Our Literacy vision within the context of AHS

The impact of reading and literacy on pupil progress is well-documented. Much time and research has gone into investigating the importance of reading both in and out of an educational context, over the past few years. Our reading and literacy policy has been most heavily influenced by three bodies of research:

  • Oxford School Improvement, Building an Outstanding Reading School, 2017.
  • Education Endowment Foundation, Improving Literacy in Secondary Schools Guidance Report, 2019.
  • Doug Lemov et al., Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction, 2016.

The ability to read well, speak fluently and write competently for a range of audiences and purposes are absolutely vital to a student’s academic and social success. They underpin the whole school curriculum, and are core life skills that enable students to flourish and thrive in an increasingly demanding world.

At AHS, we believe that literacy and communication are essential life skills. Because literacy is central to children’s academic, emotional and social development, it should be at the heart of any curriculum. We want our pupils to develop the skills and knowledge that will enable them to communicate fluently, effectively and creatively through both the spoken and written language. Finally, we want to equip students with the necessary skills to become engaged global citizens and lifelong learners.

Over the past few years, we have worked hard to instil a love of reading at KS3 and KS4 with the introduction of the Accelerated Reader programme; Word of the Week; subject glossaries; DEAR time; reading bell work and much more. Our AHS Reading Ready plan is such that it allows us to build on current successful approaches, whilst also making small but effective changes to further secure and embed pupils’ reading, writing and spoken skills. With this in mind, we intend to make small but effective changes to the way we teach reading and literacy as a school over the next three years.