Children’s fiction set in Ancient History

Another blog post collecting titles written for children set in a specific historical period. 

Thanks for all you help with the last collection of titles. I’m asking for your suggestions again, but we’ve moved forward in time. Now I’m looking for fiction and poetry for children based in any of these historical settings; Egyptian, Greek, Roman, Celt, Pictish, Saxon, Viking…. etc.  Anything up to around 1000AD please. 

Thanks in advance! 

Dawn Finch is a children’s writer and librarian, and is currently compiling a book about historical fiction for children.


Prehistory in fiction 

This is not a normal blog post. In fact it’s not a blog post at all but is instead a request. I am working on a large project gathering fiction and poetry titles for young people set in specific historical periods. As you can imagine I already have a long list, but I can’t do it all without the wonderful input of the hive mind – that’s where you come in. 

This is the first of ten posts designed to gather your input in the comments field. This thread is for children’s and YA fiction and poetry set in prehistory. Please add your favourite titles below (and feel free to chat with each other) I won’t be able to reply to everyone, but massive thanks in advance for all your help.

Remember – children’s and YA fiction and poetry set in prehistory (from any country) but as historical as it can possibly be. 


Trolls, Grim Truths and Parapet Posts

I am a children’s writer, blogger and library and human rights campaigner, and this means that I have an online profile that is fairly recognisable (alarm 1). In the last few years my presence in the virtual world has become more established, and people know me as someone who regularly writes about literacy and is outspoken about human rights issues. People also know me as someone who writes bestselling non-fiction (alarm 2) and my novels do okay too. I support many environmental campaigns and am proud to say that I am an outspoken feminist (alarm 3). Physically, I’m not exactly model material, and am a long way from being the prescribed size 8 that seems to be the socially accepted size for anyone who steps out in public (alarm 4)

I am a great lover of fairy tales. Not the sparkly singing-bunny variety, but the original folk tales that crept out of forests and nightmares. These stories fascinate and inspire me, but they don’t represent a place I want to live. The language of fantasy and fairy tales seems to be currently misused and applied to people who are, in fact, bullies (alarm 5). We call them trolls, but in fact they are simply bullies and to call them anything else is to suggest that they live only in a world of fairy tales and stories that don’t really have any impact on the real world. This is not true, and this is not a fairy tale. We are real people with real feelings and we can’t keep pretending that the virtual world is not the real world.

Many people are aware that I have been the victim of online bullying as I have been open about this before, and have written about it, and so I won’t rehash it here. I got past that bout of online bullying and it seemed to go quiet again. Now my profile is a little higher and this (apparently) has given the bullies an excuse to attack me again. I now seem to have attracted a group of men who have taken it upon themselves to hurl abuse at me (alarm 6). I’ve had death threats, hate mail and more general online confrontation and abuse. I’d rather not detail the worst of the things that I’ve been called, but the general tone seems to be that I am an “uppity bitch”, “fat ugly bitch”, “pathetic slut”, “ugly whore” and (my personal favourite) “feminazi”. So far 100% of the people who have abused me have been men. I don’t know why these men all hate me, but it seems that they really do. I also know that by saying all of this I will, somewhat ironically, be the recipient of even more abuse.

Recently (April 2016) the Guardian newspaper conducted a survey of 70 million comments left on their articles since 2006 and found evidence for something many of us suspected all along – that the people online who receive the most abusive comments are women. The report found that of the ten most abused journalists online, eight were women. The ten least abused writers were all men. The most aggressive blocked comments were those directed at women and connected to articles about female issues or feminism. (alarm 7). These findings are supported by many other studies on online bullying. It seems that online bullying is predominantly a female problem.

I have taken the standard advice about online bullying – ignore, block, delete. This bothers me. This means that I am actively discouraged from standing up to bullying.  That goes against everything I know about bullying. “Don’t poke the trolls,” we are told. Well, this kind of online bullying has been going on for a very long time now and it doesn’t seem to be getting any better with that tactic, so maybe we are going about this all wrong? If this was in any of the schools that I have worked with I would not be advising teachers to just ignore it, I’d be telling them to confront it, talk about it, challenge the bullies and deal with it. I would not expect a parent of a bullied child to be told “that’s life, just ignore it, get a thicker skin, move on, it’s just a joke, don’t let it bother you,” and yet this is what we are told to do every day in the virtual environment. What if we challenge them? If we challenge the bullies, we are afraid that things will get worse. We are afraid that they will expand their attacks and damage our work and our private lives. In the virtual world the bullies have all the power, and we are letting them have it.

