The Gryphon School by Hdj4S2

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									Appendix 13b

                                    The Gryphon School.
                         Learning Resources Centre (LRC) Policy




1. The Role and Aims of the LRC.
‘Children and young people are entitled to the best: a range and depth of learning resources
appropriate to their personal, social, emotional and intellectual needs. Each generation benefits from
the guidance and instruction of expert librarians and sensitive teachers. Before pupils become
independent users of information, they need to learn which resources to choose, how to find and
select information, and how to make the best of it. They also need to be helped to make effective
use of a wider range of resources and information available through newer technologies. Never has
the necessity been greater for young people to develop sufficient confidence to discriminate wisely
between the average, the mediocre and the best - and to demand and use the best. '

A.S. Robertson. (HMI.) 1992. 'Learning Resources in Schools. '



The Learning Resources Centre is at the heart of the Gryphon School. Physically situated at the
centre of the school, the LRC is also at the centre of teaching and learning, providing an impressive
range of print and electronic resources for students and staff alike.

1.1 Overall aim.
The LRC's core purpose is to support teaching and learning in the curriculum by providing
opportunities for students and staff in respect of their research, recreational and training needs. By
giving access to information and actively encouraging and facilitating use of its collections the LRC
aims to work closely with teaching and non-teaching staff to support and encourage all students to
achieve their potential. In addition the LRC aims to offer advice, assistance and training in
information skills for students and staff.




This will be delivered through the following objectives:
1.1.1 Serving students by:
      Providing a challenging yet supportive environment to stimulate, maintain and develop
       interest in the enjoyment of reading for pleasure and information.
      Encouraging and supporting students' active participation in their learning, enabling them to
       achieve their full potential.
      Providing access to information that fosters the development of lively, enquiring minds and
       an awareness of the wider world, encompassing other societies, cultures and beliefs.
      Providing access to information that relates to and encourages the development of personal
       interests.
      Supporting the development of book clubs/reading groups and promoting reading through
       organised activities and book weeks.
      Providing opportunities to purchase books through the school book club.
      Helping students develop information handling and information technology skills.
      Assisting the development of information literacy by reinforcing the National Curriculum
       key Skills of planning, locating and gathering; selecting and appraising; organising and
       recording; communicating and evaluating through activities in the LRC.

1.1.2 Serving staff by:
      Supporting and assisting the delivery of high quality learning experiences through services
       and consultation.
      Promoting books and reading with teaching and non-teaching staff with a view to building a
       comprehensive whole school reading community.


1.1.3 Managing stock by:
      Developing and maintaining accessible collections through informed selection.
      Providing seamless access to appropriate information resources regardless of format or
       means of delivery.

1.1.4 Managing change by:
      Providing pro active and responsive services tailored to the evolving needs of the whole
       school in the light of specialist school status.
      Identifying, anticipating and satisfying customer needs with an emphasis on provision of
       resources and services for particular groups by giving choice, convenience and customised
       services.
      Developing good practice and innovation by providing LRC staff opportunities to develop
       their talents and abilities.


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1.1.5 Creating opportunities for student responsibilities by:
      Encouraging students to become socially and morally responsible through co-operative and
       independent use of the LRC and also through duties as LRC volunteers.
      Organising special events and fund raising activities to encourage student participation.
      Inviting feedback and suggestions from users as to how the LRC could meet their needs
       more effectively.


2. Management Structure and Systems of the LRC.


2.1 Management.
The LRC Manager will report directly to the Senior Leader Team (SLT) link. (For job description
of LRC Manager see appendix 1.)


2.2 Staffing.
The LRC Manager acts as Line Manager to the LRC Assistant Manager and LRC Assistant. (For
job description of other LRC staff see appendix 2.)


2.3 Budget.
      The budget will be agreed annually with the headteacher. This amount will be in addition to
       a subscription to the Dorset Schools Library Service appropriate to the school roll.


3. Access.
      The LRC is to run an open access service, including before and after school for study and
       relaxation. It will be staffed throughout the school day by LRC staff.
      Members of staff may undertake voluntary duties throughout the school day in the LRC.
      Study Club is available to years 7-13 between 3.30pm-5pm on Monday and Tuesday and
       3.30pm-4.30 on Wednesday and Thursday. It is staffed by the LRC team and others, when
       deemed appropriate.
      Induction programmes are available to new staff, Year 7 and Year 12.
      All students should have equality of access to the LRC irrespective of age, gender, ethnicity
       or special educational needs. There should be a sufficient range of stock to cater for
       differences in age, gender, interest and levels of ability.
      In order to provide full access to students, LRC staff are available to provide a broad range
       of assistance.


