An idea for the National Year of Reading 2026: Competitive Classroom Libraries

The Department for Education has said the National Year of Reading will start in January 2026 and will run as a joint campaign with the National Literacy Trust. In the Trust’s 2025 survey, reading enjoyment among 8 to 18-year-olds sits at about 1 in 3. That puts schools in an awkward position, because school access often ends up filling the gaps in home access.

The OECD analysis of PISA 2018 data puts a figure on the link between access and outcomes. It reports a 44-point reading score difference, on average across OECD countries, between students reporting over 100 books at home and those reporting 100 or fewer, after accounting for parent education and occupation. The same OECD brief flags unequal access to print books for disadvantaged students and frames this as an equity issue.

So here is a practical way to make a national campaign land in the actual building: run a classroom library competition. It is simple on paper. Each class builds a library space in its own room. Each class gets a set budget, such as £150, and can add to it through the PTA, donations, local partnerships, and class-led fundraising.

When it works, you get spaces that match the pupils and still feel “of the school”, not a generic reading corner that looks nice and never gets touched. One school I worked in used this model with full autonomy for staff and older pupils, and there was no overarching design brief. The “competition” label did not last. Once staff and pupils started swapping books, furniture, time and ideas, it slid into normal best practice. The lesson was not “do it with no structure”. The lesson was what a bit of structure protects: time, permission, ideas and budget, with staff and pupil ownership.

Why classroom libraries fit the evidence

Ofsted’s English research review summarises research on reading for pleasure. It reports a positive correlation between pupil engagement with reading and attainment, motivation to read, and reading self-confidence. It also links pupils choosing to read with general knowledge, vocabulary and language development, and writing outcomes. It also warns that some awareness-raising activities can pull time and energy away from reading itself.

This is where competitions can go wrong. The build phase can support reading, especially if it gets pupils browsing and talking about books. The mechanics can also crowd reading out if the focus shifts to displays, points, and compliance.

The same Ofsted section lists strands that schools can pull together into something coherent. It includes teacher knowledge of children’s literature and pupil preferences, read-aloud, time for fluent readers to read independently, social reading environments, informal book talk and recommendations, and reading communities in and out of school. A classroom library project can cover all of that, but only if it is designed around reading time and book talk, not just around shelves.

Access matters because provision is uneven. The National Literacy Trust’s 2023 evidence review reports no complete UK-wide count of school libraries due to a lack of systematic monitoring. It then cites a 2022 survey, which found that 1 in 7 state primary schools did not have a school library, affecting over 750,000 children. The same page cites evidence that children in schools with higher free school meal intake were more likely to report that they did not have a school library. A classroom library model does not replace a staffed school library, but it does put books where pupils already spend their day.

The evidence on classroom library interventions also helps set expectations. Access can shift habits, but access alone does not guarantee attainment gains on short timelines. A randomised study of an in-class library programme in rural China found improvements in reading habits and affinity toward reading over eight months, with no overall effect on reading and academic achievement in that period. The authors suggest reasons that are useful for planning: reading instruction, book match, and duration.

A separate randomised control trial in South Africa evaluated a low-cost classroom library model and reported improved access to independent reading books in classrooms, with learners borrowing about 10 storybooks across an academic year in the intervention group. The message for UK schools is not that a library corner “causes” attainment. It is that access, routines, and well-matched books make the difference between a corner that gets used and one that sits there looking busy.

A competition format that protects reading time

A classroom library competition can run without a heavy rulebook, but it needs a frame so the energy stays on reading. The easiest way is to set a few non-negotiables and leave everything else open.

Non-negotiables can include:

Each class provides daily access to books in the room, not only on library days.
Each class sets a routine for independent reading that protects time.
Each class includes pupil voice in book selection and library rules.
Each class runs a simple borrowing system that allows books to go home.
Each class screens books for suitability under school policy.

