Improve yourlibrary:

a self-evaluationprocess for

secondary schoollibraries and

learning resourcecentres

Contents

Foreword 3

Terms used in the Evaluation and Support Booklet 4

Acronyms used throughout the model 4

Part A: Introduction: How to do this self-evaluation 5

The 10 steps in doing your self-evaluation 5Doing this self evaluation: questions to answer 6The key questions and strands 7Worked Example 7

Part B: Profile of the school and its LRC 9

1 Profile of the school 92 Profile of the pupils 93 Attainment of the pupils 9

Profile of the LRC 10

4 LRC staffing 105 Access 106 Funding 107 Resources 108 Use 119 Support 11

Summary Sheets 13

Key Question 1: How high are standards? 13

Strand 1a: Pupils’ research and study skills 13Strand 1b: Pupils’ reading 14Strand 1c: Pupils’ progress in LRC-based activities 15

Key Question 2: How well are pupils’ attitudes, values and personal qualities developed? 16

Strand 2a: Pupils’ attitudes and behaviour in the LRC 16Strand 2b: The LRC’s contribution to pupils’ … development 17

Key Question 3: How effective are teaching and learning? 18

Strand 3a: The quality of teaching provided by LRC staff 18Strand 3b: Co-operation between LRC staff and teaching staff 19Strand 3c: Pupils’ attitudes to and progress in LRC-based work 20

Key Question 4: How well does LRC provision meet pupils’ needs? 21

Strand 4a: Opportunities for enrichment … provided by the LRC 21Strand 4b: How well LRC resources meet the needs 22Strand 4c: How well the LRC accommodation … 23

Key Question 5: How well are pupils guided and supported? 24

Strand 5a: The LRC’s role in promoting reading for enjoyment 24Strand 5b: The LRC role in enhancing pupil learning 25

Key Question 6: How effectively does the LRC work with parents and the community? 26

Strand 6 : The effectiveness of the LRC’s links 26

Key Question 7: How well is the LRC led and managed? 27

Strand 7a: Leadership and management of the LRC 27Strand 7b: How well the LRC monitors, evaluates 28Strand 7c: How well LRC staff are managed 29

Acknowledgements 30

1

Foreword

A successful school library is the heart of a school learning community. School libraries canprovide a flexible place for learning where project work, individual study and group researchcan all take place. By providing a supportive environment and giving access to a broad rangeof books, ICT and other resources the school library can motivate pupils and stimulate learningand creativity – providing young people with the means to freely pursue subjects which fullyengage them and promoting wider reading. Good libraries can also support teachers in adoptinga broad range of teaching strategies.

Excellence is based on continually reviewing and improving performance and I am delighted tobe able to introduce this self-evaluation framework. It provides school librarians with a clear wayof assessing the quality of what they provide and measuring outcomes, providing evidence ofachievement and identifying areas that could be improved. It also provides practical advice andsuggestions for improving the way that the library supports pupil learning.

I hope that this publication will help give school librarians the means and confidence to increaselevels of excellence in school library provision.

Rt Hon. Charles Clarke MPSecretary of State for Education and Skills

3

Terms used in the Evaluation and Support Booklet

LRC the main school library or learning resource centre. Wheredepartmental libraries or other library facilities in the school arecovered within this evaluation they are identified separately.

Librarian the person with responsibility for the day-to-day running of the LRC

LRC Manager the person responsible for managing the LRC (may be the Librarian)

LRC staff professional librarians, library assistants, library administrativeassistants, teachers or others who run the LRC.

activities that take place in the LRC itself or that take place elsewherein the school, but make use of LRC resources or staff, or employ skillsdeveloped through LRC work.

the LRC/Library Policy or any similar document which sets outguidelines or strategy for the LRC.

a way of helping schools to improve. This usually involves the linemanager of a member of staff conducting a review, which resultsin the agreeing of individual objectives and setting priorities forprofessional development.

all skills involved in establishing the purpose of the research; locatinginformation; interacting with the text to select relevant information;and shaping and communicating information.

voluntary activities undertaken by pupils outside normal class time(before school, breaks, lunchtime, after school, weekends, holidays)intended to broaden their interests and experiences.

Acronyms used throughout the model

CILIP: Chartered Institute of Library and Information Professionals

DfES: Department for Education and Skills

EAL: English as an Additional Language

ICT: Information and Communications Technology

INSET: In-service Training (i.e. training delivered at the school)

LEA: Local Education Authority

OFSTED: Office for Standards in Education

SEN: Special Educational Needs

SENCO: Special Educational Needs Co-ordinator

SIP: School Improvement Plan

SLA: School Library Association

SLS: School Library Service

SMT: Senior Management Team (also called the Leadership Team)

Out of schoolhours

Research andstudy skills

Performancemanagement

LRC policydocuments

LRC-basedactivities

4

5

Part A: Introduction: How to do this self-evaluation

The purpose of this self evaluation is to support the development of the school library and todemonstrate its contribution to, and impact on, teaching and learning in the school.

● This Self Evaluation Model is intended for use by the librarian, ideally working with the LibraryManager and a senior member of the school staff.

● There are seven key questions in the Model and each one is divided into strands.The questions correspond to the Key Questions in the OFSTED Framework for Inspection.A list of the seven key questions and their strands can be found on page 7 of this booklet.

● We have identified a number of areas to be addressed within each strand and have calledthese indicators. This booklet contains a summary sheet for each strand, listing theindicators for each one.

The 10 steps in doing your self-evaluation

1 Complete the Profile of your School and its LRC (pages 9-11 of this booklet) to provideinformation about the context in which you work – the Support Booklet suggests where youcan get this information.

2 When you have finished the profile, read through the seven key questions and the strandswithin them on page 7 of this booklet.

