Love of Reading
At Tyldesley Primary School we believe that every child should learn to read with confidence whilst developing a true love of reading. This is at the heart of the curriculum, the decisions we make and the environment we create.
The development of children’s reading skills and comprehension is intertwined with the need to nurture a love of books and reading to create life-long readers. As a school, we have implemented the strategies to teach children how to read. This focuses on 3 strands to develop reading:
* apply the phonics knowledge to read words accurately (decoding)
* read with expression and intonation (fluency)
* understand and enjoy what they have read (comprehension)
Enjoyment of reading is our primary focus at Tyldesley Primary School. We will foster a love of reading by providing opportunities to access a variety of reading materials.
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.
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.