Coram Beanstalk’s one-to-one reading support is proven to help improve the reading attainment, self-confidence and enjoyment of reading of children who are struggling or reluctant readers.

In the last school year we helped 13,400 children across England in 1,200 schools through the help of approximately 3,700 reading helpers.

Our aim is to ensure that every child we support has the skills and confidence to reach their true potential and shape their own lives.

Our latest impact data shows the following results:

Early Years

Read our the latest Impact and Evaluation Report from our Story Starters programme working with children aged 3 - 5 years here.

Key Stage 1

  • 78% of KS1 children who were classed as reading ‘Below’ age-related expectations when they began working with a Coram Beanstalk reading helper moved up to ‘Working Towards’ (50%) or ‘At’ or 'Above’ (28%)
  • 54% of KS1 children who were classed as ‘Working Towards’ age-related expectations when they began working with a Coram Beanstalk reading helper moved up to ‘At’ (51%) or ‘Above (3%).’
  • The number of KS1 children able to predict what might happen next in a story without additional support has more than doubled from 33% at the beginning of the Coram Beanstalk intervention to 67% at the end
  • The number of KS1 children able to use their sounds to work out new words on their own increased from 36% to 70% during their time with their reading helper and the percentage of children requiring some support with reading simple words accurately has gone down from more than half (51%) to less than one in five (17%)
  • The number of KS1 children who could talk on their own about a range of books they have listened to and read including stories, poems and factual books more than doubled from 16% to 38%

Key Stage 2

  • The impact on KS2 children was less pronounced but significant progress was made – especially in their breadth of reading and engagement in a wider range of genres
  • The number of KS2 children that were able to discuss words and phrases that excited them in the books they have read has increased from 41% at the beginning of the intervention to 62% at the end
  • The percentage of KS2 children independently reading a wider range of books and being able to re-tell stories from what they have read to others has increased significantly from 47% to 67% during their time with a reading helper. 
  • The percentage of KS2 children engaging in reading and being able to confidently discuss what they have read has increased from 64% at the beginning of their work with a reading helper to 77% at the end.