Building whole-school reading communities - National Literacy Trust

6
Reading Connects primary audit
This audit, on pages 6-9, is a useful tool for schools to review their current reading for pleasure provision. It
provides an overview of the areas where they have developed a strong reading culture and also those
where there is room for more focus. Schools may like to revisit this audit at a later date to see where they
have made progress.
Area of focus Developing Establishing Enhancing
Whole-school vision, policy and strategy
Whole-school
strategy
Whole-staff
engagement
Continuing
professional
development
Promoting reading for
pleasure is part of the school
improvement plan (SIP).
One staff member leads on
this and all staff are aware of
this priority.
All teaching staff actively
promote reading in and out
of lesson time.
Staff member in charge of
the library has opportunities
to attend training on
reading issues.
Promoting reading for
pleasure is an ongoing part
of the school strategy to raise
standards and is an important
part of the SIP. Staff are
involved in delivering this
strategy.
Reading advocacy uses staff
members as role models.
Adult/children’s book
recommendations have a
regular slot in staff briefings.
Promoting reading for
pleasure is central to the
school’s policy to achieve and
enjoy. It forms an important
foundation for improvement
within the SIP.
Reading celebration and
advocacy involves all groups
of the wider school
community, including catering
staff, caretakers, governors
and parent groups.
Providing ideas for promoting
reading is integrated into the
school’s Inset programme.
Crosscurricular
links
Subject leaders compile
topic booklists and teachers
use some class time to
promote reading related to
curriculum areas.
Use of library for wider
reading and research around
topic areas is integrated
into schemes of work across
curriculum areas.
Curriculum delivery
integrates developing reading
independence and promoting
reading for pleasure and
research in class and beyond.
Monitoring
pupils’
attitudes to
reading
Pupil
involvement
Information is collected
from pupils with special
educational needs through
surveys to establish their
attitude to reading and
inform planning/support.
Pupils’ opinions and
recommendations are sought
when planning reading for
pleasure promotion.
Information is collected from
gifted and talented pupils
and pupils from vulnerable
backgrounds through surveys
to establish their attitudes to
reading and inform planning/
support.
Pupils are involved in
planning and delivering the
school’s reading for pleasure
promotion.
All pupils’ attitudes to
reading are monitored
throughout KS1 and KS2 via
journals or other methods.
This information is used to
personalise provision and
meet individual needs.
Pupils are a central part
and have a lead role in
planning and delivering the
school’s reading for pleasure
promotion.
www.readingconnects.org.uk