‘Being able to read unlocks everything’

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2. How does Chapter One work?

We provide weekly 30-minute online reading sessions for kids during the school day, with volunteers from 160 corporations. They don’t have to leave the office, and describe it as “the easiest form of workplace volunteering”. Teachers tell us that being part of Chapter One transforms reading for individual children – they get so much out of practising with a caring adult who listens to, encourages and praises them. We provide the schools with laptops, and there is a bespoke digital platform that allows the child to choose a story – which they and the volunteer can both see – and then read to the volunteer. It is very safe as it’s just audio. Up to ten kids per class are able to take part, and they are encouraged to stick with it for the whole year.

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3. Can you tell us about the literacy crisis in the UK?

The statistics speak for themselves. Research by the National Literacy Trust has found that only one third of children aged eight to 18 enjoy reading and that only one fifth of eight to 18-year-olds read daily in their free time. Government data shows that 37 per cent of 11-year-olds from disadvantaged backgrounds leave primary school unable to read properly. This affects their performance at secondary school and their life chances. Not being able to read not only impacts education, but confidence and wellbeing. Being able to read unlocks everything.

​4. What are your own memories of reading, and how do you encourage your own children to read?

Reading was a big part of my childhood. I would read before bed, and my mum always had books and magazines at the hairdresser. My son reads for ten to 15 minutes before bed. I don’t mind what he reads, as long as he reads something. At the moment, he is reading a book on Pelé.

When the children were younger, I would do reading picnics, with a blanket on the floor, snacks, and a book that we could talk about. If the kids read a few sentences, that was great, but if they just wanted to talk about the pictures, that was OK too. It was a great way to read with the older kids when I was feeding a new baby.

Now they’re older, I try to be seen reading, as I think that often, adults read out of sight, before bed. If they see me reading on Shabbat, they might ask: “Do you mind if I read next to you?”

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5. How has your Jewish identity influenced your work?

There is a lot of emphasis on reading, learning and education in the Jewish community – at school, at shul, at home and at cheder. Not everyone outside our community has that kind of support, and I think that as Jewish people, we are obligated to bridge that gap and extend our values of learning and literacy outside our community. This is tikkun olam – repair of the world – in practice.

To find out more about volunteering with Chapter One, go to: chapterone.org and select ‘UK’ on the drop-down menu, or click here. Or you can email: anna.blain@chapterone.org

For more on the National Year of Reading 2026, go to: goallin.org.uk or click here