Library budgets Yet the report found that even the best-funded libraries struggle to


meet the levels recommended by The Chartered Institute of Library Professionals and there is certainly anecdotal evidence that school library budgets are dwindling.


Why bother with a library in your school? The School Library Association’s (SLA) Primary School Library Charter, states that: “Working in partnership with the wider school, governors and the community, school libraries contribute to delivering the aims of the Children’s Plan for every child to enjoy their childhood and achieve their full potential. They support children in becoming successful learners and confident individuals.” Author Alan Gibbon’s Campaign for the Book sets out to make school


libraries statutory and the School Library Commission aims to set a national agenda to ensure that school libraries are delivering exceptional services to help young people reach their potential. There is no doubt that both will present evidence to support the view


that school libraries and Schools Library Services (SLSs) are unique in their ability to support teaching and learning, equipping all children and young people with a set of transferable skills that will allow them to fulfil their full potential in the economy, society and community. However, there is no such thing as a free lunch and in order to provide effective library provision adequate funding needs to be allocated. There are three components to the equation: n Accommodation that allows effective teaching and learning. n A wide range of current, high quality resources and equipment. n Dedicated and suitably qualified library staff. The accommodation should provide a safe haven where children


and young people can come to learn, enjoy and explore. As Professor Tim Brighouse put it: “A primary school library should be exciting and welcoming.” All school libraries are different as each has its own unique situation


– it may be large or small, in a corridor, a classroom or have its own dedicated space. Wherever it is and however the resources are stored


“Where do children feel most


comfortable? It’s their bedrooms. The library has to be their space, like an extension of their bedroom”


– on shelves or in boxes – it needs to be attractive, accessible and clearly labelled to ensure the users can find what they are looking for. No child is going to be attracted to a dark and dingy space in which tatty books are heaped. Lucy Bakewell, current SLA School Librarian of the Year, asks: “Where


do children feel most comfortable? It’s their bedrooms. The library has to be their space, like an extension of their bedroom.” Resources must be a rich and varied mix of books, audio-visual items,


physical items and technology to support the unique abilities, interests, background and preferred learning styles of the children and young people of the school. However, it is not simply about access but also about the quality of


the provision. To have a dedicated room full of exciting resources is not enough and the library only works properly if a good librarian is added to the equation. The ideal is someone with qualifications in teaching and librarianship


with excellent understanding of research and study skills, knowledge of resources and who understands the education system, child development who has the management expertise to lead the library including policy, planning and budget. Indeed this is a tall order that comes at a price and very few schools are


able to attain this ideal. A study by Booktrust says that too many school libraries are run without staff with professional qualifications – only one per cent of those who run primary school libraries have a professional library qualification. However, you will be delighted to know that there is a plan B. SLSs can


provide essential back-up and supplements to school’s own provision, offering an excellent and cost-effective way of sourcing the desired professional expertise and providing many of the resources and services needed. For example, in Somerset, a full subscription based on numbers


20


on roll will buy an almost unlimited number of resources plus staff time and expertise. This means that a small school can pay as little as £853 – a bargain when you consider how many books could actually be bought for this sum. SLSs have the advantage of economy of scale and can provide resources to support the curriculum and wider reading. If your authority does not have one a neighbouring service will be delighted to help.


The butterfly effect The potential outcomes for children and young people through their school library transcend their school days and permeate their entire lives. There is overwhelming evidence that literacy has a significant relationship with success and happiness. Literate individuals create literate families who live within literate communities, which contribute to a literate nation. Yet school libraries and SLSs remain in a vulnerable position in


the current climate of constrained spending. The complex range of stakeholders means that no one takes responsibility for school library provision and underdeveloped and under-funded school libraries face a desperate situation. A good school library is an investment but it needs to be cared for,


nurtured, promoted and used and this can only be achieved through adequate funding providing appropriate accommodation, good resources and suitably qualified staff. Next time you are deciding how to allocate your precious budget do consider fully investing in your library. By fully appreciating the value of a library, qualified library staff and your SLSs you could secure the outcomes desired by your school at a cost-effective price. Libraries are central to education and improvement and by working in partnership with the school community, other stakeholders and local and national agencies, they are unique in their ability to support teaching and learning. When considering the budget of the library in your school, just ask your students how they feel about it. As one pupil in Somerset put it: “Having books is a treat. It (the library) will improve the way I learn and make me an independent learner.”


• Karen Horsfield is manager of resources for learning for Somerset’s Schools Library Service and is treasurer of the SLA. She is also author of SLA Guidelines – Making Ends Meet: Planning and Managing the Primary School Budget, which gives advice on how to manage the library budget. Visit www.sla.org.uk


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