Whole School Reading Strategy

At Charters, our Whole School Reading Strategy aims to empower students with the skills and confidence needed to become fluent, independent, lifelong readers. We believe that reading is central to enriching and broadening students’ education, and it plays a pivotal role in their academic journey.

As children develop their reading abilities, they also strengthen their reading comprehension— the essential skill of fully understanding written text. This skill forms the bridge between being a passive reader, who absorbs little from the text, and an active reader, who engages with the material, reads with curiosity, and approaches the content with an open, questioning mind. Mastery of reading comprehension is crucial for success across all areas of life, academically, professionally, and personally.

Educational research consistently shows that a student’s ability to read well and their engagement with reading for pleasure are among the strongest indicators of future academic success. Given that GCSE exams are set at a reading age of 15.7, the ability to read at this level becomes vital for all students, especially as they approach Year 11.

Our strategy not only supports those who need additional help but also nurtures a genuine love of reading in all our students. National research indicates that only 68% of secondary school students identify as ‘readers’, and it is this identity that we aim to foster at school, with the hope that you will do so at home as well.

Reading Intervention for Entry Level and Foundation Readers

All students undergo a reading assessment in Key Stage 3. This standardised, adaptive test measures reading abilities against the national average. Based on their results, students are assigned to one of the following bands, which are communicated to students, parents/carers, and class teachers:

Students who fall into the Entry Level category attend intervention sessions twice a week during tutor time, where they use a programme called Reading Plus. The program is designed to help students establish efficient reading habits that enable them to spend their mental resources on interpreting and appreciating what they read, rather than battling with the mechanics of reading. It is specifically designed to support all student needs, including those with Dyslexia.

In addition, students take part in small-group reading sessions (three students to one adult) with a member of staff. This provides valuable opportunities to listen to an expert reader model fluency, expression and phrasing -an essential element in helping students internalise what skilled reading sounds like and apply it to their own practice.

A range of further interventions is also in place to support individual students, including Fresh Starts and R.I.S.E sessions delivered by the SEND team and Foundation mentor reading with our Sixth Form students.

Reading within the Curriculum

As highlighted in our whole-school curriculum intent, literacy is at the heart of our students' success. We believe that "every teacher is a teacher of literacy," and all staff are equipped with strategies to develop reading fluency in their lessons. Previous initiatives have ensured a consistent approach to command words and exam techniques across the school. We also promote the use of academic language, encouraging students to use Tier 3 vocabulary at all key stages.

Each department has carefully considered the texts students will encounter as part of their curriculum, ensuring all students can engage meaningfully with their learning. In Personal Development and Learning (PDL), students participate in reading activities that encourage them to read, reflect, and discuss current news articles on relevant topics.

Developing a Love of Reading

• In Years 7 and 8, students participate in D.E.A.R (Drop Everything And Read) time every day. On a rotating timetable, students read their own books for 20 minutes at the start of each lesson. Research shows that reading for just 15 minutes a day can lead to substantial improvements in reading skills.
• In Years 10 and beyond, we encourage students to adopt a more independent approach to their reading, aiming to read for at least 20 minutes daily. Whether it’s fiction, non-fiction, an autobiography, a news article, or even a comic book, the important thing is that they are reading and enjoying it.
• We have introduced a system of reward tokens for students who demonstrate an outstanding attitude to learning. These tokens can be used to access our Book Vending Machine.
• Our school Library is available for students during break, lunchtime, and after school. It is a vital resource, offering a quiet, productive space for independent study and reading. We also organise activities and events to encourage students to engage further with books.
• We celebrate World Book Day every year, promoting ‘Powerful Reads’ across the school.
• Regular discussions with students about their reading interests have helped us develop recommended reading lists for Key Stage 3, which can be accessed here:

Year 7 Reading List

Year 8 Reading List

Year 9 Reading List

If none of the books on our lists appeal, students may also want to explore BookFinder for additional recommendations.

How can you support your child?

There are many ways you can support your child’s reading at home:

• Encourage your child to read for at least 20 minutes each day. This can be during quiet moments—while waiting for an appointment, before watching TV, or even just before bed.
• Help your child choose books that capture their interest. The more engaged they are with the material, the more likely they are to read. All students have access to the school’s library catalogue, as well as the Bookfinder tool mentioned above.
• Don’t limit reading to just books. Comics, graphic novels, magazines, and non-fiction texts are just as valuable.
• Surround your child with books. Having books at home or visiting your local library together can encourage them to read more.
• Read with your child, taking turns to read aloud. Even if you're not a confident reader yourself, this shared experience will help build your child’s reading confidence.
• If your child struggles with reading, audiobooks can be a helpful alternative. Pairing the audiobook with the written text can support comprehension and fluency. Listening together, such as during commutes, can be an enjoyable bonding activity and spark interesting conversations about the content.
• Ask your child questions about what they are reading, or revisit a previous book together to help them stay engaged with the story.
• Encourage your child to re-read their favourite books. Repetition can help improve fluency and comprehension.

If your child is a reluctant reader:

• Start by setting aside a short time each day to read together, gradually increasing the duration as your child becomes more comfortable.
• Non-fiction books on topics that particularly interest them, such as Horrible Histories, Minecraft books, or the Guinness Book of Records may be a good starting point.
• Ensure that your child sees you reading as well. Children are more likely to read if they see positive role models doing the same.
• Encourage your child to visit the school library and explore different genres. Further information on what the library has to offer can be found here.

We are committed to helping every student develop a lifelong love of reading through our Whole School Reading Strategy, and with your support, we can ensure that all our students thrive as confident, independent readers.