Ofsted report: "Now the Whole School is Reading" - what does it tell us?

Last month (October 2022) Ofsted published a report titled “Now the whole school is reading”: supporting struggling readers in secondary school. I was immediately intrigued as to what their guidance suggested and it makes interesting reading as, for once, it mentions school librarians! Those who regularly read such reports will know that libraries rarely feature in them, even when the subject is relevant.

The findings are based on research visits to six secondary schools. The schools were selected as they had a higher-than-expected proportion of students who were poor readers get grade 4 or above in English GCSE. Evidence used included:

·         Research literature

·         Autumn term 2021 inspection data

·         Discussions with English specialist inspectors

·         Discussions with staff and students at the six schools

The executive summary states that the ability to read is “a fundamental life skill. It is essential to us all if we are to participate fully in society”. This should be obvious to anyone; without the ability to read, students are unable to succeed in exams and move into further education or training, and thus into employment. This has a lifelong impact. It also highlighted the fact that students who arrive in secondary school with poor reading skills are unlikely to catch up; only 10% of disadvantaged children who leave primary school reading below the expected level get passes in GCSE English and Maths.

The summary also makes a statement about those who are poor readers reading less. Reading is a skill and needs to be practiced but if you don’t like doing something and struggle at it, you tend not to choose to do it – I don’t like running so don’t choose to do it in my free time, even though the experts tell me it’s good for me, it fits into my schedule and is cheap! Studies show that reading increases vocabulary and general knowledge; clearly reading non-fiction will do this but it’s also amazing what you can learn from reading stories so students who are not reading won’t have those advantages and are likely to struggle with comprehension as they come across more advanced texts. This is why, as librarians, we try and get students to move out of their comfort zone and read a book that may be more challenging; reading the same story over and over again isn’t going to introduce new vocabulary, facts or ideas.

So what are the main findings of the report and how can we use these to provide a better service for our school communities?

·         Senior leaders prioritised reading.
This should come as no surprise; for most initiatives to be successful they need the support of the Senior Management Team (SMT aka SLT). In the schools visited, there were whole school reading strategies that were part of the curriculum and the SMT shared their commitment thus increasing the visibility of reading across the school. It is important that librarians are involved in this and have input into any reading policies and tactics – they are a natural fit. Are you part of the planning group for whole school reading? Are your SMT aware of your lessons and activities around improving students’ reading skills and the impact these have? Do you feedback any relevant information about students and reading to staff?

·         Schools accurately identified gaps in students’ reading knowledge and shared information about struggling readers with all staff.
There are various reasons why students may be poor readers. Diagnostic testing will ascertain whether this is due to fluency rates, word reading and accuracy, or phonic knowledge thus enabling bespoke interventions. Sharing this information enabled a consistent approach throughout all lessons – and this should extend to library lessons. We can’t provide consistency if we’re not given relevant information that enables us to  support individual students – remember, one size doesn’t fit all and the more we know about why students are struggling with reading, the more we can help them.

·         Staff who taught reading had the expertise they needed to teach weaker readers.
The featured schools trained staff who would be working with struggling readers so they had relevant expertise. These staff disseminated that training to others within the school. If your school is investing in such training then it’s essential that you, as the librarian, are involved as it’s likely you will be working with the weaker readers – it’s surprising how much teaching school librarians do, something that many people don’t realise.

·         Schools had clear procedures in place to monitor this teaching and its impact on struggling readers.
By regularly assessing the progress of students, the effectiveness of any strategies could be ascertained and adjustments/changes made. This is so important; there’s no point in carrying on with something if it’s not working and any library programmes need to be included in this assessment. Do you monitor the success of your library activities? Do you report back to SMT what’s successful and why? This can help them make informed choices regarding future strategies.

A few other things jumped out at me from this report.

The first was that schools tended to stop additional support with reading once students reached Year 9 or moved into KS4. None of the schools monitored progress beyond this. I know this is probably due to time, budgets and the introduction of the very full GCSE curriculum but it’s such a shame. It meant that the schools had no idea whether students still struggled with reading – though I guess ultimately their exam results may show this – or the long-term impact of previous interventions. As some students remarked that they “felt less enthusiastic and motivated to read for pleasure by the time they reached key stage 4” there is clearly a huge role for the school librarian here. However, the caveat is that students need time to access appropriate resources and the library needs to consider promotional material and activities aimed at this target group. I know from my involvement with the UK Pupil Library Assistant of the Year the impact the library can have on older students, not only with their continuing reading for pleasure but also by providing a space for their good mental health and wellbeing.

