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Alexander Hosea Primary School

Roots to grow, wings to fly

Reading at Alexander Hosea

On the Road to Reading - A presentation to explain our approach to reading

At Alexander Hosea, we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.

We understand that reading and writing skills has a direct impact upon progress and attainment in all areas of the curriculum and also upon a child’s self-esteem, well-being and motivation to learn. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our children the tools they need to participate fully as members of society.

We therefore believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. At Alexander Hosea, we believe that the teaching of phonics is an essential component to the teaching of early reading. We therefore aim to teach this through an explicit and systematic approach to our emergent readers. We use ‘Letters and Sounds’ as a basis for provision.

We have a rigorous and well-organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. Teacher’s plan to ensure that English skills as set out in The National Curriculum, are woven throughout the current projects and cross-curricular reading, writing and oracy opportunities and outcomes are carefully planned for.

It is our ambition to have a school community of enthusiastic readers and writers who can recognise their progress, are confident enough to take risks within their learning and enjoy nothing more than celebrating their literacy skills and achievements.