Other possible PIs and Impact indicators (drawn from Ofsted LEA reports)
- Broadening the scope of reading material used by pupils through:
- provision of a range of books
- advice on choosing books/extending the use of library resources
- INSET for teachers on integrating books into the curriculum or using resources to support literacy
- Promotional activities
- Help with purchasing books (e.g. what motivates teenage boys)
- (Fight against "limited vision in schools" and "inadequate spending on learning resources" OFSTED, 1998.)
- Indicators of impact on literacy:
- Nurturing individual pleasure in reading by providing a wide enough range to motivate pupils of different interests and cultures
- Use of SLS linked to literacy levels in schools
- Improved teaching of literacy - range of strategies
- Reduced reliance on reading schemes and on a limited range of authors and genres
- Contribution to work of school libraries (are school libraries better able to contribute to teaching of literacy in schools if supported by SLS?):
- Resources to transform libraries so that they able to support teaching and learning in specific ways (e.g. ethos, differentiation, IT skills, lifelong learning skills)
- High book stocks/enhanced book provision
- Advice on library environment/development/use
- Develop libraries (supportive learning environment, facilities for independent learning)
- Support and develop school librarians
- VFM
- Increase in range of resources for pupils by X%
- Low overheads
- High quality library stock (condition, curriculum match, differentiation, variety)
- Enable school to maintain its quality of learning resources
- Value of books supplied to average school
- Efficient use of materials needed infrequently by a school; expensive resources; short-term needs
- Rate of return compared with buying materials
- Work to clear and comprehensible standards (support clearly laid out):
- Knowledge of range of services available
- Strong collaborative and co-operative working to deliver LEA and government priorities (e.g. literacy). Quality of relationships; quality of mechanisms and structures for collaboration.
- Flexible and responsive e.g. remodel provision to support NLS; alter services to respond to teachers.
- Parity of provision irrespective of school size (impact of LEA on small primary schools);
- equality of access to resource-based learning experiences.
- Satisfaction of users.
- Meeting specific pupil needs e.g. children with moderate learning difficulties.
- Support for curriculum development including skills of lifelong independent learning
- (resources of enough quality to enable pupils to develop key skills; INSET and advice); enable quick school response to curriculum change/initiatives.
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