All of this has left me wondering what makes someone do this. What makes a perfectly normal person go online and hurl abuse at strangers? Is it because it’s easy? After all, we’re not real people are we? If we set ourselves up to do something more public, are we not asking for abuse? If we offer our opinions in public, should we not expect to be confronted? If we choose to do something more public, should be not just take it? (alarm 8)

I decided to take a longer look at one of the people who recently abused me. Recently, quite out of the blue, I was sent a direct Facebook message from a total stranger that said (and I apologise for the language)  “I hope you die a horrible death you f**king c**t”.

This message went to a filtered mail box and so I did not notice it for a couple of weeks. My instinct was to hit delete and block and leave it at that, but something made me look further. First of all I reported it to Facebook as I assumed this sort of harassment was against their terms and conditions. Then I wondered what I might have done to deserve this. I scoured my Facebook posts to see if there could possibly be anything that might have made this man send me hate mail. But all of my public posts were mundane, or silly, or about saving public libraries, or about book awards – nothing that would make someone wish I would die.

Then I thought I would take a look at the profile of the person who had sent it to me. I wanted to know what would make a stranger sit down on a Tuesday early evening and tell a stranger that they they wished they would die. I could not check the Facebook profile of this man because the brave bully had blocked me, probably right after he sent the message. That did not deter me, and I had my family look him up for me. Instead of discovering the profile of a violent moron or confused and ignorant child, I saw the profile of a regular looking family man. He had a nice smile, and so did his wife and children. He had holidays that looked like the holidays I take, and he had even changed his profile picture to the rainbow filter that I had previously used. I saw the profile of an obviously proud father who loved his daughters and his dog, and someone who seemed perfectly normal. I could see nothing about his profile that would show that he is the kind of person who sends death threats to total strangers. I’m sure that his family have no clue that he secretly does things like this. I wanted to ask him why he did it, but I didn’t want to make his family suffer by exposing his actions.

A few days later Facebook got back to me about my complaint, and apparently they too believe that I am wrong to challenge things. This message, I was told, did not violate their “community standards” – so they too give all the power to the bullies. I checked their list detailing “unacceptable content” and found that it precluded “violence and threats” as well as “bullying and harassment” but it seemed that calling me a “f**king c**t” and wishing that I would “die a horrible death” did not fit either of those categories.

What can we do? In a school I would be advising teachers to talk about the issues and to challenge them head-on. Speak to the bullies and their families and try to discover why they are doing this. I would be advising the school that they should work towards creating an environment where bullies feel driven out, where other children feel safe challenging bullying behaviour, and where they are regularly challenged on their behaviour by others around them.

This is what we should be doing online. This is not right and we should stop ignoring it. We should take back the power from the bullies. If we see it happening, we should challenge the behaviour and speak out against it. I’m not for naming and shaming, but I am for creating an environment where positive dialogue drowns out the negative. Don’t get into arguments with people, and it’s fine to disagree with people and share a contrary opinion (alarm 9) but if the comments become personal or disconnected with the original topic, then don’t be afraid to ask someone why they said it. Don’t tell them they are wrong, just ask them why they said what they did. I think that is something we all want to know – why. Why have they done this?

We are told that behind every bullying child lies a story of their own struggle and their own darkness, it is possible that this is the same with online bullies. I do believe that everyone is fighting a battle that we know nothing about, and possibly this is the same with the people who bully me? The man I mentioned above, the one who wants me to “die a horrible death”, maybe he too suffers in his own way. Maybe he suffers from a crippling inferiority complex and acts out macho posturing to strangers because society stifles his ability to express himself? Maybe he’s just a git.

battle meme

I may never know his reasons, but I certainly don’t wish a horrible death for him. I hope that he finds a way to be a nicer person and to enjoy his lovely family. I hope that he feels shame for what he has done, and realises that behind every comment he leaves there sits a real person and not just a screen. I hope that he realises that every woman he sends death threats to is someone’s daughter, someone’s mother, someone’s wife, and that we are just like the other women in his life. Beyond that screen we are all real people with real feelings, and things like this both hurt and scare us. I hope that he is happy in his life and does not continue grind his teeth with internalised anger and hatred for random strangers.

Today I heard that the daughter of a friend of mine has also been targeted by online bullies, she’s only a teenager and shouldn’t have to grow up with this. My own daughter has been targeted too, and so have many of her friends. We would not tolerate this in our schools and working environments, but apparently it’s fine in the virtual world? We all have to find our place in the world, and if you feel that your place in the world is one where you set out to cause sadness and suffering in others, then I feel deeply sorry for you. (alarm 10).

Footnote and alarms –

I was tempted to not open the comments up on this blog, as this post is what I refer to as a Parapet Post. This means that I am sticking my head up and, to the bullies, this is asking to get shot down. I have, however, left the comments open but will be filtering for abuse.