3 Choose ONE of the strands within one question – preferably the strand that is mostrelevant to the current priorities of the LRC/the school or a strand that relates to an area ofLRC work needing development. To help you choose one strand to work on, look at thesummary sheets related to the strands that interest you. The Summary sheets (pages 13-29)list the indicators for each strand, that is what each strand covers. It will be valuable toinvolve a senior manager or the library committee in this choice

4 Decide what evidence you need to collect to see how well your LRC is performing inrelation to your chosen strand – the Support Booklet contains a chart for each strandsuggesting appropriate types of evidence.

5 Collect the evidence – the Support Booklet offers general guidance on collectingevidence. It also includes data collection tools for most of the strands to help you collectthe evidence you need (e.g. questions for pupils and staff; observation checklists). Choosewhich tools you will use to gather your evidence

6 Analyse the evidence to develop an overview of how well your LRC is performing inrelation to your chosen strand.

7 Decide which of the five levels your LRC has reached – the Support Booklet describesa typical LRC at each of the levels.

For each strand, LRC provision can be described as being at one of five levels: excellent, good,intermediate, emergent or needs development, as follows:

Scale Description Ofsted equivalent

1: Excellent or very good The LRC is very strong in this area. Excellent

2: Good The LRC addresses this area well, but some Goodimprovement is possible.

3: Intermediate The LRC is doing work in this area Satisfactory

4: Emergent The LRC has begun to develop work in this Satisfactoryarea, but further improvement is required.

5: Needs development Little or no action has been taken in this Poorarea and provision lacks impact; urgent intervention is required.

8 Decide how to improve LRC provision in relation to your chosen strand – the SupportBooklet suggests ways to improve LRC provision and offers examples of good practice.

9 Complete the Summary Sheet for your chosen strand. You will find all the summarysheets in this booklet (pages 13-29). Guidance on completing the summary sheets can befound in the Support Booklet.

10 Decide how you will use the findings of the self-evaluation in your school. Some ideascan be found in the Support Booklet.

The flow chart below shows the main steps in carrying out your evaluation in the form of questionsyou should answer.

Enlisting help● Try to involve other school staff in the self-evaluation where this is appropriate.● You may find it useful to get help from a ‘critical friend’ from outside the school – such as

a librarian from the School Library Service (if you have one) or from another school.

You will now be ready to consider which strand to tackle next. This self-evaluation process isdesigned as a rolling programme to help you develop all aspects of the LRC. You should be ableto cover most of the strands within a three to four year period.

Doing this self evaluation: questions to answer

Complete the profile of your school and the LRC. Then:

Which question do I most want to address?(Step 2)

Which strand within that question do I most want to work on?[look at the indicators on the summary sheets]

(Step 3)

What evidence do I need to collect to see how the LRC is doing in relation to my chosen strand?

[look at each of the indicators](Step 4)

How can I collect evidence for each of the indicators within the strand?

(Step 5)

How good is the evidence I have collected?(Step 6)

At what level is the LRC performing according to the evidence I have collected?

(Step7)

What can I do to develop/improve the work of the LRC in this area?

(Step 8)

What should I put in the Summary Sheet?(Step 9)

How else can I use the findings of this self evaluation?(Step 10)

6

The key questions and strands

1. How high are standards?

1a. Pupils’ research and study skills (including related elements of Literacy Acrossthe Curriculum)

1b. Pupils’ reading1c. Pupils’ progress in LRC-based activities

2. How well are pupils’ attitudes, values and personal qualities developed?

2a. Pupils’ attitudes and behaviour in the LRC2b. The LRC’s contribution to pupils’ spiritual, moral, social and cultural development

3. How effective are teaching and learning?

3a. The quality of teaching provided by LRC staff 3b. Co-operation between LRC staff and teaching staff to ensure effective learning3c. Pupils’ attitudes towards and progress in LRC-based work

4. How well does LRC provision meet pupils’ needs?

4a. Opportunity for enrichment through out-of-hours activities provided by the LRC4b. How well the provision of LRC resources meets the needs of the school’s pupils

and staff4c. How well the LRC accommodation allows the curriculum to be taught

5. How well are pupils guided and supported?

5a The LRC’s role in promoting reading for enjoyment5b The LRC role in enhancing pupil learning

6. How effectively does the school work with parents and the community?

6a. The effectiveness of the LRC’s links with parents and the local community

7. How well is the LRC led and managed?

7a. Leadership and management of the LRC and learning resources7b. How well the LRC monitors, evaluates and improves its performance7c. How well LRC staff are managed

Worked Example

● Decide on a Key Question and strandFollowing plans laid out in the LRC Improvement Plan, the Librarian has recently introduced anumber of new out-of-hours activities and is anxious to know how successful these are and whatfurther improvements might be made. She therefore decides that the most important strand forevaluation at this time is 4a Opportunities for enrichment through out-of-hours activities providedby the LRC. She checks this out with the member of SMT who has responsibility for the LRC.

● Decide what evidence to collectThe Librarian considers how to collect evidence for each indicator. She plans to find out howeffectively the LRC caters for pupils’ recreational, leisure and informal learning needs andwhether all pupils are aware of the opportunities on offer by questioning pupils in small groups.She decides to focus on years 7, 9 and 11 as she feels that this will provide a good range ofresponses. She decides to get the views of at least 10 pupils from each of the chosen yeargroups. She wants to make sure that she talks to non users as well as LRC users.

The Librarian decides to collect evidence about the range of opportunities on offer and whetherthey are socially inclusive by looking at attendance records for after school homework sessionsand for other activities on offer. She thinks that these will provide evidence of the popularity of

7

support for learning provided by the LRC and indicate which year groups and genders are usingthe facilities.

The Librarian and part-time clerical assistant decide that they can collect the best evidence abouttheir contribution to cross-curricular and whole school out-of-hours activities through informaldiscussions with staff. They decide that they need to talk to at least 5 members of staff includingsomeone from the SMT.

● Collect the evidenceThe librarian uses the questions for pupils provided in the Support Booklet. To ensure that theviews of pupils who are not regular LRC users are included, she works with form tutors to speakto small groups of pupils (4-6) during form periods over the course of a few weeks.