The judging can skip “best display” language and focus on what actually supports reading. Ofsted lists “creating social reading environments” and “informal book talk and recommendations” as parts of a coherent approach. Those map neatly onto judging headings.

A judging sheet can use categories such as:

Access and organisation, including how pupils find books and return them.
Breadth of texts, including fiction, non-fiction, poetry, comics, magazines, and short forms.
Inclusion, including formats and representation that reflect the class intake.
Pupil ownership, including roles such as librarians, reviewers, and recommenders.
Reading routines, including read-aloud and quiet reading time.
Home connection, including how books travel between school and home.

Prizes can avoid points, certificates, and reading-minute leaderboards, because the Ofsted review flags these as potential distractions from reading itself. If you want a reward, keep it literacy-linked. The Department for Education’s 2012 evidence summary notes that literacy-targeted rewards, such as books or book vouchers, can support motivation more than rewards unrelated to reading.

Implementation plan (with a school-friendly timeline)

A six-week window fits most school calendars. It keeps momentum and limits the gap between spending money and pupils using the books.

Week 1: Set the scope and the money.
Set a budget per class and publish it. Put PTA support on the same footing across classes where possible, so the competition does not become a proxy for parent income. If PTA funding varies, consider pooling a proportion and redistributing it as top-ups for classes with less fundraising capacity.

Week 1: Map the space.
Each class identifies where books will live, where pupils will sit, and how pupils will borrow. This step needs consideration for basic safety around furniture placement and walkways, but it does not need design control.

Week 2: Build the book plan before buying.
Start with pupil voice. A short pupil survey can ask: “What topics do you read about outside school?” and “What stops you choosing a book in school?” The National Literacy Trust survey results remind us that pupils’ reading includes books, comics, magazines, newspapers, and screen reading. That broader definition helps when pupils say they “do not read” but are reading plenty in other formats.

Then build a class book map. It can cover:

Reading range, including pupils who decode, pupils who read fluently, and pupils who need audio support.
Interest range, including sport, puzzles, jokes, science, animals, history, craft, and gaming.
Language range, including home languages used in the class where bilingual texts are available.
Text length range, including short reads for pupils who avoid long books.

Weeks 2 to 4: Source books and kit.
Buying from a supplier is only one route. Local bookshops sometimes support schools with discounts or fundraising nights. Publishers and publicists sometimes provide proofs or end-of-line stock for school initiatives. Authors can donate signed stock through their agent or publisher, within clear limits. Alumni networks can contribute funds or book bundles. Parents can contribute time to sort, label, and cover books.

A donation route needs screening. Put one staff coordinator in each phase on “intake duty” so donated books get checked for condition and suitability under policy before they enter the classroom.

Weeks 3 to 5: Set up the system pupils will use.
A classroom library fails when it becomes a display. It works when pupils can find a book quickly, borrow it, and swap it without an adult gatekeeping. The system does not need software. Although this application is ideal.

A low-maintenance system can include:

Books grouped into baskets by type or interest, with picture labels for younger pupils.
A “new in” crate to refresh browsing.
A “quick picks” basket for short reads.
A “staff picks” stand with 3 to 5 titles that change weekly.
Perhaps a “Book Flix” style interactive wall display of popular titles/book covers, maintained by the students.
A borrowing method that matches age, such as a class list tick sheet, library pockets, or a simple card box.

Week 6: Launch and share.
Run a short launch week rather than a single event. It can include class visits to other class libraries, paired reading across year groups, and parent drop-in slots. Keep the emphasis on browsing and reading time. Attractive book displays, reading areas and well-used independent reading corners are perfect for Instagram-worthy posts on the school’s official social media channels. Positive coverage is only likely to engender support, reach and more interest and donations.

Must-have items (to make daily use possible)

These items support function rather than appearance.