Throughout this piece you will notice that I have flagged certain phrases as “alarms”. These are the points that I know from past experience are likely to be the points most targeted in abusive comments – this is just how fragile this situation has now become. For those of us who have become targets we now feel we have to modify our behaviour, when clearly it should be up to others to modify theirs. These alarms are the phrases that I was most tempted to either remove or reword as an attempt to avoid being further abused but, in the context of this article, I have decided to leave them alone.

 Dawn Finch is a children’s writer and librarian




Privacy and the young reader.

young girl reading black and whiteLike all good school librarians I was upset to read about the leaking of the school borrowing history of author Huraki Murakami. This has yet again raised the issue of privacy and the discussion has flared in social media and within library communities.

This is something that I have had to deal with many times in my career, both in public and school libraries. I am a strong advocate of the protection of the human right to privacy at any age, and feel that this protection should be guaranteed under law in public libraries, but what about schools and for very young children?

To me the answer is simple – privacy is a human right that belongs to everyone regardless of age. I was based in a primary school and in my library I had a clear policy of free voluntary choice and the pupil’s borrowing record was protected and belonged to the individual. The only exemption to this was if (after discussion with the person responsible for care issues in the school and myself) we felt that there might be an issue that would put the child personally at risk. This would then involve a private discussion with the child in a safe environment.

This was not an easy policy to maintain as there were many times that parents wanted to know what their child was borrowing and my refusal to share that information was often challenged. I stood my ground and the school supported me for one simple reason; I had it written into the library policy document. Having it in black and white meant that I could guarantee that the children were able to make a free voluntary choice of their reading material and were able to do that without judgement or fear of recrimination.

The first thing I had to do was to ensure that the library policy was accepted, agreed and signed off by the senior leadership team of the school and the school governors. I made sure that the right to privacy was guaranteed for every child, and I also made it clear that the library had a policy of stocking books of all types. I have supported many schools in the development of their own library policies and I quote the suggested outlines here…

“Library users of all ages and levels (including both pupils and staff members) are guaranteed the right of privacy. Should the librarian feel at any time that the pupil is at risk, this will be discussed in private with the pupil and the care team of the school, but the specifics of items borrowed from the library will remain within the ownership of the borrower. This information will be permanently deleted once the pupil leaves the school.”

“It is policy to ensure that material deemed sexist, racist, homophobic or otherwise offensive or sexually explicit is not accommodated. However, challenging material will not be excluded simply because it is challenging, and the library will offer some material that may be outside the reader’s normal life experience. This will be to broaden and add depth to their studies, knowledge and understanding.”

This sort of clear policy gives a lot of scope for choosing stronger material and, as an unbiased professional, I felt that I was the best qualified person to make this decision. I’m the book expert in the building, it’s my job! However there were times that I would turn to other professionals and to my colleagues to help me make the decision. No matter what I had on my shelves the pupils knew that they would be able to borrow it without anyone else knowing that they had done so. That was very important to me as I felt that the library had an essential role to play in fostering a love of reading for pleasure and that can’t happen if a child feels that someone is breathing over their shoulder.

That’s not to say that there weren’t times when a Rhino Mum (or Rhino Dad!) came storming in to see me in a shortsighted rage demanding to know why their child had brought home a book that they didn’t approve of. It’s part of the job to be honest and we all have our ways of dealing with it. I had a good friend who was a school librarian in a private Catholic girl’s school and he used to keep a separate library card for girls who wanted to borrow books that they knew would be disapproved of. Another friend kept what she called her “junk card” for pupils in a high achieving school who wanted to secretly borrow trashy novels away from the prying eyes of pushy parents and teachers. I must confess that I also had a large number of books that I had ostensibly borrowed myself but had actually been borrowed by children who didn’t want it to go on their library record. Even the promise of privacy was not enough for some children.

A school library has two main functions – to support and develop reading skills, and to encourage and nurture reading for pleasure. In order to develop reading skills it is often necessary to keep a progressive list of books read, but this process should be distinct and separate from reading for pleasure. Learning how to read, and learning to love books are often muddled for younger children and this is a mistake. I personally feel that there should be a separate school library issue system for study books (including books on reading schemes) to those read for pure pleasure and free voluntary choice.

Privacy for pupils and young people is always going to be a thorny issue as we often bring to bear issues of care and responsibility, but I have always felt that it is deceptively simple. In fact, these rights are protected under Article 16 in the UN Convention document – The Rights of The Child. Furthermore there are a number of other articles within this document that ensure children should have unrestricted access to leisure and information. To restrict their privacy is to restrict access.

Every human being of any age deserves the right to privacy. If we restrict that then we also place restrictions on curiosity and understanding. We drive young people to find information though darker sources, and through marginalized means and that is what in turn leads young people to harbour feelings of loneliness, isolation and social disengagement. The right book at the right time can change or save a life – but will the vulnerable and confused young person find that information if they fear their borrowing history will be shared or sold? 

