjoy it. (National Literacy Trust)
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We make it happen Our Covid response A new online reading programme In May 2020, Bookmark piloted a new online programme that would allow us to continue providing reading support for children, despite the pandemic. As a digitalfirst charity, Bookmark was able to rapidly roll out our online programme to schools across England from September 2020. This meant we could offer schools a viable means of providing reading support during the restrictions, and support key worker and vulnerable children who attended school in lockdown. During the Spring term, Bookmark volunteers also started supporting Year 4 children for the first time, in direct response to school feedback.
“ “
The online programme has supported our most vulnerable pupils to enjoy reading and make accelerated progress. – Teacher We are based by the hospital and lots of our parents are key workers. This programme helped to support those children whose parents were busy fighting Covid have time to read. – Teacher
379 94%
key worker and vulnerable children received online reading support from Bookmark in school during lockdown, January to March 2021. of teachers said that the Bookmark programme had helped their school with the challenges of Covid-19.
The Story Corner magazine In the UK, one in 11 children from disadvantaged backgrounds do not own a book of their own. In December 2020, Bookmark created The Story Corner magazine with the aim of giving children good quality, diverse and engaging reading material to enjoy at home. We distributed 30,000 free copies to schools across England and partnered with the charities Rackets Cubed and The Children’s Book Project to reach more children during lockdown. We were particularly grateful for the support of many food banks and community groups who shared our magazine with families.
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Children who we are concerned do not have reading materials at home would have benefitted from this. It was a lovely gift for all the children to enjoy and read with their parents. – Teacher We are in an area of high deprivation where families have little access to resources, so the magazine was really well received. – A Leeds foodbank
This success led us to produce a second issue ready for the summer holidays. In July 2021, we distributed 30,000 free copies to schools, food banks, pupil referral centres, charities and hospitals across England and Wales.
“
I like the story, “What do you want to be when you grow up?” The pictures helped me to think and imagine. I want to be a vet when I grow up! – A Story Corner reader
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“ 20
I have learnt new things and words. I would like to do it for a long time. – Child on a Bookmark programme
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We are curious National Literacy Trust programme review In 2021, Bookmark commissioned the National Literacy Trust to conduct an independent review of our online and face-to-face reading programmes. The review found that both of our programmes are ‘well designed and evidence-based’ and has also given us useful recommendations to take forward. The review identifies a number of ways in which both our online and face-to-face programmes align well with the evidence base for effective literacy interventions.
“
One-to-one reading support
Delivered by trained volunteers
Structured programmes
Structured sessions
Comprehensive training
Engaging and relevant resources
Link to classroom teaching
Online support
We welcome all efforts to support literacy, and our evaluation of Bookmark shows its face-to-face and online programmes are well-placed to support the urgent need for effective one-to-one reading support for children. – National Literacy Trust
The National Literacy Trust praised our varied and engaging content, games, activities and range of books, allowing children to choose what they want to read. They also highlighted the extensive training that we provide for our volunteers. The review also noted that Bookmark’s online programme may be particularly valuable for children who are less keen or confident readers using print books. Evidence shows that children’s comfort around digital technology can have a positive impact on reluctant readers and that digital platforms can help remove barriers to learning. Online support can be particularly effective for boys, who might be less easily distracted and associate a ‘cool factor’ with technology-based reading.
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We are a team Our Bookmark school partners
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The children have really enjoyed every minute of it. Some consider it the highlight of their week!
Our end of year teacher survey gave us valuable information about teachers’ experiences of working with Bookmark in 2020/21.
% 90
of teachers said they would recommend Bookmark to another teacher
%
90
%
of teachers said they had felt ‘very supported’ by the Bookmark team
of teachers said their experience of Bookmark volunteers was ‘good’ or ‘excellent’
79
90
%
of teachers said they were ‘satisfied’ or ‘very satisfied’ with the Bookmark programme
Teachers particularly praised the attitude, effectiveness and engagement of Bookmark volunteers.
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[Volunteers] take their commitment so seriously and are always hugely professional. They seem to really enjoy the sessions they do with the children, and we are so thankful for their dedication. It’s really lovely how volunteers have tailored their sessions to individual children - that has made a real difference and enabled children to build relationships with their volunteers.
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They also highlighted the support provided by the Bookmark team.
“
It has worked better than so many other online interventions I have seen. The staff are amazing.
The primary challenges that teachers faced whilst working with Bookmark throughout the academic year related to the technology used for our programme, and connectivity issues. There were inevitably a number of Covid-related cancellations as the country came out of lockdown.
