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This paper considers the initial impact of a national project funded by the Department for Children, Schools and Families which provides books, number activities and stationery items (once a month over a 6‐month period) directly to children aged 7–11 in their foster homes. The context of the project, established against a background of low attainment in literacy among looked‐after children in foster care in the UK, is explored. This paper focuses explicitly on the impact of the reading materials on the children who received them and on other people within the children's foster care environment. Particular reference is made to issues of ownership, textual preference and use of or engagement with the reading books, together with the implications that these findings may have for future work in this field both nationally and internationally.

This paper examines the location and status of poetry writing within an assessment-driven curriculum. Drawing on the critical perspectives of Carter, Benton, D'Arcy and Driver and the observations of a sample group of secondary English teachers about assessment of their pupils' poetry, it argues for the development of an assessment model that could remove the mystique surrounding poetry and establish it on an equal footing with prose text types in the National Curriculum for English.

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