Building whole-school reading communities - National Literacy Trust

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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
7 Area of focus Developing Establishing Enhancing Reading promotion Visibility of reading The foyer, corridors and classrooms celebrate all types of reading, including pupil recommendations. School publicity material, including websites and newsletters, promotes the importance of all types of reading. Pupil involvement in ensuring the visibility of reading for pleasure throughout the school is maintained in both an imaginative and interactive way. Peer-to-peer recommendation ICT Some peer-to-peer recommendation takes place between pupils. Pupils are encouraged to use the internet to post book reviews, recommend reading materials etc. Reading events and groups Reading events Reading groups Buddying Reading is promoted during school events and in school assemblies. Pupil reading groups run regularly. Some in-class or cross-yeargroup buddy reading takes place. A system for peer-to-peer reading recommendations (using the school ICT system) is established throughout the school community. Pupils use multimedia to promote reading activity in the school. Several reading events are held each year, linking in with national events such as World Book Day and National Children’s Book Week. Special interest reading groups run regularly and/or groups are run that link in with national schemes, such as Greenaway, or local book awards. In-class, cross-year-group or primary-secondary school buddy reading takes place throughout school regularly. Pupils play an important role in running the system for peer-to-peer reading recommendation. School uses web technology to link with other schools on reading projects – for example, using video conferencing to develop international links. Reading promotion events take place regularly throughout the year including a school book week/reading focus week. Parents, staff and the wider school community take part in school reading groups. Pupils have a lead role in organising pupil reading groups. Pupils are central to developing and sustaining school buddying scheme.
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Building whole-school reading communities - National Literacy Trust

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