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3.1 Loans procedure.

      Years 7-11 may borrow up to 3 items for a period of up to 2 weeks.
      Years 12 and 13 may borrow up to 6 items for a period of 2 weeks.
      Staff may borrow up to 30 items for a period of 6 weeks
      Provision can be made if more items are required by both staff and students.
      The loan period for resources can also be negotiated.
      Flexible loan arrangements, including short loan and reference, will be used to maximise the
       use of stock, dependent on curriculum demand.
      Items can be renewed up to three times unseen so long as they are not overdue or reserved
       by another reader.
      A procedure for recovering overdue items is in place and will be maintained thoroughly.
      The LRC will not levy fines on overdue items but will take steps to recover the cost of lost
       or damaged items.


4. Library Use.


      Teaching staff will be encouraged to book the LRC and staff for research-based lessons.
      During lesson time small groups of up to 6 students may be admitted to the LRC provided
       that they bring a permission slip stating the purpose of their visit, the information that they
       require and the teacher responsible for them. Uniformed students coming to the LRC
       without a permission slip may be asked to return to their classroom.
      The LRC will be available during lesson time for sixth-form private study, although space
       may be limited at times if lessons are based in the LRC.
      Some computers will be kept free at all times for sixth-form use.
      At break and lunchtime the computer balcony will be kept free for sixth-form use. Years 7-
       11 may book a quarter of an hour session on the other LRC computers per day. Exceptions
       to this rule are at the discretion of the LRC staff.
      The LRC is an area where students should expect to find and maintain a quiet working
       environment. An atmosphere of quiet industry will be maintained. Students will be
       encouraged to recognise the needs of others and keep to a sensible level of noise. The Quiet
       Room will remain very quiet at all times. Noisy or disruptive students will be sent out.
       Three warnings will be given before the school behaviour policy is invoked. Noisy and
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       disruptive sixth-formers will be reported to their Head of Year. Repeated noisy/disruptive
       behaviour may result in a ban.
      Positive behaviour will be rewarded as specified in the school behaviour policy.
      At break and lunchtime the atmosphere in the LRC will be more relaxed so as to encourage
       the recreational side of the LRC.
      The Quiet Room will remain quiet during break and lunchtimes.
      The Quiet Room may be closed at break and lunchtime due to meetings arranged in advance
       with LRC staff.


                           The LRC Code of Behaviour.
To make sure that the LRC is a pleasant and productive place for all users, please
ensure that you come to the LRC to either study, read or borrow resources.

PLEASE DO NOT MAKE IT DIFFICULT FOR OTHER PEOPLE TO
CONCENTRATE ON THEIR WORK.

1. Behave quietly and sensibly at all times.
2. Years 7-11 need a permission slip during lesson time.
3. No eating or drinking. (except water)
4. All mobile phones must be switched off.
5. Return or renew books by the date stamped in the book. Any lost or damaged items
must be replaced or paid for.
6. Return books to the proper place and ensure your work area is tidy before you
leave.
7. No inappropriate use of the Internet, as specified in the 'acceptable use policy'.
8. Sixth-form students may bring bags into the LRC during lesson time. Students in
year 7-11 must ensure all bags are stacked neatly on the racks available in the lobby.
9. Students in years 7-11 must remove their coats when entering the LRC and place
them on the racks provided. Coats and bags left on the floor will be removed to the
bag racks outside the English department.
10. Sixth-form students may enter and exit the LRC through the top ‘Staff’ door. All
other students must use the lower main entrance only.




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5. Promotion and marketing.
The LRC is genuinely responsive to the needs of the school community. Data regarding user's needs
is gathered via:
     The Integrated Library Management System (currently Eclipse), used to retrieve quantitative
        data for analysis.
     Consultation with staff and students via the School Council, questionnaires and LRC
        suggestion box.

The LRC is promoted within the school through:
      Induction
      Displays. These will reflect current events, cross-curricular initiatives and student work.
      Promotional events i.e. World Book Day, Book Fairs, author visits etc
      Guides and guiding. Effective signs and labels will be displayed to keep users informed
       and to aid location and retrieval of information. Student’s guides are available from the
       LRC. The staff guide is available in the staff handbook.
      LRC website via the Gryphon School website.
      Posters around school.