The librarian systematically analyses her attendance records. She then cross-references withother school data to determine whether the out-of-hours activities are attracting pupils fromdifferent ethnic minorities, those who qualify for free school meals etc.

The librarian use the questions for staff in the Support Booklet as the basis for some informaldiscussion undertaken in the staffroom with prior agreement.

The LRC Manager then reviews the evidence that she has collected. She has a good range ofinformation from different sources and from a reasonable number of pupils.

● Decide on a levelThe LRC Manager analyses the evidence, for example, working out levels of pupil satisfactionwith stock, and the percentage of pupils questioned who are aware of the opportunities offeredby the LRC. She discusses the results with her line manager. They invite the School LibraryService to help them assess the LRC level, using this evidence and the level descriptors.Together they decide that although bits of what the LRC does are in Levels 2 and 4, on thewhole the current provision best matches Level 3: Intermediate.

● Use this information to improve LRC provisionThe librarian, therefore, decides to organise better publicity to promote the existing opportunitieson offer, for example, speaking to pupils in assemblies. In the longer term, she hopes to formalisethe existing homework provision, creating a Homework Club which will not only provide accessto LRC facilities and help from LRC staff, but will also be supported by subject specialists fromthe teaching staff. She decides to present the evaluation findings and her proposed actions to theSMT to secure their support for these developments. She then plans to report the findings at astaff meeting to encourage all staff to publicise the out-of-hours opportunities on offer in the LRCand to ask for support for the Homework Club.

The LRC manager makes plans to evaluate opportunities for enrichment through out-of-hoursactivities provided by the LRC again, at a later date, to determine the success of thesedevelopments. However, in the immediate future, she decides to evaluate the LRC provision forthe other strands under Key Question 4 to provide a broader picture of how well LRC provisionmeets pupils’ needs.

Word and PDF versions of the model, including all the forms and the evidence gathering tools,as well as some additional evidence-gathering tools, can be found on the TeacherNet website atwww.teachernet.gov.uk/schoollibraries

8

Part B: Profile of the school and its LRC

Don’t worry if you can’t get all the information identified. You may be able to fill any gaps in theinformation next year.

1 Profile of the schoolType of school (e.g. Comprehensive, Grammar):

School category (e.g. Community, Foundation):

2 Profile of the pupilsAge range of pupils:

Number of pupils (Key stages 3 and 4) at the start of the current school year:

Number of pupils at the start of the current school year (Sixth form, if applicable):

Total number of pupils by gender:

Number of pupils with English as an Additional Language (EAL)

Number of pupils with Special Educational Needs (SEN) statements:

Number of pupils with SEN (no statement):

Number of pupils eligible for free school meals:

Number of pupils who joined the school other than at the usual time of first admission:

Number of pupils who left the school other than at the usual time of leaving (including permanentexclusions):

3 Attainment of the pupilsAttainment at Key Stage 3

Attainment at Key Stage 4

Attainment at the end of sixth form

Percentage of pupils studying for approved vocational qualifications who achieved all those theystudied:

Percentage of pupils studying for approved vocational qualifications who achieved all those theystudied:

Other relevant information (e.g. specialist school, Beacon school, ethnic background of students):

Candidates entered for 2 or Candidates entered for fewer more A Levels or equivalent than 2 A Levels or equivalent

Average A/AS points score per candidate

GCSE results 5 or more grades A*-C 5 or more grades A*-G 1 or more grades A*-G

Percentage at standard specified

National Curriculum test results English Mathematics Science

Percentage at NC Level 5 and above

Percentage at NC Level 6 and above

9

Profile of the LRC

4 LRC staffing

5 AccessNumber of LRC opening hours per week (class time):

Number of LRC opening hours per week (out of class time):

Number of pupils the LRC can accommodate (number of seats):

6 FundingLRC expenditure in previous financial year:

Designated funding provided by the school:

Other sources of funding e.g. sponsorship, fundraising:

Percentage of total budget spent on resources (books, journals, software, audio-visual materialsand other resources):

LRC resources purchased from other budgets e.g. ICT, departmental budgets:

7 ResourcesNumber of paper-based resources:

Number of computers in the LRC:

Number of computers with Internet access in the LRC:

Number and type of other resources in the LRC:(e.g. CD-ROMS; electronic resources; computerised library management system)

LRC resources held elsewhere in the school e.g. classroom libraries, staffroom resources:

Job title and brief Qualifications/training Hours worked Hours workeddescription of role per week per week

(term-time) (school holidays)

10

8 UseWhat percentage of teaching staff are active users of the LRC?

up to 25% 26 - 50% 51 - 79% 80%+

How many pupils have an item on loan?

How may items were loaned over the last 12 month period for which you have records?

9 Support Support from School Library Service:

amount spent on subscriptions:

number of books borrowed:

number of project collections borrowed:

other support received:

no SLS available:

INSET and other training for LRC staff:

Support from other organisations e.g. public library service, museums service:

11

13

Q1Key Question 1: How high are standards?

Sum

mar

y S

heet

Key

Que

stio

n 1:

Ho

w h

igh

are

stan

dar

ds?

Str

and

1a:

Pup

ils’

rese

arch

and

stu

dy

skill

s (in

clud

ing

rela

ted

ele

men

ts o

f Li

tera

cy A

cros

s th

e C

urric

ulum

)

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

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icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

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RC

do

to im

pro

ve?

awar

ded

Aw

ard

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last

(1-5

)ev

alua

tion

(if a

pp

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le)

i.H

ow g

ood

is p

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’ kn

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of

vario

us in

form

atio

n so

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s an

d

effe

ctiv

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arch

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ateg

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ii.H

ow e

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y ar

e in

form

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n ha

ndlin

g st

rate

gies

em

plo

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?

iii.

Are

pup

ils a

ble

to

ind

epen

den

tly

und

erta

ke r

esea

rch

in t

he L

RC

?

iv.