Secondly, the report recognised the importance of skilled librarians. Not simply staff running the library and keeping it tidy but professionals who were able to be part of the whole school reading initiatives and play an active role - three of the six schools had at least one professionally qualified librarian. CILIP, the library and information association, offers librarians the opportunity to obtain professional qualifications and has a special interest group for school librarians (SLG) with resources and support available for those that wish to explore this further.

Finally, whilst there is plenty of research into primary reading there is little undertaken with older students and most of that is outside the UK. This is an area that needs to be addressed given how a lack of reading skills can impede older students’ life choices.

  

 

Can We Make School Libraries More Sustainable?

Earlier this year my local council introduced food waste collection. I know a lot of areas have had this for a while but the only items we could recycle prior to this were glass, paper, cardboard, tins and certain plastic bottles. However, I took comfort in the fact that the rest of my rubbish was going to an Energy Recovery Facility rather than landfill (and if you ever get the opportunity to go to an open day at one of these then grab it, it’s quite fascinating). But having to reorganise my kitchen waste seemed to kick off a “reduce, reuse, recycle” mini enterprise. I discovered that I could recycle plastic containers (the sort that grapes come in) at my local supermarket and was amazed at how many I collected in just a couple of weeks. I collect soft plastic (like bread bags) and put these into the collection bin at whatever supermarket I’m visiting. I’ve even started collecting glass jars and lids, offering them free on the local Facebook page, rather than recycling them and discovered the local pre-school use cardboard toilet roll tubes for crafts. I have managed to get my general rubbish down to about 1 bag per fortnight!

This focus on reducing/reusing/recycling has also made me more aware of information around environmental issues. For example, I had never really thought about food waste and the fact that, as well as the food being thrown away, the water and energy that has gone into producing it is also wasted. If you want to find out more, read this article by the British Science Association on the impacts of food waste.

The central theme of this year’s CILIP conference was sustainability where their Green Manifesto was launched - I know this is aimed at library authorities rather than individuals but it got me wondering whether we could make our school libraries more environmentally friendly and sustainable. As they say, “every little helps”.

Ideally the drive for sustainability should come from the top down with school-wide green policies and all staff on board with long-term projects but if your school isn’t quite there yet, there are still things you can do, small gestures that will send a message to the school community and, possibly, encourage others to get on board. An important aspect of any school library is to cultivate awareness of issues, inform and educate. Most of us support national and international environmental events with displays and book lists so why not take this a step further and consider if there are any practical things you can do?

·     Books are an obvious starting point. Libraries need to be weeded (I’ve written a blog on why) but what do you do with the books no longer needed? Unfortunately the glue binding pages together and their plastic covers make them unsuitable for recycling although if this is your only option you could guillotine the pages from the cover. There are lots of other possibilities though:

- give or sell to students if suitable;
- donate to charity or put into a book swap if in good condition and information is still accurate;
- sell to a company that takes second-hand books, they may not take many but who knows, you might raise enough funds to buy a couple of new books for your library;
- reuse for art projects, craft material, backgrounds for wall displays;
- get together with local schools and see if you can organise book swaps. You can email a list of the titles you have available and see if anyone is interested. Or if you attend local school librarian group meetings take them along (I used to do this!).

Unfortunately, in a school environment you need to cover books – any school librarian will tell you they just don’t last otherwise and start to look very tatty very quickly, which means you end up throwing them away before you’ve had good use out of them. Bad for the environment and the budget! Bioplastic material is available and Helsinki’s libraries have started to use this on their books; perhaps we need to ask our book suppliers to do them same?

·    I know the temptation is to laminate signs and posters, especially if they’re in reach of students and that nice, shiny finish makes them look more professional but this makes them unsuitable for recycling. So ask yourself – do I really need to cover this piece of paper in plastic? Anything that’s only going to be used once doesn’t need that level of protection and neither do notices that are out of reach. The other aspect of this practice is that glossy finishes are sometimes difficult to read for those with learning difficulties and visual disabilities so having non-glossy signs is more inclusive.

·     Think about where you use plastic within the library. Do you give out anything in plastic bags - could these be swapped for paper ones? If you work with younger children are their book bags made from fabric? Do you put paperwork into plastic wallets rather than just punch holes in it for filing? Check whether your labels and stickers are biodegradable.

