Reading Policy

Reading shall be a major subject in Angels Specialist School International, Heads of department will be appraised, mainly for the support for reading, and how they inspire support and promote reading in their department.

Teachers will be appraised for how their children read.

Students will be awarded for their reading ability.

This policy will seek the concern of all stakeholders;

That is;

  1. The school BOD
  2. Management
  3. Teachers
  4. Parents and
  5. Students

And as such address them.


  1. In all its sittings, the school BOD’s discussion will include the Reading condition in the school.  And for that matter when necessary the BOD will invite members of management, heads of departments, teachers, and parents concerned to answer among others questions or discuss matters bothering on Reading.
  2. A special allocation of the term’s budget will be approved by the BOD for manpower development, In-service Training and for the promotion and support for reading in Angels School.


  1. Management should redesign the entrance examination or interview questions for students to include Reading.
  2. All termly examinations should feature Reading as a major subject or paper.
  3. Management’s appraisal for teachers should consider the teacher’s ability to teach his/her children to read.
  4. Termly activities should always feature a programme or activity that will promote reading.  Therefore any termly calendar or activities that do not feature Reading Activity cannot be accepted.
  5. A remedial programme should be organized for all children with reading disabilities.  (Before this programme is approved, there should be enough scientific prove that such a child needs this remediation, parents or such children will sign an agreement to support such programme to bring their children to grade level.


  1. Children will have a special reading grading that will form a major percentage of their total grading.
  2. Every teacher in Angels will go through intensive Reading Programme called the ARC (Angels Reading Curricular).  This programme will be adequately taught to teachers and monitored by the management and academic board.
  3. There will be a well-integrated and a structured Reading Programme, starting from the least class, (crèche) to the highest class, (sixth form).

The school should always have a well-stocked library for each department.  Librarial reading and the use of the library should be made compulsory for all classes. Each class will run a mini library system where a number of reading materials are circulated among classes.

The school will support and promote exciting reading activities to whip up enthusiasm and healthy competition among students.  This should be school-wide, department and intra-class and inter classes.  There will be training also for parents who need to have the general knowledge of the school reading programme.

A team of academic board, teachers and reading experts will form a reading department that will research, plan and monitor the general reading programme in the school

Members will consist of:

  1. Mr. Frank Sontim-Buor
  2. Mr. Joel Duncan Idun
  3. Mrs. Phillipa Otchere
  4. Mr. Dodzi Agbavoh
  5. Mr. Albert Annobil
  6. Miss Ethel Amedzi
  7. Miss Gloria Partey
  8. School Librarian
  9. Mr. Bernard Agbagba
  1. - Chairperson
  2. - Reading Expert
  3. - Pre-school Head
  4. - Head of Junior High
  5. - English Teacher Primary
  6. - English Teacher Junior High
  7. - Teacher Pre-School
  8. - Ms. Elizabeth Badu
  9. - Head of Primary

This team will report to the Board of Directors.


  1. Every child can improve in reading.

  2. Children inability to read is as a result of teachers’ inability to teach, managements failure to supervise and parents lack of support.

  3. Reading focuses on the teacher and the child.

    This means that, for better reading achievement more attention should be on Teacher/Child and learning situation rather than methods and materials, which also implies that a poor method used by a good teacher and a ready child will yield better result than the favoured approach taught by a poor teacher to an unprepared child.

  4. There is no one particular approach to reading. – Children learn to read by a variety of materials and methods.  No one approach is so distinctly better in all situations and respect than the others that it should be considered the one best method and the one to be used exclusively.

Ghana Education Service
Cambridge Assessment International Education
Read International