Promotion to parents and the wider community takes place:
      During parent's evenings when the LRC is open and the resources may be browsed.
      Through promotional events such as Book Fairs, fund-raising activities.
      Through the school newsletter.
      Through press coverage via the School Public Relations and Events Officer.


   6. Resources
LRC resources will include:
      Fiction which will reflect the leisure reading of all ages, reading abilities and cultures in
       school.
      Non-fiction stock which will cover all course topics in a broad, balanced, relevant and
       differentiated way for the varied reading and learning abilities of the students. Non-fiction
       stock will also reflect the leisure and recreational interests of the students.
      Stock which addresses the information needs of staff.
      Magazines and journals covering a range of topics.
      Newspapers in hard copy with Internet access to archive resources. (NewsBank News)
      Staff can request supplements and cuttings.
      Other subscriber only electronic databases.
      Reference materials including a range of encyclopaedias and dictionaries.
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      Videos and DVDs to support the curriculum and reading for pleasure.
      Networked computers with internet access for those with the necessary permission, linked to
       black and white/colour printing facilities and a scanner. (A charge will be made for printouts
       outside lesson time).
      A Careers Library incorporated into the LRC
      DVD player and Video player for use in the LRC.
      The School Library Service (SLS) is used to supplement the book stock.
      Topic boxes/artefact packs are available from the SLS by arrangement with LRC staff. Half
       a term's notice is required. Departments are responsible for the contents of topic boxes in
       their care.


6.1 The use of resources.

          The LRC is arranged using the 'Dewey Decimal System of Classification'.
      A fully computerised Library Management System (Eclipse) is used, enabling a speedy and
       efficient method of item loan and retrieval and the production of meaningful usage statistics.

6.2 Services.
      Assistance with the location and use of resources including answering complex reference
       queries.
      Advice on external resource sources and services.
      A video and DVD recording service within the laws of copyright.
      Management of a video tape and DVD library.
      Video tape and DVD copying service within the laws of copyright.
      Loan of media equipment including digital video camera, screen, OHP and digital camera.
      Staff and students induction to the LRC.
      Development of information literacy skills for students and staff
      Information dissemination.
      Shop selling items of basic stationery.
       Book clubs for staff.


   6.3 Collection development
      The LRC Manager will become acquainted with the courses offered by all curriculum areas
       and liaise with teaching staff to identify the general resources to support these courses.
      In order to ensure staff knowledge and expertise is utilised to the full in developing the LRC
       collection, staff from each subject area will be asked to recommend items for purchase.


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6.4 Stock Selection Criteria
Stock is selected according to a range of criteria set out in the School Library Association's
Guidelines and both the perceived and stated needs of the staff and students. Key criteria
include:
   Reflecting the courses offered by all curriculum areas.
   Suitability to students' ages and stages of development.
   Relevance to students' needs and interests.
   Quality of presentation and production
   Value for money.
Stock will avoid unhelpful stereotyping, caricature or cliché in its illustrations and text and help
students towards a sympathetic and informed understanding of cultures and lifestyles other than
their own.


6.5 Restricted materials policy.
The LRC collection has been developed to reflect the aims of the school in providing an
'innovative and stimulating curriculum' for all ages and abilities. Therefore, the LRC collection
may contain materials that some people might deem inappropriate for a younger audience.
Parental permission may be sought before younger students can borrow such items. Under no
circumstances will any student be supplied with a video or DVD if they are below the age of
certification.


6.6 Fiction Policy
 In developing a collection of fiction that is relevant to adolescents it is imperative to include
works that challenge students and reflect all aspects of our complex society not just the positive
ones. Many realistic plots can only be developed by placing characters in situations which can
make some adults, who do not want to acknowledge the darker side of some young adults'
lives, uncomfortable. These books, while sometimes distasteful can offer a very valuable
message to any pupil seeking to understand the issues raised within. By exploring such themes
and situations in a fictional setting, young people can gain an awareness of possible outcomes
in a risk-free environment. Therefore, I would like to stress that we do not exclude books from
the collection solely on the basis that they contain ‘bad’ language, references to sexual
relationships or other controversial issues such as drug use or violence. Restricting fiction
based solely on the reader’s age is unworkable at best and in my experience creates more
problems than it solves.