Are there any other areas in the school that use single-use plastic and can you get them on board? For example, does the canteen use plastic cutlery? Does the school give away free plastic pens on Open Days? For most of these items, there’s usually a much better and environmentally-friendly alternative. I know this may not always be the cheapest option and, with budgets being cut further and further, it’s often a knee-jerk reaction to go for the cheapest but there has to be a balance. Perhaps if you can’t afford an environmentally-friendly giveaway then the time has come to drop them altogether?

·     Check the environmental accreditation of your library suppliers. Do they use environmentally friendly or sustainable materials? You may not have a choice here but you could contact them and ask them to swap; for example, if you are being sent journals in plastic bags (there’s much better alternatives available these days). If you don’t raise this aspect, they won’t realise it’s important to you. Although reuse and recycling is good, the best thing is to reduce and this has to start at the source.

·      If you are replacing any furniture and fixings the same thing goes. But have a look for any second-hand items first, especially if you just need some extra shelves or book stands. My home office is full of Ikea Kallax units which are perfect for storing files and magazines as well as books – I got them all second-hand online. Facebook Marketplace can be searched by area as can Freecycle. And if you want some jigsaws, art materials or craft items for an after-school club, the former is a great source. There’s a bit of effort involved as you have to collect them and you’ll need to be able to pay cash and claim it back but it’s worth it for the savings as well as the pleasure in knowing you’ve prevented something from going into the waste bin.

·    While we’re thinking about second-hand items, there can’t be many school librarians who haven’t had a trawl through charity shops. I absolutely do not think school libraries should rely on these sources for their stock (school libraries need budgets!) – if you do you’ll end up with a very unbalanced collection as you have to buy what you find rather than what you want or need. But there’s no doubt that charity shops hold some gems … books that replace worn out favourites or provide multiple copies of popular titles.

·     Another area where you may be able to have an impact, albeit small, is on energy use within the library. Switch off everything at the end of the day, even screens. According to the Energy Saving Trust, the average UK household spends £55 a year powering appliances left on standby and most libraries will have far more computers than the average home. Laptops use less energy than desktops so, if you get the opportunity, swap them. I have a smart meter and can see the readings drop immediately when I switch things off.

For some reason, many schools put their libraries into quite gloomy rooms so you have no option but to keep the lights on all the time. But have a look at any natural light sources you do have – can you place desks near these so that lights don’t always have to be switched on? Are you using LED bulbs? Can you have your lights linked to a movement sensor so they only go on when somebody is in the room? With energy costs increasing, it makes sense to try and use as little as possible so chat to your site team to see if you can make any improvements.

·     If you want to encourage a school-wide recycling effort, a good place to start is with the local council; the majority of authorities have special waste and recycling schemes for schools so contact them for advice on collection times, bins, etc. After all, you’ll be helping them reach their recycling targets. Involve your staff with this and tell them what you’re doing. Put recycling containers around the school, easy to find and clearly labelled with what can be put into them. My last school had paper recycling boxes all over the place that used to be collected by an outside agency (though I used to get my scrap paper – photocopying rejects -from the reprographics department) so see if this can be extended to other items.

·    Recycling businesses may also be interested. Have a search for any within your community and see what they can offer in the way of bins and collection. A good example are companies that take broken IT equipment and either refurbish it for use within local community projects or recycle it environmentally; does this happen in your school?

I have always assumed that storing documents online was much better than paper versions but never thought about the fact that technology also has a carbon cost. Apparently the “carbon footprint of our gadgets, the internet and the systems supporting them account for about 3.7% of global greenhouse emissions …. similar to the amount produced by the airline industry globally” and if every adult in the UK sends one less “thank you” email it could save over 16,000 tonnes of carbon a year (the equivalent of taking 3334 diesel cars off the road) (Smart Guide to Climate Change)

·     Print cartridges and toners are another item that can be recycled. Many charities will provide a box for these items that can be freeposted when full; I used to have one in the library. The Recycling Factory works with the British Heart Foundation, it’s easy to sign up to the scheme and you’ll get paid too! Measure what you collect and create infographics to inform your school community – often when people see the difference you’re making they’ll get on board. And hopefully they’ll be appalled by how much is thrown away so will look at how they can reduce this amount.

