22 Great Middle Grade Books From 2020 (Part 1)

I feel like this year I've read far fewer of the newly released middle grade books - I think I've read more grown-up books this year, particularly more adult non-fiction, and I've read a few older children's books too. 

However, I've read a decent number of really great books released for children in 2020 - enough to share a few in a round-up blog post. Now obviously, because I've not read all the books published in 2020, I can't call this a 'best of' list, so instead it is just a list of really great new books to add to your shelves or put under someone's Christmas tree.

In no particular order, here are the first 10:

The Midnight Guardians by Ross Montgomery (Walker)

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A historical, magical tale which sits so comfortably in a long tradition of children's literature and makes for an original but familiar-feeling read. Readers will feel the warm homeliness of such classics as the Narnia stories and The Wind in the Willows whilst recognising the gritty realities and family drama of war that they've read of in Goodnight Mr. Tom and Carrie's War. The Midnight Guardians brings together two worlds at war, weaving folklore, magic and oh-so accurate historical fact together into a truly engaging race-against-time tale of dark versus light.

The Midnight Guardians can be found on my Children's Historical Fiction - Fantasy and Magic bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-fantasy-magic

The Night Bus Hero by Onjali Q Rauf (Hachette)

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After the huge success of The Boy At The Back Of The Class, and it's follow-up The Star Outside My Window, Onjali Rauf was back in 2020 with another modern tale of derring-do. Interestingly, this time it's the turn of a school bully to take the role of protagonist. As in all good children's stories, his transformation slowly takes place as he begins to understand more about the plight of homeless people: a bid to impress his mates with his unkindness leads to him both witnessing, and helping to solve, a crime. This modern mystery story is certainly a page-turner, and just like it's predecessors is a celebration of the difference children can make in the world.

The Night Bus Hero can be found on my Children's Historical Fiction - Mystery & Detective Stories bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-mystery-detective-stories

Boy, Everywhere by A.M. Dassu (Old Barn Books)

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Quite a few books have been published in recent years which portray the plight of refugees. Boy, Everywhere sits nicely between books aimed at older children, such as Boy 87 and Illegal (which have a slightly more graphic portrayal of the harsh realities involved in seeking refuge in another country) and The Boy At The Back of The Class and The Fox Girl and the White Gazelle (which don't go into as much detail but rather focus on the realities of life after making the often hazardous journey). Boy, Everywhere provides the modern parallel to books about World War 2 refugees such as The Silver Sword and Number The Stars, providing a realistic picture (which has been praised by people who have experienced similar circumstances to those portrayed in the book) without some of the more distressing, potentially age-inappropriate details that sadly are the experience of some refugees. A very compelling read.

Boy, Everywhere can be found on my Children's Historical Fiction - Refugee Stories bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-refugee-stories

Noor-Un-Nissa Inayat Khan by Sufiya Ahmed (Scholastic)

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Just before hearing about this book I had discovered Noor Inayat Khan during some research for a year 6 topic focusing on the role of women and children in the world wars, so when I did discover this I was very keen to read it. I was really pleased then to win a copy in a competition from charity Making Herstory. Sufiya Ahmed does a cracking job of retelling a well-researched, child-friendly version of the key events in spy Inayat Khan's life. As a woman of Indian descent and the first female radio operator sent to Nazi-occupied France by the British SOE, it is an incredibly important story to be told, one which exemplifies how people of many ethnicities played a part in World War 2. Great for children to read alone but equally suitable as a curriculum-linked read aloud.

Noor-Un-Nissa Inayat Khan can be found on my Children's Historical Fiction - World Wars bookshop.org list: https://uk.bookshop.org/lists/children-s-historical-fiction-world-wars

The House of Clouds by Lisa Thompson (Barrington Stoke)

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A short story this time from Lisa Thompson for the ever-excellent Barrington Stoke (who specialise in books designed specifically for dyslexic readers). In this story of loss and hope, grief and guilt, Lisa blurs the lines between dreams and reality and ultimately leaves the reader questioning but willing to believe that there actually is just a little bit of magic present in this world. Tackling the difficult subject of losing a family member and the regret of not appreciating them enough in their lifetime, this story follows a girl's journey of discovery as she investigates the links between her grandad and a mysterious artist. A brilliant little tale for those who need a grown-up feeling book but don't always find reading the easiest thing to do.

The House of Clouds can be found on my Children's Historical Fiction - Short Reads bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-short-reads

The Invasion of Crooked Oak by Dan Smith (Barrington Stoke)

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Chris King's cover illustration says it all, really. Bikes, supersoakers and an undead army is exactly what you get in Dan Smith's excellent short reader for Barrington Stoke. Opening up a market for books inspired by 80s movies that the kids of today probably haven't even seen but would love if they watched them, The Invasion of Crooked Oak will certainly appeal to adults of a certain age as well as children who just want an awesome, spooky, mystery adventure (and this is what plenty of children want). If you haven't got this for your class bookshelf, then do, and prepare for the next installment coming next year.

