CPD for secondary school librarians in Staffordshire
aln@monkswalk.herts.sch.uk
www.adamlancaster.co.uk
Who am I?
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Librarian
Assistant Headteacher
SLA School Librarian of the Year 2012/13
Libraries, Literacy & Reading Consultant
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Save the Child
Civitas
Unesco
Secondary schools
Primary schools
MLS
Past Chairman FCBG
Founder National Non-Fiction Day
Organiser Hatfield House Bookfest
Founder Illustr8or
FCBG project coordinator
SSAT Lead Practitioner
Past SLS advisory resource librarian
Educational writer
What do I in school?
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Lead on literacy and information literacy (prep)
Collapsed timetable coordinator (extended learning days)
QiSS coordinator
Cultural Diversity Award coordinator
Trust Partner
Governor
Governor Mark coordinator
Reading Partners founder/coordinator
Secondary school librarians CPD coordinator
MPS trainer
Middle managers training programme
Charity coordinator
KEY POINTS
 KNOW THE GAME AND PLAY IT
 MAKE IT EASY TO UNDERSTAND THE LIBRARY
 LINK WHAT YOU DO TO WHAT EVERYONE DOES
 US, NOT THEM AND ME
 MAP YOUR AIMS AGAINST KEY POLICIES
 DON’T BE OR BE PERCEIVED TO BE A VICTIM
 BELIEVE IN THE IMPORTANCE OF WHAT YOU DO
 DELIVER AND OVER DELIVER ON YOUR
COMITTMENTS
CPD for secondary school librarians in Staffordshire
Barriers that stop you
promoting the library on a
whole school basis?
What are the barriers in your school?
 Time
 Budget
 Attitudes
 Staffing
 Line manager
What do you know concerning
reading?
 With the person next to you jot down
1.
What you think the government’s priorities are
2.
What you think Ofsted’s priorities are &
3.
What Ofsted will be looking for when they go into
schools
Government Direction
 White Paper Importance of Teaching 2010
 Reform ITT to focus on key skills incl reading
 Focus on synthetic phonics (primary)
 Ensure new standards have focus on teaching early reading
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(primary)
Chance to follow enriching curriculum by getting reading
early (primary)
Reading check at age 6 (primary)
Reading tracking
Importance of PISA (Programme for International Student
Assessment
FSM students intervention in reading
Ofsted’s focus
How does Ofsted define literacy?
‘Literacy includes the key skills of reading,
writing and oral communication that enable
pupils to access different areas of the
curriculum.’
The school inspection handbook 2012, paragraph 39
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The recent White Paper says: ‘When young
people compete for jobs and enter the
workplace, they will be expected to communicate
precisely and effectively.’ (Para. 4.50) There is a
clear expectation, that young people leaving the
education system at 16, or more likely 19, will
have the requisite literacy and communication
skills to be employable and to be effective in that
employment.
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The challenge
Nearly one in eight pupils in 2012 did not
reach the expected Level 4 in reading at the
end of Year 6
Discuss what the impact of this
in school would be…
Teacher’s standards 2012
All teachers should:
 demonstrate an understanding of
and take responsibility for
promoting high standards of
literacy, articulacy and the correct
use of standard English, whatever
the teacher’s specialist subject
 if teaching early reading,
demonstrate a clear understanding
of systematic synthetic phonics.
Standard
1.1. Set high expectations which inspire, motivate and challenge pupils
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Establish a safe and stimulating environment for pupils, rooted in mutual respect
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Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
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Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
1.2. Promote good progress and outcomes by pupils
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Be accountable for pupils’ attainment, progress and outcomes
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Plan teaching to build on pupils’ capabilities and prior knowledge
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Guide pupils to reflect on the progress they have made and their emerging needs
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Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
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Encourage pupils to take a responsible and conscientious attitude to their own work and study
1.3. Demonstrate good subject and curriculum knowledge
1.
Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the
subject and address misunderstandings
2.
Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of
scholarship
1.
2.
3.
Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the
correct use of standard English, whatever the teacher’s specialist subject
If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
1.4. Plan and teach well structured lessons
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Impart knowledge and develop understanding through effective use of lesson time
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Promote a love of learning and children’s intellectual curiosity
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Set homework and plan out-of-class activities to consolidate and extend the knowledge and understanding pupils
have acquired
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Reflect systematically on the effectiveness of lessons and approaches to teaching
5.
Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
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Raising expectations of pupils and
teachers
Our analysis of inspection reports of schools that have become good
provided a broadly similar picture:
 more consistency across the school and high quality subject
leadership
 better understanding of the school’s strengths and weaknesses
 high levels of accountability and strong performance management
 stronger commitment to raise standards and team approach to
achieve this
 no inadequate teaching tolerated with significant investment in
coaching and developing staff
 sustained action to improve learning focussing on reading, writing
and mathematical skills.
 What is the impact of teachers being graded on this
more?
Secondary schools - what’s the issue?
 Not all pupils gaining Level 4 in English and maths go on
to gain 5 A*-C at GCSE
 Schools overly focused on GCSE D/C borderline
 GL Assessment and York University study (YARC)
 Transition at Year 7
What do inspectors look for?
 Older students may well need to be supported to
comprehend increasingly challenging texts across a range
of subjects.
 Grammar (e.g. passive voice, more complex sentences),
vocabulary and new or unfamiliar content in school
subjects will all pose challenges for comprehension.
What do inspectors look for?
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While teaching is mostly good, the teaching of reading
requires improvement particularly in subjects other than
English.