·     Finally, get your students involved! Most of them are well aware of the climate crisis and would probably love to help with various projects. You could create a Green Team (maybe a couple of green champions from each year group) and are likely to find they’ll take over many of these suggestions, encouraging their peers to also get involved. And how about collaborating with other departments on eco-projects? Our local council is finally starting to rewild grass verges – a win-win for everyone but especially for wildlife – do you have any areas in the school where this can be done?

There are probably lots of other things people are doing in their individual libraries. Once you start thinking of ways to reduce/reuse/recycle, it’s surprising how many you can come up with!

How To Create A Book List

There’s been a lot of excitement on social media the past couple of weeks around the announcement by Marcus Rashford that he’s teamed up with Macmillan Children’s Books to not only write several books but also launch a children’s book club aimed at age 7+ with the remit that “books should have diverse characters … making sure people of all race, religion and gender are depicted correctly and representative of modern society.”

As a school librarian, I know the impact a popular young Black male footballer tweeting “Reading is cool. Books are cool.” will have – and it’s exactly what we need to help promote books and reading for pleasure. Can we have more role models like this please?

But, as is the norm whenever anything like this is announced, a plethora of suggested books appear – one of these was a list published in the TES of 10 books gathered by a teacher from suggestions on Twitter. Now, there’s nothing wrong with these books but they don’t exactly fit the intended remit. And I know if I was to create a library display around them very few would be borrowed. I might be able to entice some students to try a couple if I could deliver a talk promoting them but it would be more likely to be the avid readers picking them up, those who are already confident in trying something new or different knowing that if they didn’t like it they could put it down and move on to something else.

It’s actually quite difficult to put together a list that appeals to everyone, especially if the number of titles is restricted. The wider the age range the list is targeted at the more challenging it is especially if you have to consider emerging readers alongside confident readers – too many suggestions aimed at each group will put many off. I’ve had experience of doing this for book awards and school library packs, and it takes a lot longer and is harder than you’d think.

The books need to be diverse – with respect to characters as well as authors and illustrators. They need to be inclusive so that children can see themselves in the stories, physically and emotionally. However, it’s important to remember that they don’t always want to read something that mirrors their own lives; sometimes they want escapism.

The stories should be well researched – there really is no excuse for incorrect factual information – and well-written with characters and plots that engage and develop throughout the book. Fiction introduces children to new language, sentence structure, inference, etc. but books that are aimed too high and outside their level of understanding may well have the opposite effect and put them off reading. So a balance is needed with books at all levels encompassing both less-able and more-able readers. It is important to remember that a book that is read with a child, or as a class set text, can be at a totally different level from one a child reads by themselves; simply because words can be explained, concepts explored and any issues arising in the book discussed.

Then there are genres to consider. If you want the list to have a wide appeal it needs to include as many as possible; fortunately most books encompass several genres but this can still be a bit of a balancing act. And let’s not forget different types of books; poetry, graphic novels, verse novels, memoirs, non-fiction and so on …

Finally, one important thing to think about is the visual appeal of the whole list, especially if you are planning to create posters or displays using the books.  Covers are important.  Forget “don’t judge a book by its cover” because that’s what people do. They have nothing else to go on until they pick the book up and read the blurb so if the cover doesn’t appeal, they’ll leave the book sitting there. And children are no different ... if anything they can be more rigid in what they like and dislike.

So … I asked my librarian colleagues for suggestions, received rather a lot and have narrowed them down to the following 10. This is not a top ten list and if I was to create another one in a couple of months, it would likely be very different. I've not been able to include every type of book or every type of character.

And yes, I know it’s yet “another” list but I’m hoping this one might just be a bit more appealing and help some children engage with reading. As with all book lists my caveat is that the age recommendations are exactly that; they may appeal to younger or older children and books targeted at 7 – 11 years sometimes have content that may be unsuitable for the younger age range although often the age restriction is more to do with reading ability. If you’re not sure my advice is to read the book first - or ask a librarian.

So … what do you think?

 

1.      The Undefeated by Kwame Alexander and Kadir Nelson
Published by Andersen Press, 2020
Recommended 7 – 11 years (and older)

A stunningly illustrated poem that remembers both famous and often overlooked figures from Black history. This book can be read on several levels and is excellent for encouraging discussion and further exploration into the background of the people and events represented. It’s a book that, when on display, draws people to it.

 

2.      Super Side Kicks: No Adults Allowed by Gavin Aung Thun
Published by Puffin, 2020
Recommended 7 – 9 years

Junior Justice is fed up with the adult superheroes getting all the attention so he and his friends form their own team to save the world. A graphic novel series about superheroes and supervillains – always popular! Rather silly and entertaining.

