The How good is our school library? framework enables library staff and senior managers to evaluate the contributions the school library makes to school improvement. It is a companion guide to the main How good is our school? document produced by Education Scotland.
School libraries play a significant role in helping children and young people gain the knowledge, skills and attributes needed for learning, life and work. They are a key resource in supporting the Curriculum for Excellence.
The framework
How good is your school library? focuses on seven Quality Indicators where the library is likely to have a strong role in supporting improvement. Evidence from the Quality Indicators can create a unique and powerful story to demonstrate the impact of the school library on learning.
The Quality Indicators
Occasionally school libraries make significant contributions to Indicators other than those set out in the guide. In these instances, libraries may choose to follow the general principles of self-evaluation and include additional Quality Indicators from the main How good is our school? framework. It is recommended this is discussed and agreed to locally to fit in with the whole school approach.
The Quality Indicators
The Quality Indicators are divided into three categories:
- Leadership and Management: How good is leadership and approach to management?
- Learning Provision: How good is the quality of care and education?
- Success and Achievements: How good is the service at ensuring the best possible outcomes for all learners?
The Quality Indicators
Here are some examples of highly effective practice to help you identify the sort of evidence which support self-evaluation. The examples given for the seven Quality Indicators are not conclusive and may not apply to your context. Rather than trying to replicate these examples you should gather evidence from your own setting to indicate the strengths of your work.
1.5 Management of resources to promote equality
Example 1: Digital Technology
The effective use of digital technology is a good example of using resource management to promote equality. Here, library staff can develop a collection of web pages to support learning and teaching, creating a virtual school library available to staff and young people via the school intranet.
This highlights the vital role the school library can play in supporting learning across the school. It also encourages a whole-school approach to resource provision and skills development.
The virtual school library can include web pages and resource recommendations on topics across the curriculum. Access to a range of downloadable learning materials eliminates the need for hard copies of worksheets and can encourage pupils to organise their learning. Opportunities to meet with representatives from faculties across the school can allow the resource to further develop to meet subject-specific and cross-curricular learning needs. Pages can also be redesigned on an ongoing basis to confirm to W3C standards with a view to uploading the resource to the internet. This would allow access at home and throughout the wider learning community.
Example 2: Google Trainers
Library staff and school colleagues train as Google Trainers to support the development of Google Suit for Education across the curriculum. Library staff set up a Google Classroom for Reading Café using it to plan, inform and run extra-curricular activities. They can also support school colleagues to set up and use their own Google classrooms confidently.
Some pupils can struggle with access to Classroom at home and it is important to be aware of this when activities are set. Library staff can develop a range of library-based activities for Information Literacy which can be set via Google Classroom. Longer term plans could include developing a transition project with cluster primaries and increasing the use of Google Suite for Education in schools.
2.2: Curriculum
Example: Inter-disciplinary Learning
A project which brings together various departments such as English, Personal & Social Education, Art, and the library to talk freely about mental health concerns such as anxiety. This could help pupils develop their understanding and confidence, as well as increase motivation in reading and writing skills. For library and school staff it may give insight into the pressures young people face.
Activities to support the project can include presentations, live broadcasts, and research-based projects. It can lead to the school library developing its links with school management, the guidance team and school departments.
2.3: Learning, teaching and assessment
Example 1: Increasing learning engagement
Introducing new activities and increasing learner engagement is a good example of how library staff can have an impact on learning, teaching, and assessment. For instance, introducing a project where pupils create their own book trailers can promote digital storytelling while reflecting Curriculum for Excellence outcomes. Importantly, a project like this can show how technology and literacy work together. This can lead to increased pupil engagement and library borrowing.
Example 2: Book Creation
In this example pupils in P5 can create their own picture books for their P1 and P2 buddy classes with the help of their school and/or local public library. Workshops involving parents can help pupils with their stories and illustrations. This can increase parental involvement in literacy and encourage pupil engagement.
Promoting the published books by organising a book launch can promote the work of pupils to parents and friends as well as council members and the local community. Ultimately, this could lead to an increase literacy engagement and in library membership.
2.7: Partnerships
Example: Collaborating with colleagues
Partnership working can be enhanced by working with colleagues based in cluster schools. For example, coming together to work on a project involving a specific area of literacy, such as poetry, or to celebrate an annual literacy awareness day.
Here, library staff and education staff can work together to create tasks pupils from different schools can work on together. Their achievements can then be celebrated with an inter-school event such as an exhibition. This can lead to an increase in pupil confidence in their writing, illustration, and teambuilding skills.
3.1: Ensuring wellbeing, equality and inclusion
Example 1: Nurture Programme
Creating a Nurture Programme can help to support emotionally vulnerable young people at school. Library staff can be trained alongside school colleagues in the principles of Nurture and play a key role in the day-to-day running on the Programme.
Brining colleagues together can ensure consistency in the approach to Nurture. Consulting library staff on all decision which impact on how Nurture areas are used can also help schools find the best ways to support their most vulnerable children and young people on an on-going basis.
Example 2: Shelf Help Collection
Creating a ‘Shelf Help’ section within the school library can help staff cater for pupil’s wellbeing needs. Resources can include books on subjects such as bereavement and grief, bullying, gender and sexuality, anxiety, depression, and other aspects of mental health. Information can be sourced from a wide range of contributors including the NHS, charities the school counselling service, the public library service and other school library staff.
Non-fiction fiction books catering for teens can also be displayed nearby to fit in with changing displays throughout the academic year
3.2: Raising attainment and achievement
In this case study, the school library fosters attainment and achievement by creating an inclusive, vibrant, and nurturing space that celebrates diversity and promotes literacy.
Funding was provided for digital equipment, diverse books, and texts written in the pupils’ first languages to reflect the demographic of the school community.
The library organized mother-tongue reading sessions and partnered with the University of Strathclyde on projects that helped young people broaden their understanding of how they can use digital technology, while conducting research and developing their presentation skills. This further enhanced their skills for life, learning, and work.
The school library became a hub of activity for young people where they can read for enjoyment, learn together, relax, and develop their identities and understanding of their place in the community and in the world. The project resulted in improved reading and writing skills and also prepared students with life skills, boosting confidence, engagement, academic success, and increased levels of attainment.
3.3: Increasing creativity and employability
Example: Preparing for work
Developing a ‘world of work’ experience can help pupils prepare for life outside of school of navigate digital technologies. For instance, school libraries can create role profiles and application forms for jobs before conducting mock interviews to provide young people with valuable and relevant experiences. In addition, library staff could attend parents’ evenings to support families in gaining an understanding of resources and services available to pupils.
This experience can enhance pupil digital and information literacy skills, helping them to create high quality work applications.
Evidence-Led Libraries: Inspiring Innovation and Creating Communities
Scottish Library & Information Council
Annual General Meeting 2025