This is not just about children, this is about the right to privacy that is due to us all. As professional librarians we have a duty of care to the sensitive information contained within our records. If that trust is broken then we not only damage the service we offer, but we also put at risk the mental health and wellbeing of library users. I offer as an example the Books on Prescription scheme. This is having great success and as a result is not only saving the NHS a small fortune, but is hugely improving the quality of life for its users. Would that be the same if people feared that their borrowing history would be leaked or sold? Borrowing history could be open to catastrophic misinterpretation that could be permanently damaging to an individual’s life. Take for example student doctor, Yousif Badri, who was recently cleared of terrorism charges. One of the charges against him was that he “owned books on terrorism” when in fact he’d purchased freely available and academic books on Islamic extremism from Amazon. Misinterpretation of the books he read has dragged him to the point where he had to defend himself in court, and this has been hugely damaging to his career.

 Leaking Murakami’s teenage borrowing history might be interesting to his fans, but what it actually does is chip away at a private part of his life that should only ever have belonged to him and that is an erosion of everyone’s right to privacy.

Dawn Finch is a prominent UK school library and literacy consultant, and a children’s and YA writer.

Useful documents

UN – Rights of the Child – full document

UN – Rights of the Child – summary

UN – Rights of the Child – summary for children

CILIP (Chartered Institute of Library and Information Professionals) – User Privacy in Libraries – full document

Data Protection Act – UK – search for law pertaining to personal privacy

Reading – what’s in it for me?

library in the sky image

For those of us addicted to reading we know exactly how enjoyable it is, but in an increasingly busy world it is often hard to make time for it, so why should we bother? There is no doubt that reading improves literacy levels, and higher literacy levels allow people to gain better educational results, and in turn get better jobs, but is that enough of an incentive to make people want to read? Despite the evidence about the benefits of reading we still see reports in the news about falling national literacy levels and the decline in reading. The Reading Agency decided that in order to tackle this it was time to look beyond literacy levels and consider the wider personal benefits of reading for pleasure*.

The Reading Agency received generous funding from the Peter Sowerby Foundation for a collaborative project to develop a reading outcomes framework. The main aim of the project was to collate and summarise the findings of the most robust studies that related to non-literacy outcomes of reading for pleasure or empowerment*. A steering group was formed from the collaborative organisations and the report (conducted by BOP Consulting) was compiled. As Vice President of CILIP (the Chartered Institute of Library and Information Professionals) I was invited to be part of the steering group, and I am delighted to now be able to share this report.

The report: The Impact of Reading for Pleasure and Empowerment, contains a powerful and undeniable message – reading is good for you.

The report confirms that people who read for pleasure benefit from a huge range of wider outcomes including increased empathy, alleviation or reduction in the symptoms of depression and dementia, as well as an improved sense of wellbeing. People who read for pleasure also have a higher sense of social inclusion, a greater tolerance and awareness of other cultures and lifestyles, and better communication skills. When we looked at the impact of reading for pleasure on people with increased health needs or issues, we found that people who were reading for pleasure demonstrated better health literacy, and were more able to cope with, and access, information related to their conditions. People who read for pleasure also showed lower levels of general anxiety.

For children and young people the evidence obviously demonstrated that children who read for pleasure had higher levels of educational attainment, but what is most interesting is how it improves the overall quality of their lives. Children and young people who read demonstrate significantly enhanced emotional vocabulary. In short, the young people who read like themselves better and cope with life better. They are more likely to use positive mental self -imagery and generally used more positive vocabulary in both their work and their lives.

This shows us that reading for pleasure is an important way of helping us to tackle issues such as social isolation, teenage depression, negative self-image, and social and educational disengagement. Reading for pleasure can make an isolated and depressed young person feel better about who they are and can make them more confident about the importance of their unique role in the world.

What can we do?
A key finding of the report is that extensive studies show that enjoyment of reading is a prerequisite for all these positive outcomes: people who choose to read, and enjoy doing so in their spare time, are more likely to reap all of these wider benefits. Negative attitudes towards reading for pleasure therefore have a much wider negative impact, and it’s essential that we create a far more positive attitude towards reading. We can throw out the “haven’t got time” and “reading is a waste of time” comments because we can clearly see that if you are reading for pleasure you are doing something that will improve the long-term quality of your life and your health.

It is worth noting that this process has to be about reading that is a free and voluntary choice. This is distinctly separate from learning how to read, and it is not the same as reading that is undertaken for study or educational purposes. In order to benefit from the wider outcomes of reading for pleasure we need to focus only on one word – pleasure. At school a focus should remain on uncritical free voluntary choice reading. Children and young people should be able to read freely from a wide range of material. They should be able to choose whatever format and style of reading material they want without feeling that it is yet another lesson or form of study. To facilitate this it is simply not enough to only have reading schemes and reading lessons, pupils of all ages require access to a well stocked school library and this will give them a better chance of becoming lifelong readers. To nurture a reading for pleasure environment all children should have access to someone who can help them to navigate the maze of books and reading in a positive way – logic dictates that this should be a school librarian.