“
Bookmark volunteers truly care about the children they support. It has been wonderful to communicate with them on a range of issues. They respond swiftly to safeguarding concerns, are understanding when technical difficulties arise, and follow up sessions with suggestions for the children. For example, one child really enjoyed reading a book about a penguin and his volunteer sent me an email to suggest other books and films that he could watch at home. This had a positive impact on both the child and parental engagement.
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Our volunteer community Who are our volunteers? Age
Employment status 1.7%
1.7%
4.6%
18-25
13.9%
26-35
21%
13.2%
36-45
7.5%
Student Retired Full-time parent/carer
22%
Not currently working
46-55
21.4%
56-64
11.5%
15.9%
Self-employed
37.3%
65+ Prefer not to say
6.4% 10.5%
1.4%
Working full time Working part time Prefer not to say
95% 84% 9/10
of volunteers felt prepared to begin supporting a child before their first reading session. of volunteers said they are likely or very likely to continue volunteering with Bookmark next year. volunteers felt they had made a positive impact.
Bookmark volunteers most valued building a rapport with the child they were supporting and feeling that they were having a positive impact.
“
My favourite aspect of mentoring Theo was seeing his growth as a reader! At the beginning, he was very shy but he slowly began to develop his own reader identity and was so curious to learn more about the animals he encountered in his reading. I was also really impressed with his ability to correct himself and see his own mistakes. Reading with Theo and watching him flourish was an absolute pleasure.
The challenges that volunteers highlighted this year related mainly to issues with technology, and cancellations.
“
Quite a few sessions couldn’t go ahead due to lockdown, and I feel the reduced number of sessions therefore had less of an impact.
More than half our volunteers said that volunteering with Bookmark had helped them with some of the challenges of the pandemic.
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[I enjoyed] Getting to know the child and seeing them gain confidence in reading. I also found it a great benefit to my mental health as talking and reading with the child was a real hour of joy in my week!
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Dipika’s story: helping a child with their education recovery after lockdown
Dipika realised she wanted to help children to read in the first lockdown when she saw a Bookmark advert that said many UK children did not have any books to read at home. When Bookmark launched its online programme, Dipika jumped at the chance to get involved. “The benefit of volunteering online is that I’ve been able to give the time. I can finish a work call and go straight into reading with a child. I think the online programme enables volunteers to be involved really easily.” Dipika started reading online with a child in Year 2 (age 6-7) and saw real progress in his reading ability and confidence. “At first he was less confident, but after a couple of sessions he became so enthusiastic about trying to read new words. Even if it was a complicated word, he was confident, and I was so happy to see that. Sometimes on pages where the passage was longer, he would say ‘This is so long. This is going to be hard!’ I would say, ‘You read a page like this last week, you can do it.’ He really developed his confidence and his ability a lot.” Dipika recommends volunteering with Bookmark. “It’s a great thing to do - you’re really giving back. You know that you’ve made a difference to a child who might not have someone to read with them at home or who needs the extra support. As an adult, you can get so much enjoyment from books, and it is really rewarding to do something to pass that on to children.”
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Our corporate volunteers We really value the ongoing support of our corporate partners. Our fantastic corporate volunteers made an incredible direct impact on children across the country in 2020-21, during a year that was also unprecedented and challenging for workplaces and teams. In summer 2021 we held a focus group and interviews with corporate volunteers from eight different companies. We heard that they were highly motivated to join Bookmark due to the scale of the literacy challenge in the UK.
“
Time is so precious and if I’m going to give half an hour, I want it to have maximum impact. Knowing the facts about literacy in the UK, especially with the angle of the pandemic and how it’s set things even further back, is what inspired me and my colleagues to put our names forward to volunteer.
Our corporate volunteers particularly valued the opportunity to make a positive impact outside of their usual job role. They also appreciated the convenience of the online reading programme and recognised the benefits of volunteering for their own well-being.
“ “
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I would definitely recommend volunteering to my colleagues. I’ve already done it! I think it’s really easy now that it’s virtual too because you don’t have any travelling time going to the school. It’s so good coming out of my corporate bubble as a banker and just being able to focus on helping someone else. I’m really happy to be making a difference. . . If I’ve managed to do one good thing in 2021, it’s been this and I’ve really enjoyed it. I’m keen to continue next academic year.
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It’s a great thing to do. You know that you’ve made a difference to a child who might not have someone to read with them at home. – Corporate volunteer
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We have integrity Where do we need to do more? We have learned a huge amount in the last year. Here are some of the areas we have identified to take forward.
