Research consistently shows that engagement with reading is one of the strongest predictors of future success. Reading develops cognitive function and creates individuals who are articulate, informed, empathetic, and confident. At George Mitchell, we understand that literacy goes far beyond the basic ability to read and write. It includes the knowledge required to access complex texts, the resilience to tackle academic challenge, and the rich vocabulary needed to interpret meaning and express ideas with clarity

Crucially, we recognise that literacy looks different across disciplines. Being literate in science is not the same as being literate in history or mathematics. Departments design Curricula and lessons that explicitly teach the literacy skills required for success in their subject. Literacy is not a bolt-on; it is embedded through excellent curriculum design and high-quality teaching

There are numerous ways to access books and other reading resources, from your local library and bookshops to online audio books.

At George Mitchell we…

  • Actively read in lessons  
  • Offer literacy intervention using evidence based programmes
  • Expose pupils to either fiction or non-fiction texts 
  • Have tutors/class teachers reading to model prosody 
  • Have reading lessons in Year 7  
  • Visit the library before school, break times, lunchtimes and after school 

Library

We at George Mitchell School believe the most important thing we can teach children today is a love of reading for pleasure. With so much emphasis on learning, reading for pleasure can be left behind as a treat only for the very young. It is because of this that we feel a library should be at the centre of every school.

A library should be a hub for learning, a place where reading is positively and actively promoted. It should be a centre where new technologies and book-based resources complement and reflect each other and enrich the curriculum. Our library aims to meet the needs of all students and teachers, having an “open-door policy” that welcomes everyone. This is true in both the Primary and Secondary phases. In the Primary phase, each classroom also has an inviting book corner that pupils can browse and enjoy. Both phases of the school are bristling with an exciting and diverse range of texts – as we know well, ‘There is no such thing as a child who hates to read; there are only children who have not found the right book.”

Miss Ainsworth
School Librarian

Assessment and Intervention

At George Mitchell School we understand the importance of knowing our pupils and understanding any barriers to learning. As such, we use standardised Access Reading Tests to identify learners below or above the expected levels and how they compare to learners the same age as them. This enables us to determine what gaps learners need support on at an individual and group level. It also enables staff to target teaching to address gaps in skills and knowledge.

Group interventions include Fresh Start Phonics programme, Reading Fluency Programme and Word First Engage with Language and Reading comprehension Programmes. Additionally teaching vocabulary is embedded across all curriculum areas. All of these interventions are aimed at improving reading mastery, but also fostering a love of reading. 

Many of our children have English as an additional language; we value the wide range of languages spoken throughout our school. For children who are new to English, we provide additional assessment and intervention through Flash Academy, an online programme to help child. The programme is designed to support learners who are new to English and in the early-mid stages of proficiency, where building strong foundations is critical. Through adaptive assessments and level-appropriate content, learners receive targeted support that helps them gain confidence and progress in their English language journey.  Flash Academy also supports teachers by assessing a child’s current state of language knowledge, across speaking, listening, reading and writing.

If you are concerned about your child’s reading, please speak to their teacher in the first instance, or contact one of the school’s SEND team.