Importance of Reading
At Tyldesley Primary School we truly believe that reading is at the heart of everything we do.
The National Curriculum states that pupils should be taught to read fluently, understand extended prose and be encouraged to read for pleasure. Reading is singled out as of extreme importance since through it ‘pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually.’ (p13) Reading allows pupils to ‘acquire knowledge’ and to ‘build on what they already know.’ (p13)
Our beliefs and core values, shared by all stakeholders, are that:
- Enjoyment of reading is our primary focus at Tyldesley Primary School. We will facilitate a love of reading by providing opportunities to access a variety of reading material.
- Our wide range of reading material will foster pupils’ imagination and creativity. All pupils will have opportunities to reflect on themselves and challenging themes.
- Through high quality reading materials, children will have a broad and rich choice of vocabulary.
- Reading is the fundamental building block for learning, which allows pupils to access the world around them.
Schools are expected to have library facilities and support and encourage reading at home. The Curriculum divides reading skills into two dimensions:
· Word reading/decoding
We recognise that both these elements are essential to success and we support the acquisition of both sets of skills through various methods.
We recognise that these areas are clearly linked to other aspects of English learning: speaking and listening, writing, grammar and vocabulary. We also understand that reading is a developmental process and part of life-long learning and we encourage and praise pupils at every stage of it.
Reading Scheme and Reading Opportunities
At Tyldesley Primary School reading is an important part of all children’s learning and progress.
Children who are learning to read are encouraged to read a text more than once to practise decoding skills and ensure understanding. The value of parents and other family members helping children with their reading cannot be overestimated. Parents/carers are encouraged to take an active role in their child’s progress through regular reading with their child at home. Every child in school has a school journal or reading diary that is a two-way communication between school and families. Teachers collect these journals/diaries to monitor progress. We have many incentives for reading everyday as we believe that this is when children really develop confidence and a love of reading.
In all year groups children have a wide range of abilities, and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. Staff have high expectations that all children can achieve to the fullest of their potential. Wherever possible, teaching assistants work in class, supporting specific individuals or groups of children. Where children are seen to be making less progress or achieving below the age-related expectation, interventions are put in place to support them.