Booktrust has published results of a survey of head teachers in state primary schools and librarians in state secondary schools in England. The survey was carried out on Booktrust’s behalf by the Institute of Public Finance Ltd (IPF) and the results were interpreted in further detail by the Library and Information Statistics Unit, Loughborough University (LISU).
The average primary school library spend is £8.04 per pupil per year (pppy), which is close to Booktrust’s recommended spend of £10 pppy. Secondary school libriaries average spend on books is just £2.67 pppy, way below the recommended £14. CILIP recommend a stock level of 13 books per child up to the age of 16 and 17 books thereafter. Primary schools were found to meet this target, however, secondary schools only stocked eight books per pupil. Secondary school borrowing figures showed that, on average, pupils took out only four books per academic year. The survey questioned 225 headteachers or literacy coordinators in primaries and 45 librarians in secondaries.
The report also found that nearly all primary schools under-utilised the library as a resource, some didn't have a dedicated budget for the library, many did not keep track of the numbers of loans being made and in some cases pupils were not allowed to borrow books at all. Some schools were unsure of how to use their dedicated library space as a centre for reading and learning, and some has restricted opening hours. Secondary schools were more likely to have the infrastructure for an effective library, as well as a full time member of staff with a qualification. Recommendations made in this report reflect those of Ofsted in its report Good school libraries: Making a difference to learning.
For more information visit www.booktrust.org.uk/news/
The Bookseller has reported that the number of children
with access to a school library service (SLS) dropped by 16%
since 1997, leaving 65% of pupils with access to a facility.
The Bookseller took its figures from Loughborough University's
Library and Information Statistics Unit (LISU) annual Survey
of Library Services to Schools and Children in the UK. Other
findings in the survey included: 10 school library providers
having closed in the past five years, and the number of SLS
staff working in school library services dropping by 5% in
2005/06.
In the public library sector there was a 3% increase in the
number of specialist children's librarians, issuing rose by
3.7%, although the number of registered and active users fell
by 1% and 2% respectively.
(Bookseller, 9 February 2007)
A 'well trained, specialist librarian' is the factor most
likely to fuel improvement in a school library. But overwhelmingly
the most significant element is a headteacher who is committed,
supportive and effective.
This is the realistic opinion of a new Ofsted report that
follows a number of reports touching on school libraries.
This one set out specifically to look at 32 good ones - and
learn their secrets.
In the best schools it says; "librarians were regarded
as important middle managers and encouraged to work closely
with other members of staff. The most effective librarians
ensured that the library contributed to meeting the school's
priorities for improvement. The best librarians show great
initiative in promoting the library and enthusing pupils about
reading."
Several headteachers and inspectors are quoted on the crucial
importance of having a dedicated staff member. Schools library
services gave good support to all libraries, and were especially
useful to primary schools, where staff are seldom qualified.
Ofsted found a direct link between well-funded libraries and
effectiveness. But even the best-funded libraries "struggled
to meet the commonly recommended levels of funding".
The key to success, especially in promoting reading, was usually
an ingenious librarian. Pupil librarians were also a feature
of the best library teams.
There were two weak spots: monitoring/evaluation and study
skills and information literacy. Often the teaching of information
literacy was superficial, repeated itself or was not applied
to curriculum work.
Good School Libraries: making a difference to learning
is available at www.ofsted.gov.uk/publications/index
(Library and Information Update, May 2006)
Useful article covering interesting subjects such as the
chaning role of school librarians, library funding and libraries
in primary schools. To read the article go to www.tes.co.uk/search/story/?story_id=2170066
HM Inspectorate of Education has issued new advice on school
libraries as part of its 'How Good is Your School?' series
in Scotland. Produced in partnership with the Scottish Library
and Information Council (SLIC), Libraries Supporting Learners
provides libraries with a framework for evaluating their services
as well as providing examples of good practice. Graham Donaldson,
senior chief inspector, said: "Libraries are vital resources
for pupils across the country. They are places that bring
learning to life and encourage the development of vital research
and study skills that pupils can take with them to future
and higher education and into the workplace. Good experiences
in the school library can stoke enthusiasm for learning that
can last a lifetime."
Christine May, the MSP who chairs at the SLIC, said: "In
addition to the case studies that are included in the guide,
a supporting toolkit has been developed to help authorities
to introduce the use of the document." The toolkit for
local authorities is available on the SLIC website, www.slainte.org.uk.
 www.hmie.gov.uk/documents/publication/hgioslsl.pdf
(TES Scotland, 27 May 2005)
The standard of libraries in many primary and secondary schools
is so poor that pupils' education is being damaged, David
Bell, the chief inspector, has warned. Mr Bell said lack of
space had forced many schools to have their "library"
in an entrance hall or corridor, making it impossible for
children to use it properly to help with their school work.
Many schools also use their libraries as part-time classrooms
or study areas, depriving children of access to its books.