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   6.7 Stock deletion.

      After consultation with teaching staff LRC stock will be deleted where appropriate.
      Deleted stock will be disposed of in the following ways:
               a. Offered to departments for classroom use.
               b. Sold, the proceeds going to LRC funds.
               c. Suitable items donated to appropriate book charities
               d. Suitable items donated to local charity shops.
               e. Remainder recycled.
   Stock may be deleted if it:
      Is dated or irrelevant (A general cut off of 10 years since publication is standard)
      Contains inaccurate or out-of-date information
      Is offensive in relation to ethnicity and gender issues, or if it contains racist or sexist
       stereotyping.
      Is in poor physical condition.
      Has not been borrowed in the last four years based on date labels.
      Decisions on the deletion and disposal of stock are at the discretion of the LRC Manager.
   7. Accommodation

      The LRC will seat approximately 96 students. A further 24 seats are dedicated to computer
       use. Therefore, 8.5 % of the student population can be accommodated with available seating filled
       to capacity.
      The 'Quiet Room' may be booked for class use for research or skills lessons.
      Computers may also be booked but some must remain free for sixth-form private study.
      At all other times the 'Quiet Room' will be available for very quiet study. Students will be
       expected to maintain a quiet working environment conducive to learning in all other areas of
       the LRC.

It is important that in order to meet demand the LRC does not become:
      A 'dumping ground' for unsupervised students.
      A detention area.
      A classroom, with the exception of careers, research or skills lessons.
      A sixth-form recreation area.




8. Support and partnerships.
As well as the vital partnerships within the school with teaching departments, governors, SLT,
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parents, students, IT and non-teaching staff there is also an external network of partnerships. These
include:
       The Dorset Schools Library Service (SLS) which provides learning resource provision,
        consultancy, support for evaluation, training and partnership development.
       Dorset Centre for Educational Technology (DCET) giving access to a film library, hire of
        Audio/Visual equipment, advice and support.
       Feeder Schools where collaboration is important to support the transition between primary
        and secondary education enabling prospective students to see the library services available
        to them and to promote reading.
       The Public Library which will be promoted to provide access to a wide range of literature
        and to support the day-to-day information needs of students.
       Local secondary schools. Students can benefit through interaction with other local schools
        through 'Read on...', the joint reading group. Students may also access books from these
        schools by arrangement with the relevant librarian.
       Connexions. The LRC provides personal, social and careers information for the school
        community and provides a base for Connexions resources as part of the LRC’s Careers
        Library.
       Local book shops. Local booksellers are used to provide advice and support in the selection
        of materials, particularly fiction.

9. Monitoring and Evaluation.
The LRC will be measured and evaluated in accordance with guidelines published by the DFES. In
addition to this the LRC Manager will identify specific areas of LRC operations for monitoring and
evaluation based on the changing needs of the school community.



 10. LRC Volunteers.
The LRC utilises a team of about 20 student volunteers to assist before school, during break and
lunchtime. The LRC provides these students with work experience and they enjoy having a
responsibility and a role to play within the school. They are trained to operate the daily routines,
allowing LRC staff to assist with enquiries and monitor LRC and computer use at these times.
Volunteers will be rewarded in accordance with the school behaviour policy, certificates and a
termly treat.




11. LRC Curriculum Liaison
11.1 Information literacy.
In order to handle and process information successfully students need to be able to:
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      question
      plan
      identify and evaluate sources
      analyse and organise key information
      synthesize and assimilate. (Combine and compare)
      reflect
      communicate
      evaluate
   information in a variety of formats. These should be delivered and practised within a
   meaningful context. Information literacy programmes are integrated into the curriculum. The
   LRC Manager will work with departments to introduce induction and information literacy
   programmes and reinforce the skills students need to become independent lifelong learners.




12. Reader development
The LRC will endeavour to make a significant contribution to the encouragement of reading and the
creation of a reading culture throughout the whole school community by:
      Promoting reading to Year 6 students prior to entry to the school.
      Working with Dorset Libraries and the SLS.
      Producing reading guides.
      Promoting reading groups.
      Scheduling reading events including book fairs and author visits.
      Using shadowing schemes that follow national or regional book awards.
      Encouraging both teaching and non-teaching staff to borrow books and read.


Stephen Bull


LRC Manager


March 2010




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