Reading lies at the heart of the curriculum and by improving the reading skills of our children, we are improving their chances of success as they progress through school and into higher education and the world of work.
Reading exposes children to an increasingly wider vocabulary and models how language can be used effectively in writing. Through reading, pupils come to an understanding of how stories work and how they can structure their own work, whether writing a story or a piece of non-fiction.
Reading increases knowledge and experience, but also opens up new worlds; a parallel universe where new lands can be discovered; whether escaping through the wardrobe to Narnia, falling down a rabbit hole into Wonderland, travelling through a portal in a derelict church to the fantasy world of Elidor or slicing a portal through time and space into Mulefa.
At school, pupils regularly read in registration and talk to staff about the books they read. This may be as a private reading session, or as a whole class reading text. Sometimes lessons start with an opportunity to read, or pupils might be asked to read as part of their ‘responding to feedback’ time in lessons. We also keep track of pupils’ reading habits through Reading Records which are referred to in registration time and English lessons.
In English, staff regularly talk to pupils about the books they are reading and ask for recommendations for other pupils. Homework might focus on a book review, which they share with the class, research on an author or the development of a reading anthology, which forms the basis of an extended homework over a half term.
In school we have recently developed the library and have expanded the variety of books available; both fiction and non-fiction. We have also started to provide outdoor quiet reading spaces for lunchtime and break time use. In lessons, the variety of texts types and genres is being extended and we are confident that children are regularly introduced to high quality, challenging literature.