Great resources and online courses for primary and secondary home learning – ideal for self-isolation, time away from school, or revision. This list of E-learning activities is suitable for primary aged children and secondary and sixth form teens and young adults in the UK.
Recommended reading books for children aged 3-11 in UK primary schools. Lists are curated and updated by teachers and librarians.
Books for children aged 11-16. Recommended reading lists for Year 7, Year 8, Year 9, Year 10 and Year 11 in secondary school KS3 and KS4.
Recommended newspapers and magazines for children aged 3-6, 7-12 & 13+, and subject teachers in the UK.
Cross-curricular topic books for children aged 5-11 in UK primary schools in EYFS, Year 1, Year 2, Year 3, Year 4, Year 5 and Year 6.
Daydreams and Jellybeans is a fun and imaginative collection of thirty-five poems that are ideal to read aloud to children aged seven to eleven and useful for teachers in KS2 to help develop performance poetry and model writing ideas.
The Awesome Power of Sleep is full of fascinating facts, hugely enjoyable to read and the science is presented in an entertaining way. A great resource for teenagers, secondary PSHE teachers and parents overseeing KS3, KS4 and KS5 home learning.
The School Reading List compiles this list of recommended books monthly. This book of the month list highlights new releases and editions of fiction and non-fiction books suitable for children and young adults aged 5-16.
Australia topic books by a diverse range of Australian children’s authors and illustrators, including books by Margaret Wild, Armin Greder, Lian Tanner, Dianne Bates, Aunty Joy Murphy, Kate Grenville and Paul Jennings.
Christmas topic books with fiction and nonfiction suitable for children in EYFS, KS1 & KS2 including titles by Raymond Briggs, Fiona Watt, Dawn Casey, Kate Saunders Graham Oakley and Catherine Doyle.
Easter topic books with fiction and nonfiction suitable for children in EYFS, KS1 & KS2 including titles by Roger Hargreaves, Fiona Watt, Charlotte Zolotow, Emily Gravett, Brian Wildsmith and Kes Gray.
The true hero is the tiger, the huge mysterious presence in the story and the mainspring of its action. The author treats it with reverence and describes it in impressively stately language:
Darwin’s Dragons is a marvellous tale that plunges the reader into Charles Darwin’s HMS Beagle voyage and adds a young boy’s wonder, imagination and bravery into the historical mix. This is a fantasy firmly grounded in historical fact and geographical realism.
The Marvellous Land of Snergs – This is a delightful fantasy, interwoven with values of courage, loyalty and the strength and love of true friendships. Highly recommended for children in years 3-6 who want to become lost in an imaginative and transformative fairy tale.
Another Twist in the Tale – here is a superbly constructed story which moves along at a cracking pace. Characters from the original interact with the vivid, glowing beings from Catherine Bruton’s imagination.
The World’s Most Magnificent Machines is ideal for KS2 aged children and with accessible, well-written, and interesting content. Each machine is presented as a short and detailed story – perfect for capturing the imagination of a reluctant reader.
Human body books for children in EYFS, KS1, and KS2 suitable for cross-curricular topics. Including titles by Charlotte Markey, Robert Winston, Adam Kay, Yumi Stynes, Emma Quay, Nick Fisher, and Elizabeth Verdick.
On the Move Poems about Migration – the soil here is rich with stories, suggestions, half-remembered distant relatives and half-understood absences. Dig deep enough and we find the horror.
Autumn books for children in EYFS, KS1, and KS2 suitable for cross-curricular topics. Including titles by Sam Usher, Lois Ehlert, Ruth Symons, Hazel Maskell, Dianna Aston, Jessica Courtney-Tickle, and Emily Gravett.
Lori and Max and the Book Thieves is subtly and fluently revealed, in a world which is recognisable and entirely believable. The carefully-woven interplay of narrative, response and stagecraft, had me on the verge of tears and almost gasping with admiration.
The Britannica All New Children’s Encyclopedia is a stunning achievement. The blend of high-quality imagery with thought-provoking chunks of history, science, and culture will challenge and inspire young readers.
20 pirate books for children interested in life on the high seas and primary schools looking for pirate books for cross curricular topics. Authors include James Davies, Celia Rees, Neil Gaiman, Lindsay Eagar, Derek Keilty, Cornelia Funke, and Philip Ardagh.
Here’s our selection of top new titles coming out in autumn 2020. These children’s reading recommendations include picture books, early and middle-grade fiction; young adult novels and non-fiction.
In Adventure in Athens, everyday sights, sounds and smells, the casual brutality, the strange conventions and the convincing sense that people in history always regard themselves as advanced, are all skilfully presented and interwoven with a gripping suspense story.
Hello, Universe has pace, energy and interest on every page. The characters are accurately drawn and capture all the hope, creativity and dread which are usually in store every day when you’re eleven.
Happy Healthy Minds is an engrossing and affecting read for children aged 10-16 and a must-have resource for home educators and KS2 and KS3 teachers of PSHE. Highly recommended.
The Extraordinary Elements is perfect for children who like to accumulate a lot of facts and information. Written in a catchy and accessible style, the nature of each element is explained concisely and clearly to appeal to children and encourage them to find out more.