Do

pup

ils m

ake

pro

gres

s in

d

evel

opin

g re

sear

ch a

nd s

tud

y sk

ills

in b

oth

the

shor

t an

d lo

ng t

erm

?

v.A

re p

upils

ab

le t

o tr

ansf

er r

esea

rch

and

stu

dy

skill

s b

etw

een

diff

eren

t su

bje

ct a

reas

?

14

Q1 Key Question 1: How high are standards?

Sum

mar

y S

heet

Key

Que

stio

n 1:

Ho

w h

igh

are

stan

dar

ds?

Str

and

1b

: P

upils

’ re

adin

g

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

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icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

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ve?

awar

ded

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ard

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last

(1-5

)ev

alua

tion

(if a

pp

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le)

i.D

o p

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d a

wid

e ra

nge

of

chal

leng

ing

mat

eria

l?

ii.D

o p

upils

res

pon

d im

agin

ativ

ely

and

cr

itica

lly t

o w

hat

they

hav

e re

ad?

iii.

Do

pup

ils e

njoy

rea

din

g?

iv.

Do

pup

ils s

how

pro

gres

sion

in t

heir

read

ing

– ex

tend

ing

the

rang

e an

d

leve

l of

mat

eria

l cho

sen

over

tim

e?

15

Q1Key Question 1: How high are standards?

Sum

mar

y S

heet

Key

Que

stio

n 1:

Ho

w h

igh

are

stan

dar

ds?

Str

and

1c:

Pup

ils’

Pro

gres

s in

LR

C-b

ased

act

iviti

es

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

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icat

orLe

vel

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den

ce c

olle

cted

Leve

lW

hat

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ld t

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RC

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pro

ve?

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ard

edin

last

(1-5

)ev

alua

tion

(if a

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le)

i.H

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y d

oes

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ld

on t

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kills

and

ab

ilitie

s th

at p

upils

b

ring

with

the

m f

rom

the

ir p

rimar

y sc

hool

s?

ii.Is

the

re a

str

uctu

red

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C in

duc

tion

pro

gram

me

whi

ch is

bui

lt on

as

pup

ils m

ove

thro

ugh

the

scho

ol?

iii.

Do

pup

ils d

isp

lay

incr

easi

ng

conf

iden

ce t

o w

ork

ind

epen

den

tly

and

col

lab

orat

ivel

y in

the

LR

C?

iv.

Do

pup

ils o

f d

iffer

ent

gend

er o

r et

hnic

bac

kgro

und

pro

gres

s eq

ually

w

ell w

ithin

the

LR

C?

v.H

ow w

ell d

o p

upils

with

SE

N,

EA

L or

w

ho a

re G

ifted

and

Tal

ente

d a

chie

ve?

16

Q2 Key Question 2: How well are pupils’ attitudes, values andpersonal qualities developed?

Sum

mar

y S

heet

Key

Que

stio

n 2:

Ho

w w

ell a

re p

upils

’ att

itud

es, v

alue

s an

d p

erso

nal q

ualit

ies

dev

elo

ped

?

Str

and

2a:

Pup

ils’

attit

udes

and

beh

avio

ur in

the

LR

C

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.D

o p

upils

for

m c

onst

ruct

ive

and

ha

rmon

ious

rel

atio

nshi

ps

with

one

an

othe

r, LR

C s

taff

and

vol

unte

ers

whi

le w

orki

ng in

the

LR

C?

ii.D

o p

upils

hel

p e

ach

othe

r to

lear

n in

th

e LR

C?

iii.

Do

pup

ils b

ehav

e re

spon

sib

ly in

the

LR

C e

.g.

are

they

tru

stw

orth

y an

d d

o th

ey s

how

res

pec

t fo

r p

rop

erty

, in

p

artic

ular

LR

C r

esou

rces

?

iv.

Do

pup

ils t

ake

resp

onsi

bili

ty a

nd

show

initi

ativ

e in

the

LR

C?

v.D

o p

upils

beh

ave

with

con

sid

erat

ion

for

othe

rs,

in t

he L

RC

whe

ther

the

y ar

e in

for

mal

cla

ss g

roup

s or

com

ing

to t

he L

RC

in o

ut-o

f-ho

urs

activ

ity?

17

Q2Key Question 2: How well are pupils’ attitudes, values andpersonal qualities developed?

Sum

mar

y S

heet

Key

Que

stio

n 2:

Ho

w w

ell a

re p

upils

’ att

itud

es, v

alue

s an

d p

erso

nal q

ualit

ies

dev

elo

ped

?

Str

and

2b

: Th

e LR

C’s

con

trib

utio

n to

pup

ils’

spiri

tual

, m

oral

, so

cial

and

cul

tura

l dev

elop

men

t

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.D

o LR

C r

esou

rces

pro

vid

e p

upils

with

in

form

atio

n ab

out

and

insi

ghts

into

fe

elin

gs,

valu

es a

nd b

elie

fs;

spiri

tual

aw

aren

ess

and

sel

f-kn

owle

dge

; p

rinci

ple

s w

hich

dis

tingu

ish

right

fro

m

wro

ng;

and

ap

pre

ciat

ion

of t

heir

own

and

oth

er c

ultu

ral t

rad

ition

s?

ii.D

o p

upils

und

erst

and

and

res

pec

t in

div

idua

l diff

eren

ces,

par

ticul

arly

fe

elin

gs,

valu

es a

nd b

elie

fs –

res

istin

g op

pre

ssiv

e b

ehav

iour

e.g

. b

ully

ing,

ra

cism

?

iii.

Do

pup

ils d

isp

lay

a se

nse

of p

ride

in

and

ow

ners

hip

of

the

scho

ol L

RC

?

iv.

Do

LRC

sta

ff in

sist

on

high

sta

ndar

ds

of b

ehav

iour

in t

he L

RC

?

18

Q3 Key Question 3: How effective are teaching and learning?

Sum

mar

y S

heet

Key

Que

stio

n 3:

Ho

w e

ffec

tive

are

teac

hing

and

lear

ning

?

