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.

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.

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.

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.

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.