Books to help teach diversity to children in KS1 and KS2 in primary schools – with characters and settings to introduce age-appropriate discussions of the diversity of culture, race, ethnicity, gender, education, disability, identity, nationality, religion, sexuality, neurodiversity, social background, and beliefs.
Are you looking to up-skill during downtime? Are you a literacy or English teacher in need of CPD evidence for your next appraisal? Here’s our regularly updated list of online training, remote courses, distance learning research-based CPD and internet-based inset for teachers.
A 100 question quiz with a festive Christmas round for children aged 7-11 in KS2. Genres include fantasy, historical, mystery, adventure and picture books. This literacy quiz is ideal for end of term school activities, family fun in the holiday, or something for your children to do at your local library.
Children’s reading book lists – our ideas for parents and teachers to encourage reading for pleasure
By Jan Tolkien. This page explaining our reading book lists was last updated on Dec 12, 2020 @ 4:42 pm.
Which books should I read with my child? – Younger primary school readers aged 3-7
Remember, with children’s books, children learn to read pictures before they learn to read words.
Our children’s reading book lists aim to make it easier for teachers, parents, and schools to find high quality, engaging and interesting books to instil a reading for pleasure culture in the classroom and encourage primary and secondary aged pupils to read at home. Children’s books can be accessed by even the youngest kids. From a few months of age, infants can look at pictures, listen to voices, and point to objects. Guide your child by saying the names of objects or pictures your child points to in books. By associating words with pictures and objects, your child will begin to appreciate the language.
How can I embrace the interesting sounds of words when reading with my child?
Children are fascinated by sounds, including words before they start to identify words on a page. Reading aloud to children helps develop their imagination and understanding. It also helps language and listening skills and prepares them for the written word. When the sounds and rhythm of language become a part of a child’s life, learning to read will become a natural progression.
Talking together about words and pictures builds up a bank of vocabulary and improves confidence. Words might be in books, on signs, on the computer or TV, or on packets. Wherever the words are, it will help your child if you talk about them together. Looking at and discussing appropriate children’s reading books lists can help with this. A child is much more likely to want to read a book they feel they have chosen.
How to read with your child each day
Reading together for 5-10 minutes, at a regular time of day, helps to get children hooked on books. Developing a daily reading routine is important.
Why should I relate children’s books to real life?
When you read together, explain to your child how events or places in books relate to real life. Compare details in stories or non-fiction books with your holidays, places you have visited, or experiences you have shared. These connections and shared experiences help to make reading words on a page seem realistic. For example, ‘That’s just like when we went to the zoo. Do you remember?’
How can singing and chanting help develop my child’s reading?
Nursery rhymes, songs and chanting poems are ideal to read aloud with young children. Children are particularly adept at remembering rhymes and repetitive stories and this can help develop sight recognition of new words.
Why is a variety of new books and old favourites important when choosing children’s reading books?
Sometimes children want to read a favourite book again and again. This can be useful to build confidence, and shouldn’t be discouraged. However, it’s also important to suggest lots of different genres and styles of books of an appropriate reading level while continuing to re-read favourite books. This is where children’s reading book lists can be useful. It is important to avoid suggesting books which are too difficult too early. Confidence is key to ensuring your child’s reading progresses. Struggling with difficult words too early can lead to frustration with reading.
How to sound out words with your child
Encourage your child to break a word into its sounds to read it and then encourage them to write it out too.
Why you should listen to your child’s reading
It’s really important for children to read aloud. Reading from carefully chosen reading scheme books that have come home from school ensures progression so your child can become more confident as they move through the scheme.
What to talk about when reading a book with your child
Talking about stories helps to tune your child into books. Talk about the writer, the pictures, the cover, the blurb, the beginning, the end, the story, and graphic elements on the page, such as speech bubbles or captions.
How to find out how much your child has understood when reading
Pictures are useful to help your child’s understanding – ask your child about them. Find out if your child can predict what is likely to happen next – can they work it out from the text and pictures? Can you guess the ending together?
How to praise your child’s reading
Always remember to praise your child’s efforts in reading. Too much pressure might put a child off reading from an early age.
How to discuss and project your own reading as a parent
Talk to your child about their reading interests, and their interests outside of reading. This will help inform both of you when picking suitable books. Show your child what you read, and ensure your child sees you reading – whether it’s a book, newspaper, Kindle or a magazine. Always encourage your child to ‘look at this’, or ask ‘have you read this?’
How to read with your child and encourage your child to read to others
Your child is never too old to read with, read to, or hear reading. It’s also a good idea for older children to read to younger siblings. This encourages them to read to an audience.
Encourage your child to take part in speech and drama activities, LAMDA lessons, or audition for a part in a school production.
Why re-reading your favourite children’s books is important
Re-reading books and selecting ‘easy’ reading material from time to time can help confidence and shouldn’t be discouraged. Comparing and sharing your memories of your favourite kid’s books can be a good way to expand reading interests.
