READING POLICY
PRINCIPAL AIM
“Our pupils are encouraged to be creative and intellectually curious; to approach new opportunities with confidence; and to learn to think for themselves while being mindful of the needs and views of others ” Tonbridge School Welcome Address
The School believes that reading, both for pleasure and with an academic focus, is a foundation stone for the continuing academic, social and emotional development of the boys. It is important because:
• it informs and enriches by extending vocabulary and improving the means by which the boys communicate; by fuelling their imagination; and by sparking their creativity.
• it helps to develop empathy and can change the way the boys see the world and their place in it, opening their eyes to different experiences and new horizons.
• it promotes positive mental wellbeing, offering the boys a getaway from the frantic pace of modern life and reducing their stress levels.
Reading is taken in its widest form: books, in physical, audio and e-form, graphic novels; newspapers; magazines. These are all regarded as having value – it is not the format but the engagement that is regarded as important.
The School’s view is that an active reading habit should be expected of every boy and that it as an essential ingredient of a successful and effective time at the School. It is recognised that the boys will need assistance in making the best decisions and, therefore, the expectation to read should be built into their experience, alongside regular communication of what it offers.
HOW WILL THE SCHOOL MEET THIS AIM?
Boys should be encouraged to see reading as an integral part of the School’s culture. This should be supported by:
• messaging about reading being visible and maintained in an imaginative and interactive way;
• boys being expected to read and such expectations being communicated clearly, consistently and regularly;
• the active involvement of the staff, and boys in senior positions, modelling their engagement with reading (it is important that this is seen as a whole-School approach and so staff in all positions –teachers, Housemasters, tutors, matrons, non-teaching staff – should be involved);
• the involvement of academic departments via subject-specific reading lists and reading research opportunities built into Schemes of Work;
• periodic use of tutor time;
• the encouragement of reading at suitable times in the Boarding Houses;
• enabling the easy access of reading materials through appropriate resourcing for the Smythe Library, to allow it to continue to provide a large catalogue of titles, both fictional and non-fictional; through ensuring effective introduction to the services the Library has to offer; and through making best use of the Library building so that it appeals as a destination to boys in all Year Groups;
• the organisation of events focused on reading.
To continue to engage and inform staff, relevant professional development should be provided at appropriate times.