Reading is good for you, and is something that we should all do at every stage in our lives in order to benefit personally. This should start at the cradle with reading aloud and sharing stories, and should move through our lives as pastime that is perceived as enjoyable. Reading is habit forming, and the children of readers read and are more likely to accept books and reading into their lives. We cannot expect our future adults to become readers if the only books they know are those on the reading scheme.

It doesn’t have to be expensive (remember, librarians are there to help you for free), and it doesn’t have to be great works of worthy literature. The evidence shows that all that matters is that people are reading a wide range of fiction and non-fiction in any form, and that they are reading it simply because they want to. No discrimination was made about the type of reading material, or the format – all reading is good reading as long as you are doing it because you have chosen to. We need to throw out the false idea that reading is an elitist or snobby pastime that is only for the idle, and that only “good” books matter – this is simply not true.

We are bombarded with health messages that we should be acting upon, but this report shows that reading for pleasure is the simplest and most enjoyable way to gain a significant number of long-term health benefits.

So stop feeling guilty! When you’re reading you’re not wasting time, you’re working on your long-term health.
The message is simple – pick up a book, and feel better!

Dawn Finch
Vice President CILIP
CWIG Committee
Children’s author and school library consultant.

Links and the technical stuff…..
The full Literature Review document can be downloaded from the Reading Agency’s website and it contains a full bibliography of all of the research used. Please share and quote the report and use #readingforpleasure to keep the conversation going.

The Reading Agency worked in collaboration with the following organisations: Arts Council England, Association of Senior Children’s and Education Librarians, Book Trust, Chartered Institute of Library and Information Professionals, Education Endowment Foundation, National Literacy Trust, Publishers Association, Scottish Library and Information Council, Society of Authors and the Society of Chief Librarians.
The report was compiled by BOP Consulting with funding from the Peter Sowerby Foundation 

* For the purposes of the report the phrases “reading for pleasure” and “recreational reading” are used interchangeably within the body of the document. We defined this as “non-goal orientated transactions with texts as a way to spend time, and for entertainment.”
The term “reading for empowerment” is (for the purposes of this report) defined as “transactions with texts as a means of self-cultivation and self-development beyond literacy”. For example reading non-fiction material such as craft or self-help books.
Both terms were used to define reading for pleasure and empowerment in all formats and media.

Full link URL –

The image used is licensed CCO public domain but courtesy credit due to bonnybbx, creator on Pixabay. Please always credit creators.

A Primary School Librarian’s List Of 125 Books That A Child Might Want To Read.

these are your kids on books

The publication of yet another list of the “top 100 books” that children “should” read in primary school raised an extensive discussion on social media about the books chosen. Whilst the books on the list are undeniably classics, and books of quality, do they actually represent the kind of books that will nurture a love of reading in children, or is this instead a list of national curriculum and Amazon favourites?

To challenge that list I give you the list of an experienced primary school librarian. These books are the ones that I know have created delight in young readers and have been loved with a passion. You might not agree with all my choices (and some of them are not to my personal tastes) but these have all been loved by REAL CHILDREN who devoured them and wanted more after finishing them. These are not only books that children have enjoyed, but also ones that parents have enjoyed sharing with them. Sharing books aloud is an important way to foster a love of books and reading in a child, and no one is ever too old to hear a story.

The list progresses roughly through developmental stages, but is by no means prescriptive, and it is not in order of preference. “Top books” charts are far too subjective, and the books on this list are all great. If you need more guidance and advice on children’s reading there really is only one person to seek out – a school librarian. These titles are all for primary age children and (with one notable exception in William Grill’s Shackleton) are all fiction titles.

Just for clarification, I don’t believe that any of these books “should” be read by all children, that’s not how a love of reading works. This is list of great books that I know children have loved and, if any of them suit the tastes of children you know, then they too might read them and enjoy them. If they want to. Your list might be different, and I’d love to know what you’d recommend – please add your titles to the comments. I’m sure there are many titles that you feel should be added, so go ahead! Please do add newer books that you know have worked, and please remember to credit all creators of the work, and do post links to their websites where possible. I’ll aim to keep the comments open so that we can keep adding to it and share the list as a resource.

Every one of these books have two things in common: they are beautiful stories, and children love them. All in all enjoyment of reading is the most important thing. It’s all about what children want to read and it should never be about just ticking off a list of books that adults think children “should” read.

Hopefully you will enjoy these books too.