 

3.      World Burn Down by Steve Cole and Oriol Vidal
Published by Barrington Stoke, 2020
Recommended 8 – 11 years

Carlos’s mother works for Brazil’s Environmental Authority protecting the Amazon from being destroyed. When he’s kidnapped, Carlos manages to escape but then finds himself trapped in the burning jungle. A gripping story with an environmental message. Particularly suited to struggling, reluctant and dyslexic readers.

 

4.      Who Let The Gods Out? by Maz Evans
Published by Chicken House, 2017
Recommended 9 - 12 years

Things are not going well; Elliot is struggling at school, he is the main carer for his mother, and they’ve received a letter informing them the house is going to be repossessed. But when an immortal constellation crashes into the cow shed, he has a whole new set of problems to deal with. A laugh-out-loud and action-filled fantasy adventure with a nod to Greek mythology and a wonderful cast of characters. This is book 1 of 4 so opportunities to read more of the same.

 

5.      High Rise Mystery by Sharna Jackson
Published by Knights Of, 2019
Recommended 8 – 11 years

When Nik and Norva discover their community art teacher has been murdered on their tower block estate, the detective duo swing into action, collecting evidence and tracking down suspects. A fast-paced, urban-set whodunnit with a gripping plot and great cast of characters.

 

6.      The Strangeworlds Travel Agency by L D Lapinski
Published by Orion Children’s Books, 2020
Recommended 9 – 12 years

When Flick Hudson discovers the Strangeworlds Travel Agency, where she can be transported to hundreds of other worlds simply by stepping into the right suitcase, her adventures begin. However, Five Lights, the world at the centre of all this, is slowly disappearing and Flick has to race against time to save it. An imaginative fantasy that pulls the reader in and transports them to magical lands.

 

7.      Wild Lives: 50 Extraordinary Animals That Made History by Ben Lerwill and Sarah Walsh
Published by Nosy Crow, 2019
Recommended 7 – 11 years

The true tales of fifty animals from around the world and throughout history, featuring bravery, friendship, courage and inspiration. Lots of interesting details, a great way to learn about history and superbly illustrated with drawings and photos.

 

8.      Planet Omar: Incredible Rescue Mission by Zanib Mian and Nasaya Mafaridik
Published by Hodder, 2020
Recommended 7 – 9 years

Omar has a very active imagination and when he discovers his regular teacher has been replaced with a rather grumpy one after the school holidays, he’s convinced she’s been abducted. So he persuades his friends to undertake a rescue mission. Book three in a great series about the (mis)adventures of Omar and his friends. The illustrations as well as fun use of fonts and space make this book visually appealing and the characters are culturally diverse.

 

9.      The Big Book Of Football by Mundial and Damien Weighill
Published by Wide Eyed Editions, 2020
Recommended 7 – 11 years

There’s no denying the popularity of football books – my library shelves that contained them were always in a mess – but many are aimed at older readers. This is a perfect book for younger children covering the history of the game, popular players, famous stadiums and lots more. An essential guide to football with fun, colourful illustrations.

 

10.  Seven Ghosts by Chris Priestley
Published by Barrington Stoke, 2019
Recommended 8 – 11 years

Jake is a finalist in a writing competition and they have all been invited to a tour of a stately home haunted by seven ghosts. As each tale is told, the ghosts are stirred up and Jake begins to see things out of the corner of his eye. An atmospheric collection of connected short stories that are unsettling rather than frightening. Great for struggling, reluctant and dyslexic readers.

What's All The Fuss About Non-Fiction - and how on earth do you choose from so many books?

 

One of the things I love about November is its focus on non-fiction: the Federation of Children’s Book Groups (FCBG) uses this month to “celebrate all things factual” while the School Library Association (SLA) holds its Information Book Awards (IBA). Although I’ve always got a fiction book or two (or three or four) on the go, looking at my bookshelves you’d be forgiven for thinking I preferred non-fiction. This is partly because I pass on a lot of my fiction books or borrow them from my public library but I hoard my non-fiction and find it difficult to let go of them. I can weed any school library collection to within an inch of its life but hands-off my personal stuff!