Str

and

3a

: Th

e q

ualit

y of

tea

chin

g p

rovi

ded

by

LRC

sta

ff

N.B

. Thi

s st

rand

ass

umes

tha

t LR

C s

taff

tea

ch le

sson

s ab

out

rese

arch

/stu

dy

skill

s in

the

LR

C a

s w

ell a

s p

rovi

din

g su

pp

ort

for

ind

ivid

ual p

upils

and

sm

all g

roup

s. If

you

r sc

hool

has

dec

ided

to

inte

grat

e te

achi

ng a

bou

t re

sear

ch/s

tud

y sk

ills

and

LR

C u

se in

to t

he w

ork

of d

iffer

ent

sub

ject

are

as, i

t m

ay b

e b

ette

r to

look

at

que

stio

n 3b

inst

ead

of

3a. Q

uest

ion

3a c

ould

the

n b

e us

ed t

o ex

amin

ein

form

al t

each

ing

and

the

qua

lity

of s

upp

ort

pro

vid

ed t

o in

div

idua

l pup

ils a

nd s

mal

l gro

ups.

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.D

o LR

C s

taff

show

goo

d k

now

led

ge

and

und

erst

and

ing

of r

esea

rch

and

st

udy

skill

s, u

ses

of IC

T, r

ead

er

dev

elop

men

t?

ii.D

o LR

C s

taff

show

kno

wle

dge

and

un

der

stan

din

g of

how

pup

ils le

arn,

in

clud

ing

lear

ning

sty

les?

iii.

Do

LRC

sta

ff us

e m

etho

ds

whi

ch

enab

le t

he f

ull r

ange

of

pup

ils t

o le

arn

effe

ctiv

ely?

iv.

Do

LRC

sta

ff en

gage

and

cha

lleng

e p

upils

?

v.D

o LR

C s

taff

man

age

clas

ses,

gr

oup

s an

d in

div

idua

l pup

ils w

ell?

vi.

Do

LRC

sta

ff p

lan

and

eva

luat

e th

eir

teac

hing

?

19

Q3Key Question 3: How effective are teaching and learning?S

umm

ary

She

et

Key

Que

stio

n 3:

Ho

w e

ffec

tive

are

teac

hing

and

lear

ning

?

Str

and

3b

: C

o-op

erat

ion

bet

wee

n LR

C s

taff

and

tea

chin

g st

aff

to e

nsur

e ef

fect

ive

lear

ning

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.D

o LR

C s

taff

and

tea

cher

s p

lan

and

te

ach

colla

bor

ativ

ely

for

LRC

-bas

ed

less

ons

and

cou

rses

?

ii.D

o LR

C a

nd t

each

ing

staf

f co

llab

orat

e to

ens

ure

that

res

earc

h an

d s

tud

y sk

ills

are

taug

ht a

nd a

sses

sed

in

app

rop

riate

pla

ces

thro

ugho

ut t

he

curr

icul

um?

iii.

Do

dep

artm

ents

incl

ude

effe

ctiv

e LR

C u

se in

the

ir sc

hem

es o

f w

ork

and

hom

ewor

k ta

sks?

iv.

Do

LRC

sta

ff w

ork

in p

artn

ersh

ip w

ith

the

SE

NC

O,

Gift

ed a

nd T

alen

ted

co

-ord

inat

or a

nd E

AL

co-o

rdin

ator

?

v.A

re t

each

ers

invo

lved

in t

he s

elec

tion

of L

RC

res

ourc

es a

nd in

the

d

evel

opm

ent

of t

he L

RC

and

its

role

w

ithin

the

sch

ool?

vi.

Is t

here

an

effe

ctiv

e in

duc

tion

pro

gram

me

to t

he L

RC

for

all

staf

f ne

w t

o th

e sc

hool

?

vii.

Do

LRC

sta

ff le

ad IN

SE

T an

d p

rovi

de

info

rmal

tra

inin

g fo

r te

achi

ng s

taff?

20

Q3 Key Question 3: How effective are teaching and learning?

Sum

mar

y S

heet

Key

Que

stio

n 3:

Ho

w e

ffec

tive

are

teac

hing

and

lear

ning

?

Str

and

3c

: P

upils

’ at

titud

es t

owar

ds

and

pro

gres

s in

LR

C-b

ased

wor

k

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.A

re p

upils

pro

duc

tive

and

ab

le t

o su

stai

n co

ncen

trat

ion/

keep

on

task

?

ii.D

o p

upils

ap

ply

inte

llect

ual a

nd/o

r cr

eativ

e ef

fort

in t

heir

wor

k?

iii.

Do

pup

ils u

nder

stan

d w

hat

they

are

d

oing

, ho

w w

ell t

hey

have

don

e an

d

how

the

y ca

n im

pro

ve?

iv.

Do

pup

ils s

ucce

ssfu

lly c

omp

lete

le

arni

ng t

asks

and

ach

ieve

the

ex

pec

ted

lear

ning

out

com

es

i.e.

acq

uire

new

kno

wle

dge

, sk

ills,

id

eas,

in L

RC

-bas

ed a

ctiv

ity?

v.D

o p

upils

ap

ply

and

fur

ther

dev

elop

th

ese

new

ski

lls a

nd k

now

led

ge?

21

Q4Key Question 4: How well does LRC provision meet pupils’ needs?

Sum

mar

y S

heet

Key

Que

stio

n 4:

Ho

w w

ell d

oes

LR

C p

rovi

sio

n m

eet

pup

ils’ n

eed

s?

Str

and

4a:

Op

por

tuni

ties

for

enric

hmen

t th

roug

h ou

t-of

-hou

rs a

ctiv

ities

pro

vid

ed b

y th

e LR

C

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

NB

Onl

y ad

dre

ss v

i if

it is

ap

pro

pria

te t

o yo

ur s

choo

l.

