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Books, Literacy and Language Resources for EYFS and Primary Schools
The books and literacy resources that best support language and reading development are age-appropriate, engaging and selected for a clear teaching purpose. A balanced provision may include high-quality stories, decodable books matched to the school’s phonics programme, storytelling resources, diverse texts and targeted intervention materials, supported by regular adult interaction and reading for pleasure.
Explore Books, Literacy and Language Guidance
Which Resources Support Early Language Development?
Early language resources should encourage children to listen, respond, take turns, learn new vocabulary and communicate their ideas. Books remain central, but their impact depends on how adults share and discuss them with children.
→ Related Guide: Early Language Guidance
What Books Support Phonics Teaching?
Books used for pupils who are beginning to read should closely match the systematic synthetic phonics programme used by the school. The grapheme–phoneme correspondences and common exception words in a decodable book should align with what pupils have already been taught.
→ Related Guide: Phonics Guidance
How Should an EYFS Reading Corner Be Resourced?
An EYFS reading corner should be comfortable, welcoming and easy for children to use independently. It does not need to contain a very large number of books at once. A smaller, thoughtfully selected collection that is regularly used and refreshed can be more manageable.
→ Related Guide: Reading Corners Guidance
Which Storytelling Resources Develop Communication and Language?
Storytelling resources can help children retell familiar narratives, sequence events, explore vocabulary and create their own stories. Puppets, small-world figures, story stones, sequencing cards and open-ended props can provide a starting point without prescribing every detail.
→ Related Guide: Storytelling Guidance
How Can Schools Choose Diverse and Representative Classroom Books?
A representative book collection should allow pupils to encounter varied families, cultures, ethnicities, disabilities, faiths, communities and experiences. Representation should appear across everyday classroom reading rather than being limited to festivals, themed weeks or books about difference.
→ Related Guide: Diverse Books Guidance
How Should Schools Choose Literacy Intervention Resources?
Literacy intervention resources should respond to an identified need established through assessment. Schools should be clear about whether support is intended to strengthen phonics knowledge, reading fluency, vocabulary, comprehension, communication or another aspect of literacy.
→ Related Guide: Intervention Resources Guidance
How Should Schools Select Literacy Resources by Age, Stage and Purpose?
| Age or stage | Main purpose | Suitable resources | Selection considerations |
|---|---|---|---|
| Babies and toddlers | Listening, attention, interaction and early vocabulary | Board books, fabric books, rhyme resources, song props, photographs and simple picture books | Choose durable, safe resources with clear images, familiar language and opportunities for shared interaction. |
| Nursery and pre-school | Communication, vocabulary, story familiarity and sound awareness | Picture books, rhyming texts, repeated stories, puppets, story sacks, sequencing cards and environmental-print resources | Select books children can revisit independently and adults can use for sustained conversations. |
| Reception | Oral language, systematic synthetic phonics, early word reading and comprehension | Read-aloud stories, decodable books, phoneme resources, word cards, magnetic letters and storytelling materials | Decodable books and phonics resources must match the progression and terminology of the school’s chosen programme. |
| Key Stage 1 | Reading fluency, comprehension, vocabulary and enjoyment | Decodable books where still required, early chapter books, poetry, non-fiction, dictionaries and varied read-aloud texts | Provide suitable challenge without relying only on reading age or book-band labels. |
| Key Stage 2 | Fluency, comprehension, subject vocabulary and wider reading | Novels, poetry, non-fiction, reference books, graphic texts and curriculum-linked collections | Include a broad range of authors, subjects, formats, cultures and levels of complexity. |
| Targeted support | Removing an identified barrier and strengthening specific knowledge or skills | Accessible texts, structured intervention materials, visual supports, audio resources and adapted reading tools | Resources should respond to assessment and complement high-quality classroom teaching. |
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Practical checklist for EYFS practitioners, teachers, and literacy leads
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Frequently Asked Questions
What Types of Books Should an EYFS Setting Provide?
EYFS settings should provide picture books, rhymes, poems, traditional tales, simple non-fiction and books linked to children’s interests. Collections should include familiar favourites and varied characters, families and experiences. Books should be available for adult-led sharing and independent exploration.
Do Decodable Books Need to Match the School’s Phonics Programme?
Yes. Books used by children who are beginning to read should match the progression of the school’s chosen systematic synthetic phonics programme. Pupils should be able to decode the words using the phonics knowledge they have already been taught.
How Many Books Should Be Displayed in a Reading Corner?
There is no single correct number. The display should be varied but manageable, allowing children to see, choose and return books independently. A smaller selection can be rotated regularly according to children’s interests, teaching and the condition of the books.
How Can Schools Make Classroom Book Collections More Inclusive?
Schools can audit who appears in their books, who has agency and which families, communities and experiences are represented. Inclusive books should be part of everyday provision rather than restricted to particular celebrations or themed events.
What Should Schools Consider When Buying Literacy Intervention Resources?
Schools should identify the precise barrier, check alignment with classroom teaching, consider the evidence behind the approach and establish how progress will be assessed. Intervention resources should supplement—not replace—high-quality teaching and regular access to meaningful reading.
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