TME Library and Reading Policy
 /  TME Library and Reading Policy


TMS libraries are intended to provide welcoming, inclusive environments which are central to each school, actively supporting teaching and learning within the school, filled with opportunities and resources, whether paper-based or digital, to encourage each individual student to develop as a lifelong learner, by opening access to resources which support the development of independent learning skills and foster a love and enjoyment of reading in all its forms.

We are committed to offering opportunities for all students to take responsibility for their own learning and recreation, effectively and with enjoyment.

Aim of the Policy

  • To support teaching and learning within the whole school
  • To support and encourage, in partnership with teachers, the development of independent learning skills, helping students to be critical and creative users of information
  • To provide a welcoming and supportive, stimulating and structured learning environment which encourages all students to reach their individual potential
  • To encourage a love and enjoyment of reading and to encourage use of the library by all members of the school community
  • To create opportunities for students to develop their self-confidence as readers, self-respect as consumers of knowledge and sense of responsibility regarding books and book repositories
  • To guide students in their choice of appropriate books for study and leisure
  • To support more able students to access resources that develop the skills, knowledge and understanding they need to access the highest grades in subjects
  • To provide a suitable and flexible environment to host a wide range of enrichment learning experiences for students

Implementing the Policy

To support teaching and learning within the school by:

  • providing pro-active services which are tailored to, and responsive to, the needs of all students in the school
  • providing access to a wide range of targeted and differentiated materials, in a variety of formats [i.e. hard copy, electronic and online] which support learning
  • consulting with the Director Academics and Subject Leads regarding appropriate resources to support curriculum work
  • ensuring that all resources are of excellent quality by applying the standard selection and stock-taking guidelines of TMS libraries
  • auditing stock according to set procedure on the basis of the following criteria: physical condition, currency of information or its potential to mislead, relevance to current curriculum, and frequency of borrowing


To support and encourage, in partnership with teachers, the development of students’ independent research and learning skills by:

  • providing assistance and support to students and staff throughout and beyond the school day
  • working with teachers to plan, organise and deliver appropriate sessions to develop these skills
  • providing support for library-based lessons, the precise nature of this support being determined through discussion with the teachers

To provide a welcoming and supportive, stimulating and structured learning environment which encourages all students to reach their full individual potential

Ensuring maximum access for the whole school community to resources and services, with the library open full the full school day

  • At present, the opening hours are 8:00am to 2.00pm
  • ensuring that trained librarians are present at all times during the library’s opening hours to provide support for all learners and to maintain a safe, purposeful and relaxed environment
  • shelving non-fiction items according to the Dewey Decimal Classification Scheme and shelving fiction items in alphabetical order by author’s surname within that genre
  • ensuring that displays are up-to-date and preferably designed in collaboration with the learners themselves. Displays are a powerful tool for highlighting library resources, services and activities


In order to meet the many and varying demands placed upon it and to maintain the correct, positive learning ethos of the library across the school, it is important that the library does not become:

  • an area for unsupervised learners
  • a punishment area
  • a classroom (other than for enquiry-based lessons, enrichment activities or independent learning lessons)

Use of the Library

  • The use of the library for teachers for research-based lessons and to send small groups of students for research during lessons is encouraged
  • Students sent in small groups or individually for research during lessons must bring a note from the teacher responsible for them, stating the purpose of the visit and the information required. This ensures that the visit is legitimate, purposeful and productive
  • The Library is an area where the whole school community can expect to find and maintain a quiet, not silent, working environment, which is conducive to learning and recognises the needs of all library users. Noisy or disruptive students should be asked to leave

To encourage a love and enjoyment of reading in all its forms and to encourage use of the library by all members of the school community by:

  • providing a range of materials, book and non-book resources, aimed at encouraging and also challenging students to develop their literacy skills through reading for pleasure:
    • fiction books are selected to be of specific interest to students in order to support their recreational reading at all grade levels
    • non-fiction books are selected to support and extend students’ interests, as well as to widen their knowledge and understanding of the world
    • organising library events and activities with the intention of promoting reading and to raise awareness among students and teachers of the value of books
    • creating displays for the library to highlight new stock, particular topics, topical themes, and also students’ work
    • providing opportunities for all members of the school community to share reading experiences


To create opportunities for students to develop their self-confidence, self-respect and sense of responsibility by:

  • encouraging students to contribute feedback and suggestions for use of the library and to help plan and run events in the library under the supervision of the librarian.


Role of the Librarian

The TMS Librarian is considered to be a valuable and contributing member of academic staff in school. In this regard, the librarian is a specialist facilitator with a focus on supporting students’ learning across all grade levels in the school. The aim of our library staff is to collaborate with teachers to support students’ development into effective and independent readers, researchers and learners. The Librarian should be a full-time role in school.


The role of the Librarian is to:


  • collaborate closely, and be proactive in cooperating with, teachers with a view to providing the best standard of resource support services and facilities with the intention of supporting high standards of learning across the whole school
  • provide direction for, and action regarding, the development and promotion of the library to ensure it is valued as a key resource in the school
  • be responsible for the strategic development of the library as well as the day-to-day management of the library
  • ensure that the library supports the curriculum implement across all grade levels in the school in order to enhance the learning experience of every student
  • find and use all opportunities to promote the library and its place in the school
  • manage regular stock-taking, including the identification of out-of-date or damaged books and for the selection of new books and materials 9including non-book materials) to reflect changes in the curriculum and meet students’ needs and interests.


The Librarian is line managed by the National Libraries and Reading Coordinator, based in Head Office.


This policy reflects our belief that the TMS library is a central resource that plays a significant role in the academic life of our schools. As such, the librarian needs to ensure a proactive approach to providing a level of support for learning by being focused clearly on needs for learning and anticipating future needs that become apparent in curriculums and other documents.

In order to do this, the librarian should be very knowledgeable in the content/ knowledge requirements, and the study/ research requirements, of the courses offered across the grade levels. This requires the librarian to liaise closely and regularly with teachers to identify necessary resources to support courses. Librarians should support teachers within each subject discipline to make resources and materials recommendations for acquisition.

The librarian is the focal person for ensuring that all resources that are acquired for use in the library are of high quality, general appeal to students in the school, relevant and current with the curriculums being taught. The librarian must also ensure that bias, stereotyping and polarised views are not inadvertently made available to students, requiring the librarian to make a thorough check of all materials and resources before they are acquired.

The librarian must ensure that resources and materials form part of a balanced collection within the school, relevant to the school and grade levels being taught. Therefore, the librarian will need to check that the range of materials available to students is balanced in terms of perspectives displayed and are neutral in opinion (i.e. unbiased), thus providing balanced information, as we feel it is important to enable students to gain a balanced and fair understanding of different cultures and ways of living different from their own.
To be balanced and diverse, TMS library resources should include a range of resources, books and non-books materials to support each topic studied in school, which may include, but is not limited to:


  • General and subject-specific books
  • A ‘Quick Reference’ collection, including a range of dictionaries, encyclopedia and directories
  • Educational games
    • Monitoring and Evaluation of ResourcesThe librarian must constantly examine critically, and review, the quality of its provision and identify areas for improvement in order to be in a position to respond to needs, anticipate and address future needs and ensure the highest levels of satisfaction among students and teachers.
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