How singing and performing children’s books can boost reading confidence
Learning lyrics, singing songs and performing poems together is a great way to dismantle a lack of confidence when reading aloud or to an audience. It also helps younger readers hear cadences and rhythms in poetry and prose, and develop a love for language and wordplay.
How to make buying a children’s book an experience
The UK is full of exciting independent small booksellers and town and village libraries. Making finding a book an exciting trip or experience is a great way to encourage a love of reading. Looking at a reading book list and then taking your child to look for and choose a book can be an empowering experience.
How to read with children – general advice
How children decode and spell words
Children will still use phonic skills to decode words that they cannot recognise instantly, and they should be encouraged to continue to develop these skills. Children should be discouraged from relying on sight recognition alone – ie guessing words based on words they already know. If your child struggles with a new word, show them how to sound out all the parts of the word, including the ending, especially if your child decodes the beginning of the word but guesses the rest.
Reading nonsense words and poetry – for example, Jabberwocky by Lewis Carroll or any text in a foreign language can be a good way to encourage your child to decode all of an unknown word.
Why playing word games helps to improve reading
How to ask children questions and check their understanding when reading
It’s always a good idea to explore stories and books by asking your child questions about what they have read. Ask them about what they reading, why they like it, which character is their favourite, or which setting most appeals to them. See if they can retell the story so far, or predict what is likely to happen next and what they think will happen to a character. Can they compare what they are reading to other kid’s books or authors, or their own experiences in real life? Also, it’s well worth exploring interesting words, vocabulary, and wordplay – with dictionaries, rhyming dictionaries, thesauruses, and online resources.
What questions should I ask my child when reading fiction books?
Where does the story take place?
When did the story take place?
What did he/she/ it look like?
Would you like to have a friend like this character? Why?
How did you feel during different parts of the story, what made you feel like this?
Through whose eyes was the story told?
What part of the story did you like/dislike the most? Why?
Have you read any other stories which were similar?
Do you know any other authors who write about the same issues?
What do you think these words mean?
Do you think this book was as good as …?
What part of the book was the saddest, funniest or most interesting?
Did the pictures help you to understand more about the story? Why?
What questions would you like to ask the author?
Do you think all children would like this book?
What are good questions to ask children when reading non-fiction books?
What have you learned from this children’s book?
Who do you think would find this book the most interesting?
How would you use the index page to find something out?
(Look at the contents page) What page would you use to find out about …?
Do you think this book could be improved? Why?
Did you find the diagrams, illustrations or photographs helpful? Why?
What are the best questions to ask children when reading poetry?
Who wrote this poem?
What is the poem about?
What did you like/dislike about the poem? Why?
What poetic features can you identify (rhyme, rhythm, alliteration, onomatopoeia, simile, metaphor, personification …)?
Did the poem remind you of anything?
How does this poem make you feel? Which words make you feel this way?
What do you think the poet is trying to say?
Does the shape the poem makes or the sounds the poem makes when you read it add to the message?
Does this poem rhyme? Is there a rhyming pattern?
Is this poem rhythmic? Can you describe the rhythm?
How to inspire reluctant readers
Ensure a wide variety of reading material is available.
Make the book experience multi-sensory. Buy books with settings, authors or characters which can lead to an appreciation of art, visits to locations, internet research, or integration with hobbies. For example, this page details books associated with popular travel destinations. If your child reads Framed by Frank Cottrell Boyce perhaps take them to the National Gallery to see the paintings described. If your child is fascinated by computers, perhaps buy them Hacker by Malorie Blackman
Some children find books more accessible after they know the plot and characters. Consider watching the film or listening to the unabridged audiobook first, and then reading the book. Or read the book and listen to the audiobook at the same time. Many, if not most, of the titles in our reading book lists, have audiobook versions available.
Use iTunes or audible to download audiobooks to play in your car. If you play an audiobook during every school run your primary aged child will accumulate a vast literary knowledge by the end of Year 6.
The School Reading List is curated and reviewed by a small group of librarians, English teachers and parents who meet in school holidays to discuss books that have worked well with groups of children, new releases within the last 12 months and the shortlists for children’s literature awards. Our reading book lists are reviewed and revised monthly.
We also decide on a book of the month which we feature on our ‘Book of the Month’ page, updated at the start of each month. These titles tend to be books that have been recently released.
The books we recommend in our reading book lists are almost always bought from bookshops – both on the high street and online. Sometimes publishers provide us with pre-release copies via national and local booksellers, authors, agents, or publishers, but the majority of titles are picked off the shelf. We want to replicate our readers’ experiences.
How we choose the books on our lists
Only children’s books that have been read to children or ‘road-tested’ with classes are reviewed, suggested or recommended.
Sometimes we are approached by authors, agents or publishers asking how we select books and or to consider a new title for a list. Our only requirement is that a book is in print or online and widely available from bookshops or eBook outlets. We look at all suggestions and add books that have excellent feedback from young readers and teachers.
The School Reading List is happy for any school or organisation to mention our website and children’s book list pages, but please don’t copy our book descriptions or other content – this is a copyright issue. As we write all our own reviews please respect our hard work! Our site is protected by Copyscape who alerts us to any problems and emails are sent out automatically to websites and hosts.