Bournehall Primary School

READING AT BOURNEHALL PRIMARY SCHOOL

 At Bournehall Primary School we value reading because: 

• it gives us the chance to develop culturally, emotionally, intellectually, socially and spiritually
• it enables us to both acquire knowledge and to build on what we already know
• it is enjoyable

A READER: 

• has excellent phonic knowledge and skills
• demonstrates fluency and accuracy in reading across a wide range of contexts throughout the curriculum
• has an extensive and rich vocabulary
• demonstrates excellent comprehension of texts
• has the motivation to read for both study and for pleasure
• builds extensive knowledge through having read a rich and varied range of texts

Chris Quigley – Essentials Curriculum

CONDITIONS FOR LEARNING

Children tell us that they enjoy reading and learn best when they: 

• use songs and rhymes to learn their letter sounds
• read to an adult
• take part in paired reading
• can enjoy books in their class reading corner
• visit the library and choose their own books
• listen to their teacher read
• have time to read for pleasure
• share books and recommend their favourites to friends

 Reading: 

• starts with a love of books
• opens doors to other worlds
• connects with children’s own lives and experiences
• uses a balance of ‘real’ and ‘scheme’ books
• encourages and develops the skills needed for children to discover books for themselves (reading for pleasure)
• includes discussion and debate
• makes good use of resources that are exciting, high quality and are of a quantity that allows full participation
• takes into account pupils’ prior knowledge and understanding
• needs to be taught using a balanced and engaging approach, which integrates both decoding and comprehension skills
• ensures that children are motivated and engaged to encourage persistence and enjoyment in their reading
• provides a range of wider language and literacy experiences to develop children’s understanding of written texts (different media and genres of text)
• needs the effective implementation of a systematic phonics programme (the teaching of letter-sound relationships through an organised sequence)
• requires the specific teaching and modelling of strategies for developing their reading comprehension (inference, questioning, clarifying, summarising and predicting)