At Bolingbroke Academy we are committed to developing confident and enthusiastic readers. Research has shown that reading for pleasure is important in improving children’s life chances; according to the OECD, “Finding ways to engage pupils in reading may be one of the most effective ways to leverage social change” (Reading for Change, Organisation for Economic Cooperation and Development, 2002.)
We have high expectations of our pupils and we are all committed to doing everything needed to ensure that each child succeeds which is why we set aside curriculum time every day and dedicate it to reading.
Bolingbroke has been awarded the British Dyslexia Association's Quality Mark for good dyslexia-friendly practice across the school. This means that as a school we are committed to ensuring the whole school ethos and environment is rooted in an informed and empathic approach towards dyslexia. The reading programme plays a leading role in this dyslexia-friendly good practice allowing pupils to develop their literacy skills within a supportive environment.
The central purpose of the Bolingbroke Academy reading group programme is to ensure that all pupils read for pleasure and develop a lifelong love of reading. We want every pupils’ reading age to in line with or above their actual age so they can fully access the curriculum without literacy barriers.
We understand that many pupils start their secondary education having encountered a number of barriers to reading for pleasure. For example, pupils have had no experience of enjoying books; their interactions with books have been negative due to reading difficulties or poor book choice and reading is not given status in the family or with immediate peers. We hope that Bolingbroke’s
Every day at Bolingbroke, pupils will spend twenty five minutes in their reading group in which they will read and discuss both fiction and non-fiction texts. They will also complete creative activities linked to their reading. Pupils will be in a reading group with others who have a similar reading ability to them. They will read books that will help to develop their reading skills and provide challenge.
Here you can see some of the questions we may use in reading groups to promote discussion and encourage deeper analysis of the text. You can support your child in this process by discussing the books they are reading using some of the prompts. Reading Group Questions.pdf
When a pupil finishes reading a book, they complete an Accelerated Reader quiz so that their tutor can track their level of understanding. As well as reading books in reading group time, pupils should be reading a book of their choice independently. Pupils should also take Accelerated Reader quizzes on these books. These can be completed at school or at school by clicking the link. https://ukhosted31.renlearn.co.uk/3219047/ Across the year, we expect all pupils to read at least 15 fiction or non-fiction books. For every quiz a pupil completes they receive a house point.
You can see how many quizzes your child has completed and their scores, by following this link https://Ukhosted31.renlearn.co.uk/3219047/HomeConnect .
You can sign up to receive emails showing this information by clicking the ‘Email Setup’ link in Renaissance Home Connect and follow the directions.
To be sure these emails reach your inbox, add firstname.lastname@example.org to your address book.
At the end of each academic year, pupils will take the NGRT (New Group Reading Test) to determine the progress they have made across the year to ensure we can effectively support and challenge your child.
To browse all the books we have in the Academy library click here
Research and further reading
Bolingbroke Academy is an evidence based school and there is a substantial body of research that supports the view that “Finding ways to engage pupils in reading may be one of the most effective ways to leverage social change”. (OECD, 2002)
This is a selection of some of the current research
Guthrie J.T. and Wigfield A. (2000) Engagement and Motivation in Reading.
Moore, D.W., Bean, T.W., Birdyshaw, D. and Rycik, J. (1999) Adolescent Literacy: A Position Statement, International Reading Association.
OECD (2002) Reading for Change, Organisation for Economic Cooperation and Development.
Sullivan, A. and Brown, M. (2013) Social inequalities in cognitive scores at age 16: The role of reading. CLS Working Paper 2013/10. London: Centre for Longitudinal Studies (Reading for pleasure increases achievement in maths).
Washbrook E. and Waldfogel J. (2010) Cognitive Gaps in Early Years, The Sutton Trust.
Reading for Pleasure & Social Capital
Book Marketing Ltd/The Reading Partnership. (2000) Reading the Situation: Book Reading and Public Library Use, BML/The Reading Partnership.
Cremin, T. & Swann, J. (2012) Enriching reading for pleasure: The CILIP Carnegie and Kate Greenaway shadowing scheme. The Open University.
Department for Culture, Media and Sport. (2009) Capturing the Impact of Libraries, BOP Consulting.
Hargreaves Macintyre M. (2005) Confidence all Round: The Impact on Emergent Adult Readers of Reading for Pleasure through libraries.
NUT. (2010) Reading for Pleasure. www.teachers.org.uk/reading