Last year, one in six children left primary school in Bradford unable to read to the required standard.

With literacy skills linked to increased confidence and enhanced educational and employment prospects, poor reading levels can have a damaging effect on a child’s life.

According to children’s literacy charity Beanstalk, in July 2012, 1,188 children left school in Bradford with below standard abilities in reading.

“It is a tragedy that after seven years of primary education, as many as one in six children leaving primary school are unable to read to the required standard,” says chief executive Sue Porto.

“The consequences of this in later life can be horrendous, with 60 per cent of the prison population having difficulty with basic literacy.”

Beanstalk, which has its 40th anniversary this year, places volunteer readers in primary schools, working with children on a one-to-one basis over a year. Reading helpers build a relationship with the children they’re assigned to, helping them to overcome struggles with reading and confidence.

The charity, which has the Duchess of Cornwall as its patron, currently supports 25 primary schools in the Bradford district and is seeking more volunteers.

“We recruit, train and support people who volunteer twice a week in primary schools,” says volunteer support worker Helen Wright.

“We have more than 100 volunteers in Bradford and Leeds, but we’re keen to increase numbers. We’ve found the scheme works better if volunteers live in the same area as the school.”

Each reading helper is assigned to three children, and remain with them throughout the year.

“This builds trust and friendship,” says Helen. “Volunteers provide one-to-one attention which many children don’t get at home. When learning to read, the more practise children have, the quicker they get on, but some children don’t have the opportunity to read at home. It could be that there’s no English speaker, they’re from a large, busy family, or nobody at home reads books.

“Literacy development depends largely on access to books, but not all children have books at home. Children mimic activity – if they grow up with books around them or see adults reading, they’re more likely to read themselves.”

Reading volunteers commit to a 90-minute session twice a week for a minimum of a year. “We don’t ask for qualifications, they don’t need to be experts or have taught in schools. We want people who are patient and encouraging, good listeners, understand the importance of literacy, are able to work at a child’s pace and have the confidence to work with a range of ages, from a five to 11 years old,” says Helen.

Reading helpers come from all walks of life. Some are parents, others volunteer around work commitments. Some are looking to change careers, while others are retired and want to give something back.

“Many parents and grandparents are used to reading with children, it’s a role they’re familiar with, but not all our volunteers have children,” says Helen.

“Lots of volunteers get involved with the school and become part of its community, helping out on school trips. For students interested in teaching or becoming a classroom assistant, it’s an opportunity to get into a school environment.”

Potential reading helpers attend a two-day training programme designed to equip them with the skills, knowledge and confidence to run three individual 30-minute sessions in school. The volunteers are supplied with books and games which can be changed throughout the year to keep the children stimulated.

“Being a reading helper is extremely rewarding,” says Helen. “The children we work with often have made little or no progress in the year before they start with a reading helper. The extra hour a week of one-to-one support usually results in fantastic progress; catching up with peers and improving reading and overall confidence.”

One volunteer, who has been a reading helper for eight years, says that in almost all cases she sees a “striking development” in reading skills, confidence and self-esteem.

“Their teachers notice changes in attitudes to reading, learning and class participation,” she adds.

“There is usually an obstacle to reading and it’s about trying to find out what it is. In some cases it’s to do with their home lives and it’s a lot to do with confidence. The trick I’ve found is that you don’t talk about reading, but you make the sessions fun.”

For more about becoming a Beanstalk reading helper, call (0113) 2776159, or visit beanstalkcharity.org.uk.