"Can I get a book?" It's a question that brings joy to any teacher's ears. But for *Ryan's Year 2 teacher at Hill Top Primary Academy in Doncaster, these words carry special meaning. They mark a remarkable journey from a child who once found reading difficult to one who actively seeks out books in his free time.

Ryan's story with Chapter One spans two school years, offering a window into how consistent support can help build lasting confidence. In Year 1 (2023-24), his reading was "slow and laborious," according to his first online reading volunteer Emma Smith from Sodexo. More telling was Ryan's own belief: "I can't do this" was his frequent refrain. But week by week, something began to change. Through regular sessions with Emma, Ryan's basic reading skills grew stronger. By the end of Year 1 in July 2024, he had reached the expected reading level - though fluency remained a challenge, the foundations were there.

Then came the summer holidays. Like many children, Ryan's confidence dipped during the long break. When he started Year 2 in September 2024 with a new volunteer reader from Sodexo, Sasha Smith, and new teacher Laura Pawlett, that initial nervousness returned. "It just takes that time to build up that relationship and that confidence," Ms Pawlett explains.

But this time, something was different. The resilience Ryan had built in Year 1 helped him adapt more quickly. Sasha noticed him "coming out of his shell," adapting to reading with a different volunteer. By early 2025, the progress became evident.

"At the start of the [school] year, it was very much segmenting every word, blending it together again," Ms Pawlett recalls. "Now we're seeing a lot more confidence to fluently read something."

The impact extends far beyond reading mechanics. Where once Ryan was self-conscious about making mistakes in front of his classmates, he now actively participates in class discussions. "I've noticed him putting his hand up a lot more, especially in subjects like English that maybe before I wouldn't see," Ms Pawlett shares. "So probably that's giving him that confidence that he's speaking to somebody and getting his ideas out there."

This newfound confidence has rippled across all his learning. "He's a lot more articulate in answering questions in geography and humanities," Ms Pawlett notes. "So it's not just reading that's improving." She attributes this partly to the rich vocabulary Ryan encounters in his Chapter One sessions.

The most telling change? Ryan's relationship with reading itself. From being a child who preferred being read to, he's become someone who independently asks for books and eagerly shares what he's read in his Chapter One sessions.

There's also been a notable change in Ryan's engagement and focus. Compared to the previous year, he now shows better focus during Chapter One reading sessions, sitting still and listening well. This behaviour stands in contrast to his focus during carpet-time reading activities at school, where he might often fidget and move around.

This improved concentration during one-to-one sessions highlights another benefit of the personalised attention that Chapter One provides.

Almost two years on, Ryan's journey shows how regular one-to-one reading support can transform not just a child's reading ability, but their whole approach to learning. The transition between volunteers – from Emma in Year 1 to Sasha in Year 2 – highlights how the programme creates continuity of support despite volunteer changes.

As Ms Pawlett puts it simply, Ryan "has got more of a love for reading" – a transformation that promises to keep on opening doors.

* Ryan is not the pupil's real name

Ryan read with Emma Smith in Year 1 (2023-24) and is currently reading with Sasha Smith in Year 2 (2024-25). Both volunteers are supported by our Platinum corporate partner the Sodexo Stop Hunger Foundation.

Literacy and poverty rates in Doncaster

In 2022-23, 32.2% of children in Doncaster were living in poverty, against a UK rate of 30%. Compared to the national average (24.6%), Hill Top Primary has a higher percentage of pupils who are eligible for free school meals (31%). Research from the National Literacy Trust shows that two thirds of all wards in Doncaster’s constituencies are vulnerable to low levels of literacy. Doncaster’s Education and Skills Strategy 2030 states that, despite improvements, reading is the biggest area of challenge in Key Stage 2 (primary school Years 3 to 6), with the proportion of pupils meeting the expected standard currently well below the national average.

Sources: National Literacy Trust, HM Government

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We believe that with the right support, at the right time, every child can have the opportunity to thrive. That’s why we’re always on the lookout for new corporate partners and funders to help expand our reach and impact.

If your organisation can help, do get in touch with Sarah Taylor, our Business Development Manager, at sarah.taylor@chapterone.org

If you're a school which is keen to know more about our work, please get in touch with Kathryn Taylor, our Schools Development Manager, at kathryn.taylor@chapterone.org.