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.D

oes

the

LRC

pro

vid

e a

bro

ad r

ange

of

op

por

tuni

ties

whi

ch m

eet

the

inte

rest

s, a

ptit

udes

and

lear

ning

ne

eds

of p

upils

?

ii.D

o LR

C r

esou

rces

effe

ctiv

ely

sup

por

t p

upils

’ re

crea

tiona

l and

leis

ure

inte

rest

s an

d n

eed

s?

iii.

Is t

he f

ull r

ange

of

opp

ortu

nitie

s on

of

fer

effe

ctiv

ely

pro

mot

ed t

o p

upils

?

iv.

Is t

he L

RC

soc

ially

incl

usiv

e b

y en

surin

g eq

ualit

y of

acc

ess

and

op

por

tuni

ty f

or a

ll p

upils

?

v.D

oes

the

LRC

offe

r su

pp

ort

for

lear

ning

out

sid

e th

e sc

hool

day

?

vi.

How

effe

ctiv

ely

doe

s th

e LR

C

pro

vid

e ac

cura

te a

nd r

elev

ant

info

rmat

ion

rela

ting

to c

aree

rs a

nd

furt

her

stud

y?

22

Q4 Key Question 4: How well does LRC provision meet pupils’ needs?

Sum

mar

y S

heet

Key

Que

stio

n 4:

Ho

w w

ell d

oes

LR

C p

rovi

sio

n m

eet

pup

ils’ n

eed

s?

Str

and

4b

: H

ow w

ell t

he p

rovi

sion

of

LRC

res

ourc

es m

eets

the

nee

ds

of t

he s

choo

l’s p

upils

and

sta

ff

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.A

re L

RC

sp

end

ing

dec

isio

ns li

nked

to

prio

ritie

s in

the

SIP

and

in

Sch

ool P

olic

ies?

ii.A

re r

esou

rces

ad

equa

te in

ter

ms

of

qua

ntity

, ra

nge,

qua

lity,

rel

evan

ce,

curr

ency

, co

nditi

on a

nd c

ultu

ral

rele

vanc

e?

iii.

Rea

din

g m

ater

ials

: d

oes

the

LRC

p

rovi

de

acce

ss t

o a

ple

ntifu

l sup

ply

of

mat

eria

l cat

erin

g fo

r al

l lev

els

of

read

ing

abili

ty a

nd in

tere

st?

iv.

Are

res

ourc

es r

egul

arly

wee

ded

and

up

dat

ed t

o m

eet

the

need

s of

pup

ils

and

sta

ff?

v.A

re r

esou

rces

wel

l org

aniz

ed t

o m

eet

the

need

s of

pup

ils a

nd s

taff?

vi.

Is e

ffect

ive

use

mad

e of

new

te

chno

logy

?

vii.

Is e

ffect

ive

use

mad

e of

ou

tsid

e ag

enci

es?

viii.

Are

LR

C r

esou

rces

ad

equa

tely

p

rom

oted

thr

ough

out

the

scho

ol?

23

Q4Key Question 4: How well does LRC provision meet pupils’ needs?

Sum

mar

y S

heet

Key

Que

stio

n 4:

Ho

w w

ell d

oes

LR

C p

rovi

sio

n m

eet

pup

ils’ n

eed

s?

Str

and

4c

: H

ow w

ell t

he L

RC

acc

omm

odat

ion

allo

ws

the

curr

icul

um t

o b

e ta

ught

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.Is

the

acc

omm

odat

ion

larg

e en

ough

in

rel

atio

n to

pop

ulat

ion

of t

he s

choo

l?

ii.Is

the

LR

C a

cces

sib

le t

o al

l pup

ils?

iii.

Is t

he s

pac

e w

ell o

rgan

ized

to

mee

t th

e ne

eds

of p

upils

and

sta

ff (e

.g. s

pace

s fo

r di

ffere

nt t

ypes

of

use)

?

iv.

Are

the

fur

nish

ing

and

déc

or s

uita

ble

?

v.W

hat

step

s ar

e ta

ken

to e

nsur

e p

upils

’ w

elfa

re,

heal

th a

nd s

afet

y in

the

LR

C?

vi.

Is t

he L

RC

op

en a

t co

nven

ient

tim

es

for

pup

ils a

nd s

taff?

24

Q5 Key Question 5: How well are pupils guided and supported?

Sum

mar

y S

heet

Key

Que

stio

n 5:

Ho

w w

ell a

re p

upils

gui

ded

and

sup

po

rted

?

Str

and

5a:

The

LR

C’s

rol

e in

pro

mot

ing

read

ing

for

enjo

ymen

t

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.D

oes

the

LRC

act

ivel

y p

rom

ote

read

ing

for

enjo

ymen

t?

ii.D

o LR

C s

taff

take

a k

ey r

ole

in r

ead

er

dev

elop

men

t w

ork,

enc

oura

ging

p

upils

to

read

wid

ely

and

con

fiden

tly?

iii.

Is t

he r

ole

of t

he L

RC

in r

ead

ing

valu

ed a

cros

s th

e sc

hool

?

iv.

Doe

s th

e LR

C p

rovi

de

sup

por

t m

ater

ials

to

enco

urag

e th

e fu

ll ra

nge

of p

upils

to

read

? (e

.g.

boo

klis

ts,

boo

kmar

ked

web

site

s, S

umm

er

Rea

din

g G

ame)

25

Q5Key Question 5: How well are pupils guided and supported?

Sum

mar

y S

heet

Key

Que

stio

n 5:

Ho

w w

ell a

re p

upils

gui

ded

and

sup

po

rted

?

Str

and

5b

: Th

e LR

C r

ole

in e

nhan

cing

pup

il le

arni

ng

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.A

re L

RC

sta

ff in

volv

ed in

pro

vid

ing

feed

bac

k ab

out

pup

il le

arni

ng in

the

LR

C t

o te

ache

rs/d

epar

tmen

ts

(i.e.

The

Ass

essm

ent

for

Lear

ning

in

itiat

ive)

?

ii.D

o LR

C s

taff

pro

vid

e p

upils

with

fe

edb

ack

to h

elp

the

m d

ecid

e w

here

th

ey a

re,w

here

the

y ne

ed t

o go

and

ho

w b

est

to g

et t

here

? (i.

e. t

he

Ass

essm

ent

for

Lear

ning

ap

pro

ach)

?

iii.