You need storage that pupils can reach, such as low shelves, bookcases fixed to the wall where required, or labelled crates.
You need book supports, such as bookends and stands, because a face-out display increases browsing without extra adult time.
You need labels and a labelling method that pupils can read, including picture labels in Early Years and KS1
You need a borrowing system (or software) that pupils can run, plus a returns box that prevents bottlenecks at the shelf.
You need a book care kit, such as tape, wipes for covers where appropriate, and a method for tagging damaged books for repair.
You need seating that matches the room and school safeguarding expectations, including a clear line of sight for staff and no enclosed spaces. Do not forget to consider outdoor classroom and reading spaces too.
You need a timetable slot for independent reading, because access without time produces low use, according to evidence.

Book stock: what to include, and how to choose

Choice links to engagement. The Department for Education’s 2012 evidence summary states that choice and interest are closely related. In practice, choice works when pupils know they can stop and swap without judgement. That needs enough copies and enough range.

A balanced classroom collection can include:

Fiction across formats, including novels, short story collections, and series starters.
Non-fiction that matches the science and humanities curriculum and pupil interests, including atlases, biographies written for children, and subject-linked texts.
Poetry and spoken-word collections that allow short reading and performance.
Comics and graphic novels, including humour and serial formats.
High-interest, lower-reading-demand texts for pupils who avoid print.
Decodable books for early readers, aligned to the school’s phonics sequence, but kept separate from free-choice browsing to avoid confusion.
Dual-language books and wordless picture books where pupils can use their home language at home.

The in-class library study in rural China reports no overall attainment effect in eight months and suggests a lack of tailored materials as one explanation. (fsi-live.s3.us-west-1.amazonaws.com) That point transfers. Stock should match the pupils in front of you, not a generic list.

Keeping content and safeguarding simple

Keep coverage light and policy-led.

Follow the school policy for age suitability, protected characteristics, and sensitive themes.
Screen donated books before they reach pupils, because intake routes vary.
Keep the space open to view and avoid enclosed reading structures, because the room layout may well need to consider the school’s safeguarding routines.
Use existing reporting routes for concerns raised by pupils about content, in the same way you would for any curriculum text.

How to sustain the library after the judging

Plan how you will keep the shelves feeling new. If the books never change, pupils stop browsing.

Ways to keep it fresh can include:

A half-termly swap between classes, where each class exchanges a set number of books.
A termly link with the local Schools’ Library Service, where available, using rotating topic boxes.
A standing request list where pupils add titles, with a small monthly spend.
A repair and retire routine so shelves do not fill with damaged stock.

Tracking can stay light. Count loans and track pupil voice, not minutes. The National Literacy Trust reports reading enjoyment and daily reading rates and uses simple survey questions at scale. A school can use a smaller version at class level each term, then compare changes by year group.

Useful resources (with links you can use)

You can use the Department for Education press release on the National Year of Reading 2026 to brief governors, staff, and parents on the national context and the January 2026 start date.
You can use Ofsted’s English research review section on reading for pleasure to shape your judging categories toward reading time, book talk, and teacher knowledge, and away from points and display tasks.
You can use the National Literacy Trust’s Annual Literacy Survey reports to set baseline measures for reading enjoyment and reading frequency and to compare your pupil survey results with national patterns.
You can use the National Literacy Trust evidence review on school libraries to support funding bids and PTA asks, including the reported gap in primary library provision and the equity link.
You can use the OECD PISA in Focus brief on access to print books to frame classroom libraries as an equity response, with a clear statistic on reading score differences linked to book access.
You can read the randomised studies on classroom library models to set realistic expectations and to justify design choices, including time for reading and stock matching.
You can use the Department for Education’s 2012 evidence summary on reading for pleasure to support decisions on choice and literacy-linked rewards, including book vouchers and book-gifting as prizes.

A final check before you start

If you can answer “yes” to three questions, the project has a working base.

Will pupils have daily access to books they can choose, in the room where they learn?
Will the timetable protect time to read and time to talk about books, so access turns into use?
Will the competition mechanics stay linked to reading, not to points, displays, or compliance tasks that pull time away from books?

Classroom library competitions