This has resulted in a rather esoteric collection over the years. Most of the non-fiction books I buy are linked to interests or hobbies – so I’ve got knitting books alongside travel guides, books on photography and architecture sitting next to stuff on fantasy art and painting, then there’s my CPD collection about books, reading, libraries and all things connected. I have Jim Morrison’s poetry sharing space with Kaffe Fassett’s needlework and Prince Charles “A Personal View of Architecture” (I did warn you) …

As discussed in my previous blog, there are numerous advantages in reading non-fiction – improved vocabulary, exposure other cultures, increased general knowledge amongst others – and when reading non-fiction is done for pleasure it replicates the benefits of reading fiction. I also mention several ways that non-fiction can be promoted in the library and school but what about choosing it for the school library? How do you decide what to stock when you have a limited budget and shelf capacity?

The two organisations above, the FCBG and SLA, are both good starting points: each year the IBA shortlists feature books for all ages and the FCBG has a “100 brilliant non-fiction books for children and young people” list. However, these suggestions need to be considered in the light of the following:

·         Choosing non-fiction books used to be fairly easy. Many subjects used the library for research lessons so you basically bought books linked to those topics. However, today, too many teachers traipse off to an IT suite to undertake “research” which means books can lie unused on the shelves and pupils don’t get to investigate the use of both print and online resources.
So if you have research lessons in the library then prioritise those topics for any non-fiction purchases.
And teachers – please think about using your school library for research (though give the librarian plenty of notice so they can get relevant resources in stock). Contrary to popular belief, not everything is online and students will, at some point, need to access information in different formats. Now is a good time for them to start learning those skills.

·         Publishing non-fiction has also changed, probably because of the change of use in print books but particularly with regards to its use by older pupils. It’s difficult to find non-fiction that links to GCSE topics that’s not a text book. KS4 students tend not to read around the subject; they don’t have the time and are taught to the test so have no need to. This is often true for many KS5 (A level) pupils other than those who are extremely motivated or gripped by their subjects. Unless you have staff who push library use with KS4 and KS5, then it is likely books aimed at this level will get minimal use.

·         Non-fiction aimed at KS3 and KS2 is totally different and there are some fabulous books published for this age group. Again, if you have classes coming into the library to research then ensure you have up-to-date and appealing books on those topics but don’t forget interests and hobbies, especially as non-fiction can often be a way to entice the reluctant reader.
Interestingly these can vary from school to school, even within a geographically close area so what works in one school library may not even be picked up in another.
There are perennial favourites – such as football, cars, space, animals, cooking – but I’ve worked in schools where ice hockey, wrestling and fishing books were in constant demand. One good way to ascertain what pupils are involved with is via a survey about their interests. And don’t forget topical areas of concern such as Black Lives Matter and the environment.

·         Primary school libraries are slightly different. They typically supplement classroom libraries with teachers using the stock to support the topic pupils are studying, often bringing in their own personal books. This means that books linking with curriculum topics will be in demand but don’t forget that pupils will also want to explore the shelves and discover books outside of the curriculum.

·         Resources to support mental health and wellbeing are important at both primary and secondary levels. There are a number of books to support this which can be stocked in the library and used – either by individual pupils, as part of PHSE lessons or by the pastoral team. Have a look at The Reading Agency “Reading Well” programmes for some suggestions.

Can’t finish this blog without some book suggestions. These are not a “best of” list or the top 2020 publications. I always find it hard to make recommendations as I’m only too aware of the numerous amazing books that aren’t included; however, as this year’s non-fiction theme is “The Planet We Share” these are some of the non-fiction books linked to this that I’ve enjoyed reading – in no particular order:

Climate Emergency Atlas.
Published by Dorling Kindersley. 

Covers what climate change is, its impact & what we can do about it. A stunningly visual book – it’s both awe-inspiring and scary at the same time. An important topic.

The Farm That Feeds Us by Nancy Castaldo & Ginnie Hsu
Published by Words & Pictures

A year in the life of an organic farm. Pages filled with gentle muted illustrations and lots of information about sustainable farming.

The Big Book of the Blue by Yuval Yommer
Published by Thames & Hudson

I love all of Yuval Zommer’s books (and am intrigued as to what the next one is going to be one as the subjects all begin with B) but this is my favourite. An exploration into the world of the oceans. 

Lots by Marc Martin
Published by Big Picture Press

This is a book for dipping into. It’s a journey around the world with random facts and observations, filled with pages that are bursting with illustrations and quirky details.