Making our online reading resources even better
Ensuring effective delivery of our programmes
Maximising our impact
Using data to inform our strategies
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What we learned
The action we’re taking
The National Literacy Trust recommended that we extend the range of resources available for pupils during their online reading sessions, adding additional materials for older and more confident readers and those with English as an additional language.
We have expanded our resources by 60% and set up a Resource Development Working Group of teachers and education consultants to advise us further. We also built strategic partnerships with children’s publishers including Macmillan Children’s Books, HarperCollins and Twinkl to further expand our range.
We know children get maximum benefit when they receive at least one full Bookmark programme and in fact we aim to deliver two or more programmes to each child. However last year, disruption and external factors meant that only 61% of children received a full programme.
This summer we have reviewed and expanded our technology set up and schools support to help mitigate these challenges, provide enhanced technology support where needed and ensure any difficulties that do arise are managed as smoothly as possible.
We want to ensure all our volunteers have the best possible training and support, so they can make a real difference to the children they are working with.
In summer 2021, we launched our volunteer ‘Summer School’ to refresh and expand their training and skills. We will monitor children’s progress in reading comprehension, fluency and vocabulary next year to inform further training plans.
We want to continue building our community of engaged and motivated volunteers, so together we can support many more children.
We’re using volunteer data and feedback to inform further volunteer recruitment, support and engagement initiatives, supported by our newly formed Volunteer Advisory Board.
This year we introduced our playbased focus groups to capture the voices of our beneficiaries. We want to do more of this to ensure we continue to listen to children’s feedback.
We will be using this model more widely in 2021/22 to ensure children’s voices remain at the heart of everything we do.
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Looking ahead
From September 2021, we are gradually reintroducing our face-to-face reading programmes, running these in parallel with our online programmes to bring one-toone reading support to more children than ever before. Over the next year, our volunteers, supporters and partner schools will enable more than three times the number of reading sessions that were delivered in 2020/21. Together, we will deliver almost 45,000 reading sessions in 2021/22, giving more children the confidence and skills they need for a fair chance in life. An impact that will last a lifetime. To help deliver this significant growth and help more children sooner, Bookmark is working hard to recruit and train almost 2,500 volunteers and partner with more than 150 schools in 2021/22. Together, we can change the story for the children who need us.
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Methodology This report uses data from the following sources. More detail is available on request. Reading level data supplied by school partners. We requested pre-intervention reading level data for all children referred to the programme and again at the end of the year. Responses were received for 1,353 children (95% of those supported). Teacher surveys conducted termly and in July 2021 (28 responses/31% response rate) and interviews throughout the year. End of programme volunteer surveys (342 responses, 26% response rate) and an end of year volunteer survey (344 responses, 28% response rate). Termly focus groups with volunteers and interviews throughout the year. Play-based focus groups with Year 3 children on the Bookmark programme, conducted in Autumn and Summer terms.
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Our supporters and partners Our heartfelt thanks to our major supporters and partners acknowledged here, alongside all those who wish to remain anonymous. We are grateful to everyone who shares our mission and gives their time, money and expertise so together we can work towards a world where every child will read. Close Brothers Group
The Inflexion Foundation
Garfield Weston Foundation
Investec
Literacy Capital plc
IRIS Software Group
The Rank Foundation
J. P. Morgan Asset Management
The TowerBrook Foundation
Andre and Nikki Kelleners La Fosse Associates
Azets Bridgepoint Charitable Trust
The Leathersellers’ Company Charitable Fund
The Childhood Trust
Liberty Corporate Finance
CVC Capital Partners
Lincoln International
Sharon and Paul Pindar
Dominic & Sarah Murphy, 8C Capital Trust’
Addleshaw Goddard
People’s Postcode Trust
Allen & Overy
Pei and Jeroen Rombouts
Bayley & Sage
Wandsworth Grant Fund
Bright Network
Mark Williamson
Michael Bruun and Mette Treppendahl City of Westminster Charitable Trust
HarperCollins
Clarion Futures
Hays
Clearance Capital
JMAN Group
The Drapers’ Charitable Fund
Macmillan Children’s Books
The Flint Family
Twinkl
Gonzalo and Maria Garcia GIL Charitable Trust
Corporate Partnerships Board
The Golden Bottle Trust
Literacy Advisory Board
GOTO Group
Technology Advisory Group
Grayce
Volunteer Advisory Board
Nic, Jen and Fiona Humphries Bookmark | Impact Report 2020/21
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bookmarkreading.org @bookmarkreading @bookmarkcharity @bookmarkreading @bookmarkreading
Registered Charity No. 1177681 Registered Company No. 11104438 Bookmark is committed to safeguarding and promoting the wellbeing and welfare of children.
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