Creative learning spaces
7 Apr 2008
Is your school library ready for an Ofsted inspection? We decided to find out just what is considered ‘good practice’
Libraries in primary schools are important, but frequently underestimated places. While the books offered within them are themselves valuable learning resources, school libraries are special in several respects. After all, it is here that the foundations of lifelong learning may be laid, and the emerging opinions of youngsters with regard to libraries, literature and information, formed. Crucially, children whose parents are non-library goers may well receive their earliest experience of libraries in school.
Libraries in primary schools are important, but frequently underestimated places.
These matters provided the motivation for me to investigate the issues that Ofsted raise in relation to libraries when inspecting primary schools. In total, 44 reports, all pertaining to schools within the same metropolitan borough in northern England, were scrutinised. Nine were first schools and 35 were primaries. The earliest inspection to be covered in the source material examined took place in February 2000, and the most recent in January 2006.
It is not my aim here to present a detailed picture of Ofsted’s findings in relation to the school libraries observed. Rather, what follows is a series of nine key recommendations based on Ofsted’s comments, thereby reflecting what the inspectors consider to be ‘good practice’.
Library recommendations
1. Base the school library in a dedicated area, even if the floor space available is of modest size. Analysis of the Ofsted reports suggests that a school library is unlikely to be criticised merely for being small. However, inspectors may well take an unforgiving view of situations in which the room or space accommodating the library is also used for a purpose associated with an entirely unrelated curriculum area. This is especially important if such dual use reduces opportunities for library exploitation.
2. Promote the library as an attractive and stimulating area that pupils will want to visit. This could be done through the imaginative presentation of sheer individual volume or displays demonstrating the effective use of books. Ofsted was especially impressed by the ‘beautiful’ design and ‘jungle theme’ of one school library in particular.
It is here that the foundations of lifelong learning may be laid
3. Ensure that the library contributes in significant ways to the school’s wider educational mission. Pay special attention to how it can be seen to be helping to raise standards in English, notably in terms of children’s reading habits and skills. The library should, in fact, support learning in as many areas of the curriculum as possible, and stock needs to be tailored to the individual topics that are taught within the school. In one report, Ofsted highlighted a specific curricular project devoted to The Bible. Inspectors noted that in this context use of the library had been prominent.
4. Draw on the library to develop the children’s information skills. Promote skills that embrace the location of books within the collection. Also, focus on the exploitation of features within works of non-fiction which allow readers to find appropriate material inside them. Encourage, too, the use of the library for independent research activities by older and more able pupils.
5. Maximise opportunities for children in different year groups to take full advantage of the library. Instances emerged where Ofsted highlighted variations in levels of library use within a school. Inspectors noted the high usage of the library among Key Stage 2 children in one school, for example, but the younger children were seen to be less frequent users.
6. Provide a sufficient number and range of books to ensure that the library meets all the demands that could reasonably be made of it. In the eyes of the inspectors, quantity and variety emerged as more important criteria than the age and condition of the library stock and how up to date it was.
7. Adopt practices that render library materials as accessible as possible. They should be organised in such a way as to facilitate ease of use. The paramount consideration here is that the methods of classification and arrangement employed are appropriate to the needs and abilities of the children. Ofsted does not appear to favour one particular form of stock organisation. Try to ensure, too, that books are available for lending throughout the school day and that, if it is viable, the borrowing routine encourages a measure of pupil independence.
8. Where opportunities arise, involve parents, other volunteers and pupils in helping to run the library. Situations in which PTA groups have funded library stock, refurbishments or equipment, should be drawn to the inspectors’ notice. In one of the reports, such financial assistance was acknowledged. Curiously, however, in none of the documents scrutinised did Ofsted make any comment on the member of staff responsible for the library.
9. Bring library development work to Ofsted’s attention during an inspection. Alert the team to action taken with regard to the library since their last visit. In addition, if the member of staff responsible for the library is aware of continuing shortcomings, ensure that this awareness is fed through to senior management. It is important that plans are seen to be put in place to take further remedial action in the near future. These intentions should then be made known to Ofsted inspectors visiting the school. Admittedly, such action is unlikely to deter the inspectors from making their criticisms. However, adverse comments from Ofsted will probably be ameliorated by an acknowledgement that the school already knows of the problems and is determined to address them.
