CONTRIBUTORS Fostering a culture of reading
In her regular column on the art of school leadership this month, CHARLOTTE ROWLEY, Deputy Headteacher at St Gregory’s Catholic Academy, offers her thoughts on the school leader’s duty to promote, foster and cultivate a culture of reading at all levels across the curriculum for all children
It is very easy for me talk for hours about the importance of English as a whole, due to the fact that I studied Language and Literature at university and I am an avid reader and writer. I taught English for a long time at secondary level and I absolutely love teaching English at Primary level too, therefore, discussing English and books something that comes naturally to me and a conversation that is difficult to stop.
I appreciate that Austen, the Brontë sisters and Orwell may not be everyone’s first choice reads (in fact ‘name
dropping’ these may be conversation killers in some people’s opinions!), but there is categorically no denying that reading opens doors for all and finding that ‘hook’ can pave the way to opportunities and development for every one of us.
I was revisiting the new Reading Framework recently and the importance placed on Early Reading – and rightly so – is great. If we don’t get this right in the early stages, of a child’s educational journey, pupil’s successes further down the line once at GCSE, A Level and professional lives will be deeply impacted.
As teachers and as leaders, we have a duty to promote, foster and cultivate a culture of reading at all levels across the curriculum for all children in our care. If this happens, the rewards will be great. Here are some ways and strategies that may help with this, (in addition to fidelity to Phonics, reading schemes and any vocabulary programmes):
• Reading diaries: A lot of schools have them, but it is so important for staff to monitor these. Advising parents to read at home and then evidence this is so important. Reading texts appropriate for age and that can also challenge children are so important, but most of all, reading for pleasure is vital. This is what transports learners into imaginative worlds and then as a result, creativity is enhanced. Encouraging parents to have these rich conversations with their children about the stories they read with them is powerful.
• Parent forum: Ensuring that parents are supported too. Some families may need help with reading, therefore, schools engaging with English Hubs, local libraries and charities could be valuable.
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• External reading reviews: We commission external readings reviews with colleagues from other schools. These have been incredibly useful exercises and have also provided us with some tangible ideas to enhance reading further.
• Books as prizes: Whether it is when a child receives a certain number of house points or for progress in learning, children choosing a book prize is a great initiative and raises the importance and value of reading.
• Libraries: As mentioned above, working with the local libraries is always impactful. Arranging library visits or receiving talks from local librarians is a positive way to emphasise reading for pleasure and the bonus is that a library card is totally free. Also, ensure that the school library is a focal point in the school: We have a Harry Potter
theme In Key Stage 2 and a fairy tales theme in the other with inspirational quotes. Neither are huge spaces, but they are so engaging for all ages and undoubtedly, my favourite areas in the school. I love spending time in them.
• Reading Ambassadors: Reading Ambassadors/a Reading Council can listen to each other read, promote reading and introduce reading competitions.
• Staff books clubs: Whether this is weekly, half-termly, termly encourage colleagues to read. Have bookshelves in the staff room – and ensure that there is a mixture of work-related and fiction (it’s all about balance!). It is also important for staff to read some books that the pupils in the school are reading and have conversations with them about these.
• Interventions: These must be useful and beneficial for all learners. Like all of the above, such initiatives must be monitored ad evaluated to ensure that the impact is high.
Most of all, whatever a child’s background, there should be no barrier to being able to read and certainly nothing should get in the way of reading for enjoyment.
I love to see children read. I have taught pupils who are so engrossed in their reading book that I feel guilty telling them to stop and move onto their next task. It is the only time I don’t mind a child ignoring me! Seeing anyone lost in a book is wonderful, but seeing a child immersed in reading is amazing! Let’s foster this culture and keep vocabulary, oracy and imaginations blossoming.
November 2023
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