What is Literacy?

Literacy is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world. Literacy and numeracy are the fundamental skills that every young person needs to be able to function and make progress at school, work and in society in general. Improved literacy leads to improved self-esteem and motivation; it enables students to learn independently and it is personally empowering.

Literacy at Westbourne

We believe that literacy should be intrinsically woven into the fabric of school life and involve all staff; particularly considering the increased rigour and challenge of the latest Key Stage Four examination courses. Literacy skills underpin student progression across all subjects and consequently, all teachers at the academy, regardless of subject specialism, are teachers of literacy and take opportunities to embed literacy practice within their lessons.

Should you have any questions or queries relating to literacy at Westbourne, or your child’s reading age, please contact Mr Cole, Assistant Principal:

george.cole@attrust.org.uk

Literacy across the Curriculum at Westbourne

We are fully committed to improving students’ literacy skills at every opportunity. Teachers take part in regular training on literacy, in order to best support student progress in lessons. Some of the approaches to literacy in the classroom implemented at Westbourne are detailed below.

At Westbourne, we believe that regular reading is vital to academic success. Research shows that children who read widely and often, do better in school than those who do not.

The average reading age required to fully access and comprehend Key Stage 4 exam materials is 15 years and 7 months, however, research shows that the average actual reading age is significantly behind this, at just 10 years and 7 months.

Exams are getting tougher, year after year. If by the time our students take their final exams in Year 11, they cannot confidently access the increasingly complex academic language within them, then they are far less likely to achieve their full potential.

Reading Lists

At Westbourne Academy, we’re passionate about inspiring a love of reading. We’ve curated four reading lists — each named after a famous author — to suit pupils with different reading abilities, helping every student find books that match their ability and interests.

We have also created a special list of 20 classic books that pupils should aim to read during their time at our school — timeless stories that enrich understanding and broaden horizons.

We will be using the website Accelerated Reader (AR) to track reading ability, and which books pupils have read. Pupils who read all the books on the list appropriate for their reading ability will receive a prize — so get reading and aim high!

Explore our selections and discover your next great read!

Reading List Michael Morpurgo

(For pupils reading at an AR level between 2.0 and 5.5. This is equivalent to a reading age of less than 11 years old.)

Reading List Malorie Blackman

(For pupils reading at an AR level between 4.0 and 7.0. This is equivalent to a reading age of between 11 and 12 years old.)

Reading List Benjamin Zephaniah

(For pupils reading at an AR level between 5.0 and 9.0. This is equivalent to a reading age of between 13 and 14 years old.)

Reading List Jane Austen

(For pupils reading at an AR level between 4.5 and 12.0. This is equivalent to a reading age above 15 years old. Some of these books have mature themes that may only be appropriate for pupils in year 9 and above.)

Reading List Westbourne Academy

(20 classic books for pupils to aim to read throughout their time at Westbourne Academy).

 

“Reading for pleasure is the single biggest factor in success later in life, outside of an education. Study after study has shown that those students who read for pleasure are the ones who are most likely to fulfil their ambitions. If your child reads, they will succeed – it’s that simple.

– Bali Rai

Reading Ages

Every half term during the academic year, we test all students’ reading ages to monitor their progress and, where appropriate, action reading interventions. Reading age data is communicated with parents on reports and is shared with classroom staff, enabling them to plan lessons at an appropriate and accessible level for all learners. Below is more detailed information about Reading Age scores and what they mean.

Accelerated Reader – A programme aimed to support and monitor pupils’ reading practice. All students in Years 7, 8 and 9 follow the programme which involves them reading books and completing quizzes on them. When students pass the quiz they move on to a more difficult book. A Parent’s Guide to Accelerated Reader can be found here.

Literacy Marking Symbols

Academy staff mark pupils’ work according to a consistent set of guidelines, allowing students to recognise the symbols and be able to make improvements more easily. Students respond to feedback given and make corrections and improvements to their work using purple pen.

Additional Literacy Support

As an academy, we aim to support all students who require extra help with their literacy skills, in terms of reading, writing and spelling. We offer a range of intervention programmes and ensure that students are placed into the appropriate intervention group, according to their specific needs. Parents are informed by letter of the literacy interventions in which their child is involved. We are currently offering the following interventions – log in pages can be found on our Student/Useful Links page:

Phonics – We are using Fresh Start Phonics with identified Year 7 students as part of the English curriculum. The Phonics programme looks at all aspects of literacy but is mainly focussed on reading skills, including comprehension and decoding skills. Students are assigned to the Phonics programme that is relevant to their needs.

Catch Up Literacy – Catch Up Literacy is a 1:1 intervention, which is run by our trained Teaching Assistants. Students are withdrawn for three fifteen minute sessions per week to work on a programme, which is bespoke to their individual needs.

Library Lessons – Students in Year 7 and 8 have fortnightly library lessons. During this time students are explicitly taught how to read. These lessons include reading group reader books, completing quizzes on books read but also importantly focusing on the elements of reading, these include; decoding, fluency and comprehension.

Herts for learning – Reading Fluency Project – The KS3 project aims to accelerate achievement in reading fluency and comprehension in a short space of time. The project lasts 8 weeks and helps students make rapid progress in their fluency and comprehension skill set.

Switch-on reading – Switch-on Reading is an intensive 10-week literacy intervention. It is delivered on a one to one basis by staff, who have been trained in the approach. The purpose of Switch-on is to achieve functional literacy for as many pupils as possible, and so to close the reading achievement gap for many of our students.

1:1 Dyslexia – This is a bespoke intervention, which is tailored at students’ individual needs within dyslexia. Students have a weekly session to work on their areas of need.

Handwriting – We can provide resources to support handwriting, including easy grip pens and pencils, pen grips and handwriting books.

Working Together to Improve Literacy

 Research shows that your interest and involvement in your child’s learning and education is more important than anything else in helping your child fulfil their potential.

DfE – ‘A GUIDE TO SUPPORTING READING FOR PARENTS OF SECONDARY SCHOOL CHILDREN ’

Regular reading is the key to students’ further developing their vocabulary and is therefore vital to academic success, particularly considering the increasingly complex academic language of examinations.

Please help us support your child improve their reading ability by listening to/encouraging them to read at home. If you can make reading an important part of your home life, you will make all the difference to your child’s development. Research shows that reading for just twenty minutes a day, exposes students to 1.8 million more words a year, enabling them to develop both their vocabulary and subject knowledge. A child who can choose books they enjoy and who can talk about books with their family, should become a reader for life. The Department for Education have published a booklet for parents, with advice on supporting your child with reading. This can be found here.

The Benefits of Reading

Watch this short video about why reading is good for you and the benefits it offers to your mind, your knowledge and your overall well-being.