Click here to read our Reading Policy: Reading Policy Jan 2017
‘Nothing is more important in education than ensuring that every child can read well. Pupils who can read are overwhelmingly more likely to succeed at school, achieve good qualifications, and subsequently enjoy a fulfilling and rewarding career. Those who cannot will find themselves at constant disadvantage.’ (DFE Reading: the next steps March 2015)
At Russell Scott we strive to ensure that every child cannot just read, but is ‘a reader’: they enjoy reading, choose to read and read in their own time. This is our vision/ideal but it has become increasingly difficult to achieve as Playstations, Xbox, iPads, phones etc take up large chunks of children’s free time. This is a national problem:
‘We face huge challenges in encouraging the rising generation to engage positively with reading. Society pays a big price if we get this wrong.
It is vital that children enjoy reading – motivation is essential for acquiring literacy skills. Reading for pleasure is more important than either wealth or social class as an indicator of success at school. Yet only 40% of England’s ten year olds have a positive attitude to reading. The figure for Italy is 64% and 58% for Germany.
- 1 in 4 children cannot read well by the time they leave primary school (Save the Children, Read On. Get On.), September 2014
- Children and young people who do not achieve expected levels of literacy are likely to be from disadvantaged backgrounds.
- 14% of children in lower income homes rarely or never read books for pleasure.
- Only 1 in 5 parents easily find the opportunity to read to their children.
- Parents are the most important reading role models for children and young people. (National Literacy Trust, Reaching Out with Role Models, April 2009)
- 10 to 16 year-olds who read for pleasure do better at school. (2013 research by Dr Alice Sullivan and Matt Brown from the Institute of Education)
- Reading for pleasure is more important for children’s cognitive development than their parents’ level of education. (2013 research by Dr Alice Sullivan and Matt Brown from the Institute of Education)’
We have therefore made this area a focus of our whole school development. We are tackling the 3 main strands of reading with increased rigour as all 3 have to be in place if a child is going to be ‘a reader’:
- Word Reading – phonics sessions and reading across the curriculum
- Comprehension/understanding – guided reading sessions and reading across the curriculum
- Love of reading – whole school reading culture (library, reading events, competitions, curriculum design etc)
This blog contains information about how we tackle each of these strands during the school day as well as ways in which you can reinforce/develop/support your child’s development as ‘a reader’ at home. You can expect an increased focus on reading by the whole school -competitions, events, new reading books etc all of which will be posted on this blog.
If you have any ideas, expertise or contacts that you think would aid this school development focus, please let us know by contacting school or by sending an email to our new reading email address: firstname.lastname@example.org
Keep an eye on this blog – we are aiming to make it very busy!