Do

LRC

sta

ff p

rovi

de

effe

ctiv

e in

div

idua

l sup

por

t to

pup

ils o

f d

iffer

ing

ages

, ab

ilitie

s an

d n

eed

s?

iv.

Doe

s th

e LR

C h

elp

to

bui

ld p

upils

’ co

nfid

ence

and

sel

f es

teem

?

v.D

o LR

C s

taff

wor

k w

ith t

he L

itera

cy

Co-

ord

inat

or t

o en

sure

tha

t th

eir

wor

k co

ntrib

ites

to r

aisi

ng s

tand

ard

s of

lite

racy

?

26

Q6 Key Question 6: How effectively does the LRC work with parents and the community?

Sum

mar

y S

heet

Key

Que

stio

n 6:

Ho

w e

ffec

tivel

y d

oes

the

LR

C w

ork

with

par

ents

and

the

co

mm

unity

?

Str

and

6:

The

effe

ctiv

enes

s of

the

LR

C’s

link

s w

ith p

aren

ts a

nd t

he lo

cal c

omm

unity

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.A

re p

aren

ts s

atis

fied

with

the

fa

cilit

ies

offe

red

by

the

LRC

?

ii.A

re f

amili

es in

volv

ed w

ith t

he w

ork

of t

he L

RC

?

iii.

Hav

e LR

C s

taff

form

ed c

onst

ruct

ive

rela

tions

hip

s w

ith o

ther

sch

ools

(p

rimar

y an

d s

econ

dar

y) a

nd

FE/H

E in

stitu

tions

?

iv.

Hav

e th

e LR

C s

taff

form

ed

cons

truc

tive

rela

tions

hip

s w

ith

othe

r lib

rary

pro

vid

ers?

v.W

hat

links

doe

s th

e LR

C h

ave

with

com

mun

ity-b

ased

org

aniz

atio

ns

and

gro

ups?

27

Q7Key Question 7: How well is the LRC led and managed?

Sum

mar

y S

heet

Key

Que

stio

n 7:

Ho

w w

ell i

s th

e LR

C le

d a

nd m

anag

ed?

Str

and

7a:

Lea

der

ship

and

man

agem

ent

of t

he L

RC

and

lear

ning

res

ourc

es

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.D

oes

the

wor

k of

the

LR

C r

efle

ct

the

exp

licit

aim

s an

d v

alue

s of

the

sc

hool

and

con

trib

ute

tow

ard

s sc

hool

imp

rove

men

t?

ii.H

ow s

upp

ortiv

e ar

e th

e lin

ks

bet

wee

n th

e he

ad t

each

er/S

MT/

gove

rnin

g b

ody

and

the

LR

C?

iii.

Is t

he L

RC

man

ager

ab

le t

o co

ntrib

ute

effe

ctiv

ely

to t

he

over

all m

anag

emen

t of

the

sch

ool?

iv.

Doe

s th

e LR

C m

anag

er h

ave

clar

ity

of v

isio

n an

d p

urp

ose?

v.A

re t

here

op

por

tuni

ties

for

staf

f an

d

pup

il in

put

into

the

dev

elop

men

t of

the

LR

C?

vi.

Is t

he L

RC

man

ager

ab

le t

o co

ntrib

ute

effe

ctiv

ely

to t

he s

elec

tion

and

man

agem

ent

of le

arni

ng

reso

urce

s th

roug

hout

the

sch

ool?

vii.

Doe

s so

und

fin

anci

al m

anag

emen

t of

the

LR

C’s

del

egat

ed b

udge

t al

low

th

e LR

C t

o ac

hiev

e its

prio

ritie

s?

28

Q7 Key Question 7: How well is the LRC led and managed?

Sum

mar

y S

heet

Key

Que

stio

n 7:

Ho

w w

ell i

s th

e LR

C le

d a

nd m

anag

ed?

Str

and

7b

: H

ow w

ell t

he L

RC

mon

itors

, ev

alua

tes

and

imp

rove

s its

per

form

ance

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.Is

the

re a

reg

ular

ly u

pd

ated

LR

C

imp

rove

men

t/d

evel

opm

ent

pla

n lin

ked

clo

sely

to

the

SIP

and

oth

er

imp

rove

men

t p

lans

?

ii.Is

the

re a

reg

ular

ly u

pd

ated

writ

ten

LRC

pol

icy

linke

d t

o ot

her

scho

ol

pol

icie

s?

iii.

How

res

pon

sive

is t

he L

RC

to

chan

ges

in d

epar

tmen

tal p

olic

ies,

d

evel

opm

ent

pla

ns a

nd c

urric

ula?

iv.

How

effe

ctiv

ely

doe

s th

e LR

C

mon

itor

and

eva

luat

e its

per

form

ance

, in

par

ticul

ar it

s co

ntrib

utio

n to

te

achi

ng a

nd le

arni

ng?

v.D

oes

the

LRC

effe

ctiv

ely

iden

tify

prio

ritie

s, s

et t

arge

ts a

nd r

evie

w

pro

gres

s to

war

ds

thes

e, u

sing

m

onito

ring

and

eva

luat

ion

dat

a?

29

Q7Key Question 7: How well is the LRC led and managed?

Sum

mar

y S

heet

Key

Que

stio

n 7:

Ho

w w

ell i

s th

e LR

C le

d a

nd m

anag

ed?

