Reading Gladiators™ provides a space in which to practice high-quality discussion. Books and bookclub session resources are available for Years 2, 4,5 and 6. The books target higher attaining readers within these year groups (usually approximately 8 in a group) as these readers are often under-challenged by the self-selection of texts. The impact of taking part in Reading groups is far-reaching. Many of the children become advocates who go on to inspire other children to become aspirational readers. Peer influence and the impact on a culture of reading has been observed within many of our Reading Gladiators™ schools. Outcomes identified range from “creating a buzz about reading” and increasing the reading ages and achieving 100% Greater Depth for the particpants to ..”a noticeable impact on raising the profile of reading within the school.” You can read case studies here.
“a noticeable impact on raising the profile of reading within the school.”
As each child has their own copy of every book and the majority of the reading is completed at home, Reading Gladiators can be maintained should your school need to close, or a child needs to quarantine.
“the online guidance features a ‘home learning’ section”
Planning ahead at the moment is a challenge in itself. To make things easier the online guidance features a ‘home learning’ section this year, which includes those activities that children could attempt from home, with parental support or unaided. All they need is a notebook to jot down their thoughts.
If your school uses a home-school learning platform such as ClassDojo or DB Primary communication amongst the group can easily be maintained. Tasks can be shared and feedback given.
A nationally recognised reading programme, Reading Gladiators won the Teach Primary Award in the Literacy/English category and was also a finalist in both the Education Resources Award and the prestigious BETT award in 2019. Part of its success is due to the online community.
The Reading Gladiators website provides a truly interactive element of the programme which enables schools to share their experiences throughout the year. Posting regular updates gives us an insight into how readers are responding to the books.
We respond to each update personally and our responses are intended to give the group further opportunities for discussion and deepen their thinking. This interactivity allows us to develop genuine working relationships with you as group leaders and the children in the groups feel that they have a genuine voice which is listened to. Posting updates about your group is optional but we have found that those who engage with this aspect of the resource have even greater success. You are also able to comment on updates posted by other schools which gives the opportunity to communicate with other professionals. This is extremely valuable as a way of sharing ideas and being able to tell your class in Yorkshire that a teacher in Bristol has commented on your ideas or work is hugely motivating.