“Literacy is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world,” (National Literacy Trust, 2022) and at Horsforth School we are committed to providing a comprehensive literacy provision: 

• To engage in early and systematic assessment of reading and develop effective interventions for students below age-related expectations
• To collaborate with teachers on how they can support students to improve accessibility and understanding
• To increase student resilience to overcome barriers to approaching more challenging texts and create a consistent climate of everyday excellence
• To develop a positive reading culture, for both purpose and pleasure

• Reading age testing
• Bespoke support pathways
• Whole school support initiatives

Timely testing of students’ reading age, shared with staff. Staff receive regular literacy CPD. Identified students are placed on reading support pathways.

• Explicit vocabulary teaching
• Developing cultural capital
• Subject specific literary experiences

All staff will receive access to a range of CPD to support students to understand and apply vocabulary, create links between core and hinterland knowledge and promote exposure to a range of subject specific literary opportunities.

Why is Reading Important?

Reading is closely linked to academic success; research shows that students who read for pleasure have 26% more vocabulary. (Centre for Longitudinal Studies, November 2017). The more you read the more language you acquire, the more language you acquire, the more defined you can be; you need 40,000 words in secondary school to thrive. A student who reads for 20 minutes a day will be exposed to 1.8 million words per year – Scores in the 90th percentile in standardised tests. A student who reads for 5 minutes a day will be exposed to 282,000 words per year – Scores in the 50th percentile in standardised tests.

Reading attitudes are mostly emotional and positive reading attitudes result from positive reading experiences. Building an environment with easy access to books at school or at home along with time/space to concentrate on reading is a powerful way to shift attitudes and motivation. Shared reading communities and school/home reading environments can shift perceptions. Students need to experience reading success to see themselves as readers.

Millions by Frank Cottrell-Boyce

After their Mum dies, Damien and Anthony move to a new house and a new school. Damien is doing his best to be good by emulating the lives of the saints, so when a sack full of money seems to fall out of the sky, he tries to give it to charity. His big brother, Anthony, is far more interested in finance. He has different ideas.

Not only is the clock ticking, the bank robbers want their money back…

Year Group: 7

Term: 1

Reading Time: 5 hours (12 weeks)

A Glasshouse of Stars by Shirley Marr

Meixing Lim and her family have arrived in the New Land to begin a New Life. Everything is scary and different. Their ever-changing house is confusing and she finds it hard to understand the other children at school. Yet in her magical glasshouse, with a strange black and white cat, Meixing finds a place to dream.

But then Meixing’s life comes crashing down in unimaginable ways. Only her two new and unexpected friends can help. By being brave together, they will learn how to make the stars shine brighter.

Year Group: 7

Term: 2

Reading Time: 6 hours (14 weeks)

Ghost Boys by Jewell Parker Rhodes

In Chicago, a white police officer shoots and kills black 12-year-old Jerome, mistaking a toy gun the child is playing with for a real one. As a ghost, young Jerome witnesses the aftermath of his death, including scenes with his family, the police and the media.

Year Group: 7

Term: 3

Reading Time: 4 hours (10 weeks)

The Boy Who Lied by Kim Slater

Ed Clayton is a liar. It started when his dad went to prison and now he can’t seem to stop. When his younger brother, Sam, goes missing one day, nobody believes Ed when he says he can’t remember what happened. He’s used to going without, but living without his brother is impossible.

Year Group: 8

Term: 1

Reading Time: 7 hours (16 weeks)

A Strange Kind of Brave by Sarah Moore Fitzgerald

Jake McCormack is the villain of Clanfedden.  He’s just killed a boy – deliberately run him over with his truck, in front of everyone.  And he knows he’ll get away with it.

Luca Spinelli, 14, is the new boy in town.  He’s looking for a fresh start after what happened at his old school. Allie Redmond has lived in Clanfedden all her life.  Luca’s friendship is the bright spark she needs.

But more than anyone, Allie knows the danger of Jake McCormack.  She needs to warn Luca.  She needs to prevent disaster.  At least, she needs to try

Year Group: 8

Term: 2

Reading Time: 7 hours (16 weeks)

When the Sky Falls  by Phil Earle

1941. War is raging. And one angry boy has been sent to the city, where bombers rule the skies. There, Joseph will live with Mrs F, a gruff woman with no fondness for children. Her only loves are the rundown zoo she owns and its mighty silverback gorilla, Adonis. As the weeks pass, bonds deepen and secrets are revealed, but if the bombers set Adonis rampaging free, will either of them be able to end the life of the one thing they truly love?

Year Group: 8

Term: 3

Reading Time: 8 hours (18 weeks)

Lark by Anthony McGowan

Things are tense at home for Nicky and Kenny. Their mum’s coming to visit and it will be the first time they’ve seen her in years. Nicky’s not so sure he’s ready to see her again.

When they head for a trek across the moors to take their minds off everything, a series of unforeseen circumstances leaves the brothers in a vulnerable and very dangerous position.

Year Group: 9

Term: 3

Reading Time: 3 hours (8 weeks)

I am Malala by Malala Yousafzai 

A remarkable autobiographical account of a family uprooted by global terrorism, of the fight for girls’ education, of a father who, himself a school owner, championed and encouraged his daughter to write and attend school, and of brave parents who have a fierce love for their daughter in a society that prizes sons.

Year Group: 9

Term: 1 & 2

Reading Time: 10 hours (20 weeks)

A House Without Walls by Elizabeth Laird

Thirteen-year-old Safiya and her family have been driven out of Syria by civil war. Safiya knows how lucky she is – lucky not to be living in a refugee camp, lucky to be alive. But it’s hard to feel grateful when she feels lonelier than ever.

As they struggle to rebuild their lives, Safiya realizes that her family has always been incomplete and with her own future in the balance, it’s time to uncover the secrets that war has kept buried.

Year Group: 9

Term: 2 & 3

Reading Time: 8 hours (18 weeks)

Guard Your Heart by Sue Divin

Derry. Summer 2016. Aidan and Iona, now eighteen, were both born on the day of the Northern Ireland peace deal.

Aidan is Catholic, Irish, and Republican. With his ex-political prisoner father gone and his mother dead, Aidan’s hope is pinned on exam results earning him a one-way ticket out of Derry. To anywhere.

When Iona and Aidan meet and their relationship blossoms, it seems like everything is keeping them apart…when all they want is to be together.

Year Group: 10

Reading Time: 13 hours (20 weeks)

Run, Riot by Nikesh Shukia

Aspiring MC Taran and her twin brother Hari never wanted to move to Firestone House. But when the rent was doubled overnight and Dad’s chemo meant he couldn’t work, they had to make this tower block their home. It’s good now though; they feel part of something here.

When they start noticing boarded-up flats and glossy flyers for expensive apartments, they don’t think much of it – until Hari is caught up in a tragedy, and they are forced to go on the run. 

It’s up to these teenagers to uncover the sinister truth behind what’s going on in the block, before it blows their world apart.

Year Group: 10

Reading Time: 7 hours (14 weeks)

Research/Evidence Based Practice:

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies

https://researchschool.org.uk/greenshaw/news/the-challenge-of-developing-reading-at-secondary-school

https://www.theconfidentteacher.com/2022/02/who-should-read-aloud-in-class/

http://sro.sussex.ac.uk/id/eprint/70702/1/__smbhome.uscs.susx.ac.uk_dm50_Desktop_Westbrook%20et%20al.pdf