Inspectors said lack of funds meant many school libraries
were unable to deliver the wide range of up-to-date books
needed to support children's learning across the curriculum.
Mr Bell said many were failing to make a significant difference
to pupils' learning. "Under-funded, poorly stocked and
unattractive libraries do not support pupils' study and lack
the potential to encourage them to read more for pleasure,"
he said. "Reading is the cornerstone of learning but
children need books to read. The school library is often a
primary source of reading material for youngsters, as well
as a vital learning resource, so it is essential that these
problems are addressed."
Although many secondary schools have improved their library
provision over the past few years, they were still found unsatisfactory
in many primaries and secondaries. In these, the ability of
pupils to use the library to aid their academic work was hampered
because the school lacked the wide range of books needed to
support the whole curriculum. The most effective school libraries
were the ones which were well-managed and highly valued by
the whole school community.
The best libraries often remain open for large parts of the
school week, enabling pupils to visit for independent reading
or research outside lessons. Most school libraries were staffed
by keen librarians, some of whom are well-qualified. Mr Bell
called on schools and especially English departments to make
better use of librarians' skills and involve them more directly
in improving pupils' literacy.
Ofsted inspectors are not required to make judgements on
libraries. But they do consider how libraries meet the needs
of the curriculum and affect learning.
(Independent, 7 February 2005)
Schools are still not taking the advice of reports on maximising
the impact of their libraries, according to a survey released
by the Chartered Institute of Library and Information Professionals
in January 2003. The survey, the first carried out by CILIP
since 2000, was conducted by Maria Smith of Sheffield Hallam
University.
Only 26.5% of the 1,000 school libraries involved said they
worked closely with all departments - and in only 6.7% of
cases does the person responsible for the library receive
schemes of work from subject departments all or most of the
time (a slight rise from 5.8% in 2000). Ofsted inspectors
saw the librarian in 77.7% of the schools they visited - but
in only 59.3% was the library mentioned in the report (a fall
from 66.1%).
Spending on school libraries has fallen since 2000, from an
average of £7.18 per head to £6.62. No increase
is expected in 2003. Bookstock is improving slightly - fiction
is up from 3.8 items per student to 4.7; non-fiction is up
from 7.6 to 8.2 items. Borrowing is declining, though.
On the good side, opening hours in school libraries continue
the increase noted in 2000. Most (54.9% are now open between
31 and 40 hours a week, and 18.7% are open more than 41 hours.
Only 2.3% of schools have no library site at all. But 6% still
have no computer workstations (9% in 2000); 9.3% of workstations
are not linked to the Internet and 13.1% are not networked
internally.
Overall, just 29.7% of the libraries have a chartered librarian
(some of them only part time), and only 8.7% have two. The
proportion of chartered librarians to students is much as
it was in 2000 - except in Wales which shows a "drastic
deterioration". Student volunteers helped out in 43%;
parents in only 6%.
Nearly 35% of libraries are run by a library assistant. Many
libraries are open before and after school; few are open in
the holidays. But 87% stage promotions during the school day.
(Library and Information Update, February 2003)
Inspecting school libraries and learning resource centres
Ofsted update 36: appendix D
Ofsted, August 2001
This Ofsted guidance for inspectors includes the school library
for the first time, addressing the fact that comments in inspection
reports often give too little emphasis to the school library's
role in the school's curriculum provision, suggesting its
role is peripheral. To avoid this, the guidance states that
comments about school libraries should be backed up by references
to its contribution to pupils learning and achievements. Reference
to the library should be made at any point in the report where
it has a significant impact (positive or negative) on pupils'
standards and quality of achievement. Inspectors should find
out what reference was made to the library, if any, in the
last report and explore what progress has been made on any
action points. It there is little mention of the contribution
of the library, the inspector should consider prioritising
this as an aspect of provision to explore. Guidance also suggests
that data about expenditure on books should be examined as
this may signal strong or weak investment in the library and
wider book stock. Specific consideration should also be given
to how well the library is used in meeting the objectives
of the National Literacy Strategy and the English Framework.
Policy making and development planning
for the primary school library
Kay Harrison, School Library Association, November 2001, ISBN
1 903446 10 4, £6
An effective primary school library can have a significant
impact on standards of literacy and levels of achievement
across the whole curriculum. This publication provides guidelines
on how to create and implement a library policy in order to
maximise this impact.
A library policy should reflect the library's role in any
whole-school language or literacy policy and it should be
reviewed regularly to reflect changing priorities. The entire
school community should be involved in the organisation of
the library in order to develop understanding of its role.
The role of the library in promoting reading for enjoyment
and encouraging book borrowing is highlighted as an important
addition to classroom literacy teaching. Evidence from Ofsted
reports shows that a well-stocked library and full-time librarian
play an important role in developing good reading habits.
Examples of good practice include encouraging parents to spend
time in the library choosing books with their children.
Contact the School Library Association on 01793 791787 or
visit www.sla.org.uk
School libraries and literacy
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