Great School Libraries is a three year evidenced-based campaign led by CILIP, the UK library and information association, CILIP School Libraries Group (SLG), and the School Library Association (SLA). Its aim is to bring back libraries and access to librarians in every school in the UK. The guiding principle of the campaign is a firm belief that every child deserves a great school library.

Phase 2 of the campaign has now been completed and was formally launched at the Libraries All-Party Parliamentary Group on Tuesday 7 March, hosted by Gill Furniss MP at Portcullis House, Westminster.

Nick Poole, CEO, CILIP said:

“Great school librarians not only support students, but also teachers – helping to raise standards and results across the board. The evidence shows that school libraries with dedicated librarians and library staff lead to improved outcomes for learners.

They inspire people, improve literacy through a love of reading, and help teach lifelong skills like information and digital literacy as well as other areas of children’s development such as careers, creativity, research, building independence, empathy and wellbeing.

The campaign continues to provide evidence that clearly shows the value of school libraries – not just to pupils, but also for teachers, schools and wider society. That is why we are saying Every Child deserves a Great School Library.”

Key findings:

• Secondary schools with school libraries have dropped to 86% from 96% in 2019
• 25% of respondents hold Head of Department status, and 39% are line managed by the Head-teacher, and they are collaborating with SENCo, pastoral leads and Gifted and Talented Co-ordinators
• Even in schools with a school library, 40% of primary schools with a library reported that the lack of reading resources were restricting reading
• Of schools without school libraries 85% say it is due to a lack of space with budget constraints cited by one in five respondents. A third rely on their Schools Library Service, and over a quarter rely on their public library to supplement reading resources.
• School library provision is not equal across nations or regions.

This new research demonstrates that school libraries are adapting and changing to become multi-functional platforms for blended teaching and learning. There is evidence of cross-curricular support with libraries enhancing teaching across science, mathematics and arts subjects.

In a quarter of schools where there is a librarian, the librarian has Head of Department status and just over a third of librarians are line managed by the Head Teacher. It is clear that in places, a new dynamic relationship between the school and its library is emerging which reflects and supports the schools’ educational aims and helping to extends curriculum based teaching and learning. However, this is not universal.

Key national findings:

• In England, there is a three-tier system in operation, with pupils in schools that have a high percentage of children eligible for free school meals least likely to have access to a library space and a dedicated librarian or library staff. Children from disadvantaged backgrounds have less access to fewer books than those in more affluent areas.
• Two-thirds of school libraries in Scotland have no library budget at all, and there are significant regional inequalities, with rural areas less likely to have access to a school library and librarian than urban areas.
• In Wales a quarter of schools are without a school library, and of those that have a library space, over 77% are not looked after by specialist school library staff. A third of all schools in Wales indicated a decrease in their budget.
• Pupils in Northern Ireland are the least likely to have access to on-site provision, and those school libraries which do exist are least likely to have a designated budget.
• Fewer than a third of primary schools have a dedicated member of staff working in the library while just over one in ten secondary schools do not have a librarian and the average time that the school library is staffed has dropped to less than two hours per day.

This research was generated by the Great School Libraries campaign with the Primary School Library Alliance, supported by the Foyle Foundation, National Literacy Trust (NLT), Penguin Random House and the Lightbulb Trust and with generous sponsorship from the Authors’ Licensing and Collecting Society (ALCS).

The report contains clear recommendations for national governments, educators and sector bodies, to move this situation forward, in order that all children can have the benefits of a school library.

The Great School Libraries campaign will continue to work to embed the role of school library staff in the educational landscape and ensure that all children in the UK can access the benefits of a great school library. We will work with educational organisations to build understanding of the impact that school libraries and their staff can have on students’ attainment and progress and to support headteachers and senior leaders to establish and develop a great school library, staffed by great school librarians.

Find out more about the campaign