Str

and

7c:

How

wel

l LR

C s

taff

are

man

aged

Rea

son

for

choi

ce o

f ke

y q

uest

ion

and

str

and

:

Sup

por

t re

qui

red

to

enab

le t

he L

RC

to

imp

rove

:O

vera

ll le

vel r

each

ed:

Ind

icat

orLe

vel

Evi

den

ce c

olle

cted

Leve

lW

hat

shou

ld t

he L

RC

do

to im

pro

ve?

awar

ded

Aw

ard

edin

last

(1-5

)ev

alua

tion

(if a

pp

licab

le)

i.D

oes

the

num

ber

, q

ualif

icat

ions

and

ex

per

ienc

e of

LR

C s

taff

mat

ch t

he

dem

and

s of

the

sch

ool/c

urric

ulum

?

ii.D

o al

l sta

ff ha

ve a

cle

ar jo

b

des

crip

tion

and

ap

pro

pria

te li

ne

man

agem

ent?

iii.

Are

LR

C s

taff

invo

lved

in s

taff

per

form

ance

man

agem

ent

sche

mes

?

iv.

Do

adeq

uate

op

por

tuni

ties

exis

t fo

r al

l LR

C s

taff

to p

artic

ipat

e in

pro

fess

iona

l act

ivity

and

d

evel

opm

ent?

v.A

re o

ther

sta

ff gi

ven

adeq

uate

tr

aini

ng a

nd d

eplo

yed

effe

ctiv

ely

to

sup

por

t th

e LR

C?

vi.

How

effe

ctiv

ely

are

volu

ntee

r he

lper

s tr

aine

d a

nd d

eplo

yed

?

Acknowledgements

This model and the support materials have been developed by Sharon Markless and David Streatfieldof Information Management Associates, building on work carried out in 2002-3 by Sarah McNicolat the University of Central England. We would like to thank all the members of the Department forEducation and Skills-led School Libraries Working Group for their continuing guidance and supportthroughout this project.

Particular thanks are due to:

staff of various School Library Services or equivalents, especially: Tricia Adams, Northamptonshire; Ann Barlow, Staffordshire; Peter Bone, Portsmouth; Helen Briggs,Gloucestershire; Joy Court, Coventry; Margaret Drinkwater, Leeds; Carolyn Hughes, Essex;Susan McCulloch, Wiltshire; Christine McFarlane and Lynne Medlock, Devon; Jean Martin, Suffolk;Margaret Moss, Shropshire; Sue Needham, Birmingham; Barbara Newman, Bristol; Bridget Rowe,Hampshire; Jeremy Saunders, Berkshire; Ann Singleton, Cumbria; Paul Thompson, Walsall;Dawn Woods, Worcestershire; and Kathy Lemaire, School Library Association;

the librarians, teachers and others who offered comments and advice during the initialdevelopment of this model:Balbir Agar, Ninestyles School, Birmingham; Eileen Armstrong, Cramlington Community High School,Northumberland; Sue Bastone, Ryeish Green School, Wokingham; Sue Carroll, St Francis of AssisiSchool, Walsall; Elaine Davis, Clyst Vale Community College, Exeter; Victoria Garnham, WolsinghamSchool and Community College, County Durham; Mandy Goode, Arthur Terry School, Birmingham;Linda Harris Handsworth, King Edward VI Grammar School for Girls, Birmingham; Barbara Hickford,Our Lady’s Convent Senior School, Abingdon; Nicki Hitchcock, The Kings C of E School,Wolverhampton; Linda Kelly, Coombe Girls’ School, Surrey; Sally Kinnear, Fairfax School,Birmingham; Polly Mortimer, Hornsey School for Girls, London; Carol Rose, Sarah Bonnell School,London; Susan Shaper, The Broxbourne School, Herts; Janet Sims, The Plume School, Essex; Anne-Marie Tartar, Ripon Grammar School, Ripon; Angela Tancock, Queen Elizabeth's CommunityCollege, Exeter; Val Vassell, Aldersley High School, Wolverhampton; Mandy Wright, SmestowSecondary School, Wolverhampton;

and the headteachers and staff of the schools that took part in the pilot testing of themodel in the Summer term of 2003, especially:Amanda Balaam, Copleston High School, Ipswich; Sue Bastone, Ryeish Green School, Reading;Christine Charlton, Burford School; Linda Collingwood, Finham Park School, Coventry; LynneCoombes, Burton Borough Secondary School, Newport, Telford; Claire Crone, Nelson ThomlinsonSchool, Cumbria; Alice Day, Archway School, Stroud; Fay Dowding, Queen Elizabeth School, KirkbyLonsdale; Ruth Graves, Kirkbie Kendal School, Cumbria; Andrea Grist, Henbury Secondary School;Diane Lakin, The Clarendon School, Trowbridge; Wendy Mann, Stanway School, Colchester; DonnaPaul, St Joseph's Catholic School, Salisbury; Shela Percival, Bishop's Castle Community College,Shropshire; Angela Pickup, Debenham High School, Suffolk; Jackie Rainbow, WithywoodCommunity School; Kay Ramsay, Priory School; Gwyneth Robinson, Madeley High School, Crewe;Rachel Sampson, Caludon Castle School, Coventry; Eleanor Shakespeare, John Mason School,Abingdon; Beverley Taylor, Reading School; Helen Taylor, Adrian Warner, Guiseley High School,Leeds; Lydia Wayne, John Smeaton Community High school, Leeds; Carol Webb, Forest Hill school,London; Lyn Winkworth, Headington School; Roz Wyman, Montsaye Community College, Rothwell.

30

Copies of this publication can be obtained from:

DfES PublicationsPO Box 5050Sherwood ParkAnnesleyNottingham NG15 0DJTel: 0845 6022260Fax: 0845 6033360email: dfes@prolog.uk.com

Please quote ref: SLSEBSP&D16/5429/0504/63

Prepared by Sharon Markless and David Streatfield of Information ManagementAssociates, building on work by Sarah McNichol at the University of Central England

Produced by the Department for Education and Skills in conjunction with the SchoolLibraries Working Group

© Crown copyright 2004

This document and accompanying support materials can be downloaded fromTeacherNet at: www.teachernet.gov.uk/schoollibraries

Extracts from this document may be reproduced for non-commercial education or training purposes on the condition that the source is acknowledged

Cover photos by Martin Sookias. © Copyright School Library Association