Improve your library: a self-evaluation process for ... · PDF fileImprove your library: a...
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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:
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.H
ow g
ood
is p
upils
’ kn
owle
dge
of
vario
us in
form
atio
n so
urce
s an
d
effe
ctiv
e se
arch
str
ateg
ies?
ii.H
ow e
ffect
ivel
y ar
e in
form
atio
n ha
ndlin
g st
rate
gies
em
plo
yed
?
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:
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
rea
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:
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.H
ow e
ffect
ivel
y d
oes
the
LRC
bui
ld
on t
he s
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
LR
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: [email protected]
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