Our Wonderful World by Ben Handicott, Kalya Ryan & Sol Linero
Published by Wide-Eyed Editions

I confess to having a soft spot for atlases and this one is filled with 50 maps containing facts and figures, encouraging the reader to explore the world. Hours of browsing delight!

The Magic and Mystery of Trees by Jen Green and Claire McElfatrick
Published by DK

A perfect introduction to the world of trees – nature, wildlife, biomes, conservation and more – all wrapped up in a beautifully illustrated package.

The Animal Book by Ruth Martin.
Published by Lonely Planet Kids

It was hard to choose between this or one of the Lonely Planet books about countries or different cultures but this won because, even though it’s aimed at 8-12 years, my grandson (aged 4) will happily sit and read it, looking at the photos and asking questions. Books that appeal to ages outside their intended audience are definitely value-for-money!

Wild City by Ben Hoare and Lucy Rose
Published by Macmillan

Another book that takes the reader on a tour of worldwide locations, this time looking at the wildlife that can be found at each one. 

 

I could go on … there really is a huge choice out there and books are a wonderful way of  introducing children to the natural world. I always find I'm learning something new myself - which is one of the reasons I love non-fiction so much! Go and explore ...

HOW CAN SCHOOL LIBRARIANS SUPPORT BEREAVED STUDENTS?

 

According to bereavement charity, Winston’s Wish, a parent dies in the UK every 22 minutes, leaving 41,000 dependent children a year. Many children will have experienced the death of a parent, grandparents, wider family member or friends as a result of the pandemic. And circumstances may have meant they have not been able to see them to say goodbye or attend a funeral – an occasion that, whilst sad, is also often a celebration of the life of the person where others share memories of them. Personally speaking, I have always found the period between death and a funeral to be a sort of limbo and I’m not able to start my grieving until I have said goodbye publicly with others who knew and loved the deceased.

Going back to school could be a trigger that brings out intense emotions for many pupils. They will have had six months of “unknown” and many will already be experiencing stress and anxiety; add to those feelings the trauma of a death and you can understand why supporting children through their bereavement is important. So how can school librarians help?

·       Acknowledge what has happened. Schools should inform all staff of changes in circumstances that have occurred during lockdown. All members of a school community support pupils and you can’t do this if you’ve no idea of their needs. I am often perplexed why school librarians are left out of the loop of “need to know” when it is possible they could interact with every single student.

·        Validate their experiences. These will all be different and there is no right or wrong way for them to respond or react to what has happened.

·       Don’t worry if you don’t know what to say or that you’ll say the wrong thing.

·       If a pupil wants to talk about what has happened then let them. But they may not want to. If that’s the case then it’s okay to sit in silence. Or cry.

·       Recognise that their feelings will vary; some days they’ll be okay, on other days not so much. Their emotions will also impact on their behaviour. For some this may result in meltdowns, other pupils may withdraw. Know that there could be both physical and emotional responses including denial, numbness, exhaustion, feelings of anger, feeling overwhelmed or depressed.

     Children have a different experience of time so may go through the stages of mourning quite quickly. However, there is no time limit on grief, no right or wrong way, it is a personal journey that you can only support them through. And remember, bereavement is a trauma which can take time to come out.

Feelings can occur at different times and, as anyone who has suffered from grief knows, these can appear unexpectedly, often triggered by something very small. For me, it is not birthdays or anniversaries that trigger my loss, it is small inconsequential things – a phrase, a random song, a long-forgotten memory.

If you have suffered bereavement yourself, this time may be hard for you too so ensure that you support your own wellbeing.

There are lots of resources available to help you support bereaved pupils. You may find the following websites and booklists useful. A picture book is often an ideal way to help young children talk about their feelings but older pupils may need more one-to-one support and the non-fiction books listed will help you to provide this. Collaborate with staff including tutors and the pastoral team – supporting students during these unusual times needs an holistic approach.

There are lots of middle grade (MG), teen and YA books that involve bereavement within the story. However, it may be that a pupil does not want to read a story that relates to their situation right now but if you feel a fiction book would help them, I’ve listed just a few suggestions below.

Each book has been given an age range but these are only recommendations based on the content rather than reading level and pupils vary in their emotional maturity. As this is an emotional topic, I would advise you to investigate the book and subject matter and use your professional judgement before recommending it. If in doubt, read the book yourself first.