Picture Books (for first word recognition, first reading, and sharing)
1. The Gruffalo by Julia Donaldson and Axel Scheffler
2. Dr Xargle (series) by Jeanne Willis and Tony Ross
3. Farmer Duck by Martin Waddell and Helen Oxenbury
4. The Shirley Hughes Collection
5. Meg and Mog (series) by Helen Nicoll and Jan Pienkowski
6. The Blue Balloon by Mick Inkpen
7. Lost and Found by Oliver Jeffers
8. Elmer (series) by David McKee
9. Rainbow Fish by Marcus Pfister
10. The Snowy Day by Ezra Jack Keats
11. Owl Babies by Martin Waddell and Patrick Benson
12. Smelly Louie by Catherine Rayner
13. Rules of Summer by Shaun Tan
14. This Is Not My Hat by Jon Klassen
15. Each Peach Pear Plum by Janet and Allen Ahlberg
16. Whatever Next? By Jilly Murphy
17. Q Pootle 5 by Nick Butterworth
18. Here Come The Aliens! By Colin McNaughton
19. Beegu by Alexis Deacon
20. Morris the Mankiest Monster by Giles Andrea and Sarah McIntyre
21. No Matter What by Debi Gliori
22. Sand Horse by Michael Foreman
23. Mousehole Cat by Antonia Barber and Nicola Bayley
24. We’re Going On A Bear Hunt by Michael Rosen and Helen Oxenbury
25. Where the Wild Things Are by Maurice Sendak
26. Wolves by Emily Gravett
27. Mouse, Bird, Snake, Wolf by David Almond and Dave McKean
28. Jim’s Lion by Russel Hoban and Alexis Deacon
29. The Whale’s Song by Dyan Sheldon and Gary Blythe
30. Changes by Anthony Browne
31. Use Your Imagination by Nicola O’Byrne
32. The Queen’s Hat by Steve Antony
33. Mr Magnolia by Quentin Blake
34. Fungus the Bogeyman by Raymond Briggs
35. A New Coat For Anna by Harriet Ziefert and Anita Lobel

First Chapter Books (and slightly longer First-Readers)
36. Shackleton by William Grill
37. Monkey in the Stars by Jamila Gavin
38. The Magic Finger by Roald Dahl
39. The Owl Who Was Afraid of the Dark by Jill Tomlinson
40. Oliver and the Seawigs by Philip Reeve and Sarah McIntyre
41. Fortunately the Milk by Neil Gaiman and Chris Riddell
42. Ottoline and the Yellow Cat by Chris Riddell
43. Mr Majieka (series) by Humphrey Carpenter
44. Astrosaurs (series) by Steve Cole
45. How to Write Really Badly by Anne Fine
46. Cartoon Kid by Jeremy Strong
47. My Dad’s a Birdman by David Almond and Polly Dunbar
48. Nelly the Monster Sitter (series) by Kes Gray
49. Dirty Bertie (series) by David Roberts and Alan MacDonald
50. Amazing Grace by Mary Hoffman
51. Necklace of Raindrops by Joan Aiken and Jan Pienkowski
52. Clever Polly and the Stupid Wolf by Catherine Storr
53. Horrid Henry (series) by Francesca Simon
54. Betsey Biggalow (series) by Malorie Blackman
55. Astounding Broccoli Boy by Frank Cottrell Boyce
56. Give Peas a Chance by Morris Gleitzman
57. Cliffhanger by Jacqueline Wilson
58. Joey Pigza Swallowed the Key by Jack Gantos
59. Dinkin Dings (series) by Guy Bass

Moving on….. (longer chapter books and/or stronger themes)
60. Dragons of Crumbling Castle by Terry Pratchett
61. Emily Windsnap (series) by Liz Kessler
62. Varjak Paw by SF Said
63. Coraline by Neil Gaiman
64. Box of Delights by John Masefield
65. Great Ghost Rescue by Eva Ibbotson
66. Mr Stink by David Walliams
67. Charlie and the Chocolate Factory by Roald Dahl
68. Awful End (series) by Philip Ardagh
69. Uncle Montague (series) by Chris Priestley
70. The Indian in the Cupboard by Lynne Reid Banks
71. Dream Master (series) by Theresa Breslin
72. Molly Moon (series) by Georgia Byng
73. Little White Horse by Elizabeth Goudge
74. Wolves of Willoughby Chase by Joan Aiken
75. Charlotte Sometimes by Penelope Farmer
76. Whispers in the Graveyard by Theresa Breslin
77. Charlotte’s Web by E B White
78. Tom’s Midnight Garden by Philippa Pearce
79. The Dark Is Rising (series) by Susan Cooper
80. Chrestomanci (series) by Dianna Wynne Jones
81. Swallows and Amazons series by Arthur Ransome
82. Inkheart by Cornelia Funke
83. The Owl Service by Alan Garner
84. Millions by Frank Cottrell Boyce
85. Cuckoo Song by Frances Hardinge
86. Holes by Louis Sachar
87. Last of the Spirits by Christ Priestley
88. Phantom Tollbooth by Norton Juster
89. Clockwork by Philip Pullman
90. Emil and the Detectives by Erich Kastner
91. A Monster Calls by Patrick Ness

