Bug Club and reading at home
Bug Club is our whole school, progressive reading scheme which we use from nursery to Year 6. Children have a hard copy of a reading book and can also access Bug Club reading books online, from any device.
Bug Club online includes many different texts, with a range of genres. Fiction genres include adventure stories, historical stories, playscripts comics etc and non-fiction covers information books such as autobiographies and instructional texts etc.
Using Bug Club is an integrated part of reading at home at Sneyd Academy and we expect all pupils to read at home at least three times per week, including at least once per week on Bug Club. All home reading (including any reading on Bug Club) must be signed inside your child’s Learning Diary.
Each child has their own username and password to Bug Club (which can be found inside their Learning Diary) to log in to their Bug Club account via the link: Click here
All pupil passwords are: sneyd
Our school code is: wkpq
Bug Club can be accessed from any electronic device.
To help make maximum use of Bug Club in the home, we have produced a short information guide which can be accessed by clicking the link below.
How reading at home, reading online books and reading books which your child comes home with, helps your child and their learning in school.
To progress and attain well, children need to have access to a large variety of reading materials and should explore a wide variety of reading literature. They should listen to stories read by adults- both at home and at school- and take part in discussions about what they have been reading and what has been read to them. For pupils to succeed and to gain confidence in reading, reading at home is of paramount importance.
Research shows that there is an important link between reading at home and pupils’ progress and attainment in school.
The Dfe (Department for Education) reports that:
- There is a growing body of evidence which illustrates the importance of reading for pleasure for both educational purposes as well as personal development (cited in Clark and Rumbold, 2006).
- Evidence suggests that there is a positive relationship between reading frequency, reading enjoyment and attainment (Clark 2011; Clark and Douglas 2011).
- Reading enjoyment has been reported as more important for children’s educational success than their family’s socio-economic status (OECD, 2002).
- There is a positive link between positive attitudes towards reading and scoring well on reading assessments (Twist et al, 2007).
- Regularly reading stories or novels outside of school is associated with higher scores in reading assessments (PIRLS, 2006; PISA, 2009).
- International evidence supports these findings; US research reports that independent reading is the best predictor of reading achievement (Anderson, Wilson and Fielding, 1988).
- Evidence suggests that reading for pleasure is an activity that has emotional and social consequences (Clark and Rumbold, 2006).
- Other benefits to reading for pleasure include: text comprehension and grammar, positive reading attitudes, pleasure in reading in later life, increased general knowledge (Clark and Rumbold, 2009).
The DfE also reports that:
- Parents and the home environment are essential to the early teaching of reading and fostering a love of reading; children are more likely to continue to be readers in homes where books and reading are valued (Clark and Rumbold, 2006).
- Reading for pleasure is strongly influenced by relationships between teachers and children, and children and families (Cremin et al, 2009).