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What does the school need to do to improve further?
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The George Eliot School URN 137079
Teachers of all subjects should take every opportunity to
help students to improve their reading skills, including
through the use of phonics.
The purpose of listening to reading
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enthusiastic readers
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gaining confidence and presentational skills from preparing and
reading aloud
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showing stamina as readers (The wreck of the Zanzibar)
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School displays around the walls reinforce a focus on reading and
the range of reading and authors.
able to use technical language to discuss their reading – genre,
alliteration, metaphor
using extended sentences in this discussion – a reflection of their
experience as readers that feeds into their oral language.
What are we expecting to learn about the
teaching and learning of reading from
listening to lower-attaining readers?
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Is the text well chosen to match pupils’ reading levels?
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What specific additional support and practice do these pupils receive?
What is the level of their phonic knowledge and skill and are they
able to apply this learning to decode unknown words?
Are the parents involved?
 The Framework for School Inspections 2012
 Focus on the low levels of reading pupils leave
primary school at
 How reading skills are applied across the curriculum
 How well teachers enable reading skills
 Reading, Writing and Communication (literacy)
2011
 Part 2
 Promote reading skills i.e. skim & scan
 Reading tracking and intervention
 A well stocked library important
 Strong attitudes of teachers towards reading
 Enthusiastic librarian raises profile of reading
 Share views on books (literacy driven)
 Reading skills across the board
 Cont…
 Inspectors to visit activities indentified in schools as
developing literacy
 When looking at data
 Progress made in reading
 Attainment in reading
 Moving English forward 2012
 Develop policies to promote reading
throughout the school
 Raise issues of declining reading levels
 Reading for pleasure
 Good library based evidence
The Inspector
 Still down to interpretation of Inspector
 As well as the themes of the visit
Revisit those points…
 Promote reading skills i.e. skim & scan
 Reading tracking and intervention
 A well stocked library important
 Strong attitudes of teachers towards reading
 Enthusiastic librarian raises profile of reading
 Share views on books (literacy driven)
 Reading skills across the board
 Inspectors to visit activities indentified in schools as developing literacy
 Progress made in reading
 Attainment in reading (data driven)
 Develop policies to promote reading throughout the school
 Raise issues of declining reading levels
 Reading for pleasure
 Good library based evidence
What do you do?
Report priorities grid
 Look at the areas & pick 4 areas to start filling in
It is of vital importance that you are aware of the
issues surrounding Ofsted and their priorities
How can you have an
impact on Ofsted then?
To impact on Ofsted you need to
 Have an impact on the important documents in your
school
 Raise Online
 SEF
 SIP
 FFT data
 LAT
 Data Dashboard
 PANDA
 Website
Self Evaluation Form
This is a vital document in an Ofsted visit
 Achievement
 Teaching
 Leadership
 Behaviour & Safety
 SMSC
Sections your work could be included in
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How well are pupils doing
 How well do pupils contribute to school and wider community
Student Librarians
 Work in the community with student groups
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Extend pupils develop workplace & other skills contribute to
future economic well being
Information literacy
 Literacy Development
 Peace Child
 Crisis Point
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Extent pupils spiritual, moral and cultural development
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How effective is provision
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How does the curriculum meet needs including through partnerships
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Charity Work
International/twinning links
Curriculum links to primary schools
Additional literacy sessions
Leadership & Management
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Effectiveness of partnerships in promoting learning and well being
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Primary school links
Outside providers
Community cohesion
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International links etc
School Inspection handbook Pg 29Look at what inspectors are looking for
What are your schools priorities?
 Look at your school’s Improvement/Development plan
 Jot down the ¾ most important areas in your school
 Look at your library’s Improvement/Development plan
 Jot down the ¾ most important areas in your library
SIP/SGP
This is vitally important to the direction of the school
 Understand SIP and how your work supports this
 Make sure your LIP matches key features
 Share this with your SLT link and everyone else
Rewrite your LIP based on what
you know about your SIP
 Using the template start to rewrite your LIP
 Don’t put more than 4 points for each section
 Rigour and quality count more than quantity
Key words
 Impact
 Attainment
 Achievement
 What is the impact of what you are doing – how can you
show this?
 How do you affect the attainment and achievement of
students and how can you show this
If you can do this…
 Schools are looking for evidence to prove the impact
they have
 This can come from anywhere
 The new framework provides the best opportunity to
show what you do as it’s a new direction there will be
little people are already doing
 Remember to prove your impact and shout about what
you are doing
The key is to…
 Utilise your knowledge of Ofsted and government
priorities
 Link the work that you do into these priorities
 Understand the schools priorities
 Make sure your priorities link in to these
 Make sure your line manager sees this
Literacy & the library
 Teaching of reading strategies
 Involving parents
 Partnerships with primaries
 Targeting weak readers
 Running reading intervention
Key words
 Impact
 Attainment
 Achievement
 What is the impact of what you are doing – how can you
show this?
 How do you affect the attainment and achievement of
students and how can you show this
KEY POINTS
 KNOW THE GAME AND PLAY IT
 MAKE IT EASY TO UNDERSTAND THE LIBRARY
 LINK WHAT YOU DO TO WHAT EVERYONE DOES
 US, NOT THEM AND ME
 MAP YOUR AIMS AGAINST KEY POLICIES
 DON’T BE OR BE PERCEIVED TO BE A VICTIM
 BELIEVE IN THE IMPORTANCE OF WHAT YOU DO
 DELIVER AND OVER DELIVER ON YOUR
COMITTMENTS