Transition books (stronger themes for transition from primary to secondary school)
92. The Tulip Touch by Anne Fine
93. Noughts and Crosses (series) by Malorie Blackman
94. Mirromask by Neil Gaiman and Dave McKean
95. Alex Rider (series) by Anthony Horowitz
96. Strawgirl by Jackie Kay
97. The Silver Sword by Ian Serraillier
98. Once by Morris Gleitzman
99. Journey to the River Sea by Eva Ibbotson
100. City of the Beasts by Isabel Allende
101. Krabat by Ottfried Preussler
102. The Boy in the Striped Pyjamas by John Boyne
103. Dark Satanic Mills by Marcus and Julian Sedgewick
104. Looking for JJ by Anne Cassidy
105. Book of Dead Days by Marcus Sedgewick
106. Spooks series by Joseph Delaney
107. Wonder by R J Palacio
108. Diary of Anne Frank
109. Tamar by Mal Peet
110. Maus by Art Spiegelman
111. Witch Child by Celia Rees

OH – and you can’t nurture a love of reading without poetry – so the list gets a bit longer with some poetry…
112. Puffin Book of Brilliant Poetry edited by Brian Patten
113. All the Wild Wonders by Wendy Cooling
114. All The Best – selected poems of Roger McGough
115. Quick, Let’s Get Out Of Here! by Michael Rosen
116. Revolting Rhymes by Roald Dahl (illus Quentin Blake)
117. Wriggle and Roar by Julia Donaldson
118. The Complete Nonsense of Edward Lear
119. Give The Ball To The Poet – an anthology of Caribbean poetry
120. Silly Verse for Kids by Spike Milligan
121. Highwayman by Alfred Noyes (illus Charles Keeping)
122. Wicked World! By Benjamin Zephaniah
123. Nightmares by Jack Prelutsky
124. I Had a Little Cat (collected poems) by Charles Causley
125. Casting a Spell (an anthology) by Joan Aiken, Wendy Cope and others

Note – almost all of the authors on this list have a whole body of extraordinary work in their catalogues, and many of these books have sequels that are equally worth reading. Please do take the time to look up the other work of these authors.
Extra footnote– I mean no offence to any of my writer friends if I’ve left off your work! If this was a list of all of the books that I love for primary age children, I would need to buy more webspace as it would be hundreds of pages long.

Dawn Finch is a school librarian and children’s author, and is currently the Vice President of the Chartered Institute of Library and Information Professionals (CILIP)

What value……? Creativity

Living in a country that increasingly values only a monetary return on investment (ROI), it seems timely to take a look at some of the more apparently esoteric aspects of our lives, and question what value they add to society.

First up – Creativity

It is a fact that many of the teachers that I work with tell me of the diminishing amount of time spent on the creative arts in their schools. Increasingly I find myself advising teachers how (and why) they should be incorporating the arts and creativity into their curriculum.
But why bother? I have been asked this question countless times; “my child is not going to be a painter or a poet, so why are we wasting time with this stuff?”

Okay, so let’s answer that one first.
Creativity is the key to developing imaginative thought processes, and imaginative thought processes are the key to problem solving. As a society we desperately need people who are imaginative problem solvers.

Well, that was simple! What, you want more?

Right, let’s have some identifiable scenarios and look at how this fits into all of our lives and imagine (because we have well developed imaginations and so we are able to do this) a life without creative and imaginative problem solvers.

  • I want a carpet fitted but my room is an awkward shape. My carpet fitter is great at maths and so has no problem working out the square footage, but he lacks a creative imagination and so he can’t work out how to work his way around the room economically. He loses money, and so do I.
  • My car has broken down, but all of the diagnostics show that there is nothing wrong with it. My mechanic has all the tools for the job and is well trained, but he lacks a creative imagination and so he is unable to imagine any unusual scenarios that might be causing the problem. I lose money (and a car) and his business suffers.
  • I need an operation. My surgeon is well trained and has the most amazing qualifications, but she lacks a creative imagination. When I’m opened up she checks all of the medical equipment, and the text books, but she can’t see anything wrong that fits what she has learnt. She does not have the imagination to think of what might be possible, and is only able to see what is actually there. I die.

Personally I want all of the people around me to have a creative imagination because it makes for a safer, wiser and more multi-faceted society. I desire creativity and imagination in every person that I work with or hire; plumbers, electricians, cab drivers, bus drivers, cleaners, lawyers, doctors, nurses, police officers, politicians, bankers, hairdressers, teachers… In fact there is not a single occupation that would not benefit from having staff who are creative and imaginative.