Finally, a caveat. School librarians are not bereavement counsellors or mental health practitioners and should not be used in place of specialist services. But we play an important role within a school, providing a safe space with a trusted adult and curated resources for both students and staff. This role is often under-valued but that does not lessen our impact and the support we can offer.

 

Resources:

Winston’s Wish - https://www.winstonswish.org/
Childhood bereavement charity providing emotional and practical support.

Young Minds – https://youngminds.org.uk/
Range of resources including posters, leaflets, activity sheets, videos, lesson plans for primary and secondary.

Childhood Bereavement Network - http://www.childhoodbereavementnetwork.org.uk/
Resources and information including local bereavement services.

Hope Again – www.hopeagain.org.uk
Cruse Bereavement Care’s website for young people.

 

Non-Fiction books about bereavement

When Parents Die: Learning to Live with the Loss of a Parent – Rebecca Abrams

What Happened to Daddy’s Body? – Elke Barber and Alex Barber (Under 8) 

When Dinosaurs Die: A guide to understanding death – Laurie Krasny Brown and Marc Brown (Under 8)

Helping Children and Adolescents think about Death, Dying and Bereavement – Marian Carter

Letting Go! An activity book for children who need support through experiences of loss, change, disappointment and grief – Sharie Coombes and Ellie O’Shea

The Grieving Teen – Helen Fitzgerald

I have a Question about Death: a book for children with ASD or other Special Needs – Arlen Grad Gaines and Meredith Englander Polsky (Under 8; 8 – 11)

Independent Thinking on Loss: a little book about bereavement for schools (14+) – Ian Gilbert

What Does Dead Mean? A book for young children to help explain death and dying – Caroline Jay and Jenni Thomas (Under 8)

Teen Grief: Caring for the Grieving Teenage Heart – Gary Roe

What on Earth Do You Do When Someone Dies? – Trevor Romain and Elizabeth Verdick

A Child’s Grief: Supporting a Child When Someone in their Family has Died – Di Stubbs, Julie Stokes, Katrina Alilovic and Heidi Baker

 

Picture Books

Granpa – John Burningham

Missing Mummy – Rebecca Cobb

If All the World Were – Joseph Coelho and Allison Colpoys

Grandad’s Island – Benji Davies

Always and Forever – Alan Durant and Debi Gliori

Rabbityness – Jo Empson

Duck, Death and the Tulip – Wolf Erlbruch

The Heart and the Bottle – Oliver Jeffers

The Invisible String – Patrice Karst and Joanne Lew-Vriethoff

Maia and What Matters – Tine Mortier and Kaatje Vermeire

Mum’s Jumper – Jayde Perkin

The Memory Tree – Brita Teckentrup

Badger’s Parting Gifts – Susan Varley

 

MG (8 – 12 years):

Slog’s Dad – David Almond and Dave McKean

Artichoke Hearts – Sita Brahmachari

A Pocketful of Stars – Aisha Bushby

A Library of Lemons – Jo Cotterill

The List of Real Things – Sara Moore Fitzgerald

Milly’s Bug Nut – Jill Janey and Peter Bailey

Love Aubrey – Suzanne LaFleur

Pie in the Sky – Remy Lai

Charlie and Me – Mark Lowry

The Star Outside my Window – Onjali Rauf

Ghost Boys – Jewell Parker Rhodes

Sad Book – Michael Rosen and Quentin Blake

The Land of Neverendings – Kate Saunders

Milo and the Restart Button – Alan Silberberg

There May Be a Castle – Piers Torday

Charlotte’s Web – E B White

Cloud Boy – Marcia Williams

The Cat Mummy – Jacqueline Wilson and Nick Sharratt

 

Teen (12 – 14 years):

Lost – Eve Ainsworth

Car Wish Wash – Sita Bramacharia

Mind the Gap – Phil Earle

Haunt Me – Liz Kessler

A Monster Calls – Patrick Ness

My Sister Lives on the Mantelpiece – Annabel Pitcher

Crongton Knights – Alex Wheatle

The Road to Ever After – Moira Young

 

Young Adult:

Clap When You Land – Elizabeth Acevedo

Dear Evan Hansen – Val Emmich, Justin Paul, Steven Levenson and Benj Pasek

Next – Keith Gray (Editor)

Ostrich Boys – Keith Gray

The Fault in Our Stars – John Green

When We Collided – Emery Lord

Optimists Die First – Susan Nielsen

The Million Pieces of Neena Gill – Emma Smith-Barton

Elsewhere – Gabrielle Zevin