The ability to read is a fundamental life skill. It is essential to us all if we are to participate fully in society and the workplace.
Students with low reading ages, as they progress through secondary school, will struggle to read independently, and so read less. As a result, they do not accumulate the background knowledge and vocabulary they need to improve their comprehension. It is therefore harder for them to access the curriculum.
Our approach towards a culture where our whole school is reading is outlined below:
1. Value of reading
The whole school values the importance of reading. This is demonstrated by:
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Students have access to a well-resourced Library and Librarian. Students are encouraged to borrow books and read for pleasure.
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The school invites renowned authors to school to inspire students,
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Students are presented with two free books during Years 7 and 8.
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The English curriculum carefully sequences the study of books that will interest, challenge and inspire our students.
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Recommended reads are provided to students.
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All curriculum areas are also encouraged to provide opportunities for reading where appropriate.
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Reading forms part of the Advisory programme during Key Stage 3 to ensure every student has a period of reading for pleasure in school weekly.
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Daily reading for pleasure forms part of the school homework policy. Through regular briefings, parents are encouraged to support reading at home.
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The whole staff receive training in how to support reading across the curriculum as well as specific strategies to support those identified as weak readers.
2. Identification
All students are regularly screened for their reading ages. This information is used to diagnose students as ‘weak readers’. These are students who have persistently demonstrated reading ages well below their chronological ages and will therefore be finding access to secondary curriculum resources challenging.
Once identified, the further investigation takes place to investigate the reasons for this such as dyslexia, fluency rates, speech and language, ADHD, word reading accuracy and decoding.
3. Sharing of information
Staff are made aware of students who are weak readers. In addition, they are made aware of further diagnostics as to the reasons for this so they can plan appropriate support within the classroom as part of the school’s core offer.
They also have access to every student’s reading age so they are also aware of those who have very high reading ages and can challenge them appropriately.
4. Support
Three levels of support for weak readers:
1. As part of their core offer, all subject teachers will provide additional support within their curriculum area. Strategies include (depending on need):
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Introducing vocabulary before each topic & provide extra opportunities for practice.
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Using reading tools & strategies to enable weak readers to focus on content.
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Providing scaffolded resources to help weak readers reach the top.
2. The English Department use its enhanced knowledge of the teaching of reading to provide enhanced strategies. During the Foundation Years, students have regular Library lessons.
3. Small group intervention using strategies such as reciprocal reading and phonics.
Monitoring Impact
The impact is monitored through:
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Regular testing of pupils’ reading ages.
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Deep Dive process involving all subjects on an annual basis.
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Outcomes in GCSE English Language and other appropriate English internal assessments twice a year.
Impact of reading interventions based on 2022 Data
Based on national data for 15-year-olds (Year 11) from GL Assessment for those with a reading age of 15 or more. Students included are those who are on roll in Year 11 and also Year 7 so matched data exists.