In our private lives we are able to achieve greater levels of self-improvement if we are creative problem solvers. Students who are imaginative problem solvers do better with their studies and achieve higher grades. This is turn makes for a better educated society and one that is more caring and self-supporting, and one that is better equipped at problem solving.

But, to convince those sceptics out there, we are going to need some more evidence of that.

 Big businesses know that creativity is vital to success within a corporation. An IBM survey of over 1,500 CEOs from 60 countries found that they overwhelmingly valued creativity in their staff. Frank Kern, senior vice president of IBM Global Business Services said;

“Coming out of the worst economic downturn in our professional lifetimes — and facing a new normal that is distinctly different — it is remarkable that CEOs identify creativity as the number one leadership competency of the successful enterprise of the future.”

The OECD (Organization for Economic Cooperation and Development) prepared a report from their 17 nations about business practices and staff development. In the report they declared that “creativity and innovation” were key “21st Century competencies” They stressed that staff could not develop if they lacked creativity.

An article from Newsweek (link below) covered a number of case studies and drew on the educational creativity markers referred to and developed by E Paul Torrance. The article drew attention to the global importance of investing in the development of creative societies.
“All around us are matters of national and international importance that are crying out for creative solutions, from saving the Gulf of Mexico to bringing peace to Afghanistan to delivering health care. Such solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others.”


This conversation starts with the child and so let’s consider the importance of creativity for the young. It is clear that we need to have creativity at the very heart of our curriculum to ensure that it takes its place at the heart of our society. It is not just about discreet teaching, creativity needs to lay like a blanket over every subject area. Teach history using paintings and poetry. Teach science and innovation by using creative writing and imaginative tasks. Teach physical fitness using dance and more physical forms of expression. Add the creative arts into social studies, literacy, languages and study skills. All subjects benefit from a broader approach, and the pupils studying them will benefit from greater creativity and will develop the ability to solve problems imaginatively.This makes for adults with a higher sense of wellbeing.

There are excellent reasons for having a cross-curricular approach to the teaching of creativity, however it is still being removed from the timetable. This is largely due to a misplaced belief that Ofsted and the Government want schools to entirely focus on academic achievement. This is simply not the case and the Ofsted inspection framework tells a very different story.
In 2012, Ofsted Director of Education, Jean Humphrys said; “Children’s ability to appreciate and interpret what they observe, communicate what they think and feel, or make what they imagine and invent, is influenced by the quality of their art, craft and design education.”

In 2014 the Department of Culture, Media and Sport commissioned a report to look into the impact of cultural engagement. Being a Government department they like to put a monetary value on things, and one of their key findings stated: “Arts engagement was found to be associated with higher wellbeing. This is valued at £1,084 per person per year, or £90 per person per month.”  

The report finds that: “These findings suggest that participation in culture and sport could lead to increased employment in the economy as there are associations between culture, sport and job satisfaction”

They also found that engagement with the arts results in a significant increase in the likelihood of young people going on to further or higher education. Despite this evidence headteachers and senior leadership teams genuinely believe that they will not achieve the grade of Outstanding if they have a curriculum that shows a leaning towards creativity and the arts. However the inspection reports that I see tell a different story.

One of the schools that I am connected to recently received a glowing inspection report and achieved the enviable grade of “Outstanding in all areas.” The headteacher at this school is a poet and a writer and has encouraged his staff to work with an incredibly creative curriculum. Every time I visit he is working with the children on a new art project to embed all that they are learning in other subjects. There is a fabulous dinosaur in the library (made to support their prehistory studies) and the dining hall is hung with paper mache fruit (made by children during their science work about healthy eating.) Every class is decorated with the creative work of pupils, and there is a strong ethos of drama, dance, music and art that runs throughout the whole curriculum.

In the inspection report for this school, Ofsted say this about the curriculum: “All of the themes create plentiful opportunities for pupils to practise their reading, writing and mathematical skills, engage in creative musical and art-based activities and debate about issues of morality.”

“Pupils learn in lively, stimulating classrooms and are excited about their learning. Those who spoke to inspectors said that their new creative curriculum was both interesting and challenging.”

But for me the very best reason for developing a school ethos based on imagination and creativity is that it makes for happier children, and happier children make better learners. This is my favourite part of this Outstanding report as it says everything you need to know about the importance of a school that understands the value of creativity.

“The behaviour of pupils is outstanding. The school’s over-riding supportive ethos forms the basis of a friendly atmosphere, in which relationships thrive. Pupils’ attendance is high, and they love coming to school to learn with their friends.”

This is the true return on investment in creativity and the arts; a better society.

Dawn Finch

Children’s author and literacy consultant

Vice President CILIP

CWIG committee member