The development of reading and literacy is a key priority for the academy. It is our belief that it is a basic requirement that all students leave school with the ability to read fluently, accurately and with confidence.
At Campsmount Academy, we adopt a number of strategies to support students with their reading.
1. The Campsmount Reading Spine and Form Time Reading
The following texts are read during Pre-Lesson Learning and form part of the Campsmount Reading Spine. These novels explore issues like homelessness, adolescence, autism, loss and racism. Due to the Trust's participation with the Open University, many of these novels are on their recommended reading lists as texts that also promote reading for pleasure in Science, Maths, History and Geography.
2. Literacy Assessment Online
At the beginning of the academic year, students’ reading ability is tested on software provided by Literacy Assessment Online. These tests will take place at key intervals across the academic year as detailed on the whole school calendar. The information generated from the software will be crucial in deciding which pathway our students follow, as described in the diagram below:
3. The Literature-Led Curriculum
Reading and literacy plans are in place in all subjects and sit alongside long-term curriculum maps, identifying keystone vocabulary and opportunities for wider reading. Reading and key vocabulary for schemes of work are identified and actively and explicitly taught throughout a scheme of work. Research states that students should be exposed to vocabulary repeatedly and through a range of strategies to support retention. It is the responsibility of all teachers to include these strategies in lessons. Directors of Faculty and Heads of Department must ensure that they are embedded in curriculum design. The Director of English will support, monitor and quality assure the strategies described in curriculum intents and the implementation of these strategies with the view of measuring impact during key intervals across the academic year.
4. Drop Everything and Read Days
All departments will take part in DEAR Days and World Book Day activities, alongside calendared whole school literacy events.
5. The High Five Reciprocal Reading Strategy
All lessons should be structured around The High Five Reciprocal Reading Strategy. This is a metacognitive strategy that is key to supporting students and their ability to decode and comprehend a text. These strategies should be evident every lesson with all elements of the strategy apparent in teaching practice, where appropriate, and particularly when reading key extracts, case studies and exam questions. To use one aspect in isolation, deconstructs the strategy and is less effective.
6. Non Secondary Ready PiXL support and Lexia Reading Strategies
Non-Secondary Ready students in years 7-9 are selected to take part in the PiXL NOW Reading intervention during Pre-Lesson Learning once a week. This intervention focuses on improving students’ reading fluency, decoding and comprehension skills.
Lexia Power Up Literacy is also offered to Non-Secondary Ready students as a timetabled lesson every week. It is a type of software designed to assist in the rapid acquisition of reading and literacy skills in an engaging and consistent way.
The software ensures teachers and students are supported in the following areas to allow goals to be met: