Traditionally, school libraries have been evaluated primarily in terms of library management; the impact they have on teaching and learning has rarely been a focus. For this reason, they have often been omitted from whole school self-evaluation. Self-evaluation can help schools to prepare for inspection, but more importantly to identify strengths and weaknesses and help schools to improve their library provision through in-depth evaluation of specific areas. This article describes a project undertaken by the Centre for Information Research (CIRT) at the University of Central England (UCE) to develop a model for the self-evaluation of school libraries which focused on teaching and learning outcomes. The approach advocated links library activities to whole school issues and relates library evaluation to the overall aims of the school.