Ofsted English review 2000 - 2005
The recent Office for Standards in Education (Ofsted) Review of Inspection Evidence in English 2000 - 2005 (HMI ref.2351) is now on the Ofsted website.
One of the key findings has particular relevance to the work of school libraries:
‘There has been a marked improvement in the reading standards achieved but there remains a significant and continuing variability in performance across sometimes very similar schools. In addition, too few schools have given sufficient time and thought to how to promote pupils’ independent reading and there is evidence that many pupils are reading less widely for pleasure than previously. Many teachers struggle to keep up-to-date with good quality texts for their pupils to read. ‘
In addition the document notes comments from the annual reports and other surveys including these from the 2003 /04 secondary English report:
‘Many schools have improved library provision since their previous inspection. In the best examples, libraries have become effective learning resource centres at the heart of pupils’ learning where pupils enjoy access both to books and computers to support their work. However, library provision is unsatisfactory in a significant minority of schools.’
The report then notes:
‘Evidence from the survey bears this out. Secondary schools are more likely than primary schools to have a dedicated library area and specialist staffing. Nevertheless, there are weaknesses in both phases, often as a result of limited funding, accommodation and staffing. In too many schools, senior managers do not take a sufficiently close interest in the library or its impact on pupils’ learning, despite the significant financial investment it represents. It is rare to find schools that have a clear programme for developing pupils’ library and information skills across subjects.
A number of recent publications should help schools to improve and evaluate their libraries, in particular the DfES’s guidance on schools’ self-evaluation of library provision.’
One of the key findings has particular relevance to the work of school libraries:
‘There has been a marked improvement in the reading standards achieved but there remains a significant and continuing variability in performance across sometimes very similar schools. In addition, too few schools have given sufficient time and thought to how to promote pupils’ independent reading and there is evidence that many pupils are reading less widely for pleasure than previously. Many teachers struggle to keep up-to-date with good quality texts for their pupils to read. ‘
In addition the document notes comments from the annual reports and other surveys including these from the 2003 /04 secondary English report:
‘Many schools have improved library provision since their previous inspection. In the best examples, libraries have become effective learning resource centres at the heart of pupils’ learning where pupils enjoy access both to books and computers to support their work. However, library provision is unsatisfactory in a significant minority of schools.’
The report then notes:
‘Evidence from the survey bears this out. Secondary schools are more likely than primary schools to have a dedicated library area and specialist staffing. Nevertheless, there are weaknesses in both phases, often as a result of limited funding, accommodation and staffing. In too many schools, senior managers do not take a sufficiently close interest in the library or its impact on pupils’ learning, despite the significant financial investment it represents. It is rare to find schools that have a clear programme for developing pupils’ library and information skills across subjects.
A number of recent publications should help schools to improve and evaluate their libraries, in particular the DfES’s guidance on schools’ self-evaluation of library provision.’
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