The Invasion of Crooked Oak can be found on my Children's Historical Fiction - Supernatural & Spooky Tales bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-supernatural-spooky-tales

The Monsters of Rookhaven by Padraig Kenny (Pan Macmillan)

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More spookiness now in this Adamms Family-esque thriller. A strange assortment of otherworldly beings are confined to the grounds and house of Rookhaven, supplied and kept secret by the local villagers. Two siblings, a brother and sister, stumble through a tear in the magic veil and find themselves involved in a cruel plot to rid the world of the kinds of people who call Rookhaven their home. With amazing black and white illustrations from Edward Bettison, this book feels like very few others I've read - darkness permeates the book, yet the more the reader becomes familiar with the family, the more they realise there is real light in them. A subtle call to respect and love those perceived as outsiders, this beautifully-written story should be widely read and loved. Read my review for more: http://www.thatboycanteach.co.uk/2020/08/book-review-monsters-of-rookhaven-by.html

The Monsters of Rookhaven can be found on my Children's Historical Fiction - Supernatural & Spooky Tales bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-supernatural-spooky-tales

Eating Chips With Monkey by Mark Lowery (Piccadilly Press)

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This was one of those books that you pick up in an idle moment, begin to read and then get totally hooked by. I loved the combination of serious subject matter and absolute hilarity - Mark Lowery takes sensitive content and treats it respectfully whilst allowing the reader to see the funny side of the events. After a traumatic accident, Daniel, an autistic 10-year-old, retreats into himself, only relating to his toy monkey and seemingly deaf to his family's attempts to help him. The narration alternates between Daniel (and the monkey) and his sister Megan as the family set off on a road trip to find the best fish and chip shops in the country in an attempt to help Daniel to recover. An uproarious read, one which one of my daughters has read cover-to-cover several times, which I would recommend to absolutely everyone!

Eating Chips With Monkey can be found on my Read By My LKS2 Daughter bookshop.org list: https://uk.bookshop.org/lists/read-by-my-lks2-daughter

After The War by Tom Palmer (Barrington Stoke)

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Winning plaudits left, right and centre, Tom Palmer did it again this year with his portrayal of how children liberated from Nazi concentration camps learn to live again in the reviving surrounds of the Lake District. Based on careful research and focusing in on three friends Tom writes with such care and verve, bringing true events to life for a new, young audience. Back in March, just before we went into lockdown I reviewed the book and had this to say in summary: 'A tale of hope, friendship and altruism that is all too relevant in the current times we are living through.' Little did I know how those current times would turn out!

After the War can be found on my Children's Historical Fiction - World Wars bookshop.org list: https://uk.bookshop.org/lists/children-s-historical-fiction-world-wars

Crater Lake by Jennifer Killick (Firefly Press)

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Another spooky mystery story - it's been a good year for them! This one reads like a comedy horror movie aimed at children, taking the year 6 school residential as its inspiration. It's probably a good thing that residentials were cancelled this year as any 11-year-old who'd read this would probably have a few nightmares about going away for a couple of nights. It's enough to put off any teacher planning a residential too, especially since the book basically features a virus - albeit an alien-induced one - that rips through the participants and staff with great efficiency. Anyway, I raved about it in other ways in my review, so have a read of that if you need further convincing: http://www.thatboycanteach.co.uk/2020/03/book-review-crater-lake-by-jennifer.html

Crater Lake can be found on my Children's Historical Fiction - Supernatural & Spooky Tales bookshop.org list: https://uk.bookshop.org/lists/children-s-fiction-supernatural-spooky-tales

Now, on to part 2: https://www.thatboycanteach.co.uk/2020/12/22-great-middle-grade-books-from-2020.html

If you would like Aidan to work with you on developing reading at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

What The Headlines Didn't Tell You About Ofsted's Latest Covid-19 Report

Ofsted published a new report about the impact of Covid-19on education and here’s what you know: kids are back in nappies, they eat food with their fingers and they’ve played too many online games and are now falling out about it.

Here’s what, if you haven’t read the full report, you probably don’t yet know: some children have been more exposed to domestic violence, there has been a rise in self-harm and some children have become more involved in crime. But those are just some of the most concerning, negative outcomes of the pandemic for some young people.

Here’s what else you might not know, according to Ofsted: the vast majority of children have settled back into school, are being taught a broad curriculum and leaders and teachers are doing an excellent job of adapting necessarily with positive results.

But that sort of stuff does not a headline make, does it?

Wellbeing

When it comes to wellbeing of pupils, the report is clear: ‘leaders said that their pupils were generally happy to be back, and had settled in well.’

The report also records that ‘leaders in most schools continued to report that pupils were happy to be back. Pupils were described as confident, resilient, calm and eager to learn. There was a general sense that they appreciate school and each other more. Many leaders noticed that behaviour has generally improved… Many emphasised that fewer pupils were needing additional support than had been anticipated.’

Imagine the headlines we could have had: Pupils return to school with confidence and resilience! Children eager to learn as they get back to school! Students defy expectations in calm return to education!

In addition, Ofsted identify that schools are going above and beyond in their response to ensure that pupils are happy and able to deal with the changes the pandemic has brought: ‘Many schools of all types reported a greater focus than usual on their personal, social and health education (PSHE) curriculum to develop aspects such as resilience and independence and to reinforce or improve learning behaviours, but also to address pupils’ anxieties. Some schools were also strengthening their PE provision to support pupils’ physical and mental well-being.’

And it’s not only children who have got back to school and got on with doing a great job, it’s the staff too, according to the report: ‘Leaders said that their staff have generally adapted well to various changes, and are working hard to make these work. They attributed this to frequent and effective communication with staff as well as to a stronger sense of team spirit that has emerged over the last few months.’

Further potential headlines for your delectation: School staff working hard to adapt to changes! Strong sense of team spirit seen in schools!

And perhaps being at home hasn’t been such a bad thing for children anyway; perhaps it isn’t just the fact that they are finally back at school which has made for such positive changes: ‘Many leaders spoke positively about pupils with SEND returning to school. In a couple of schools, leaders noted that additional time spent at home had been positive for pupils with SEND, who had returned with confidence.’

Attendance

One of the fears of school leaders in the summer was most certainly around what attendance would look like come September. Fears have been allayed, according to Ofsted’s report: ‘Around three quarters of the schools visited reported having attendance that was similar to, or higher than, this time last year… where attendance had improved, leaders often attributed this to the work that they had done to build families’ trust during the first national lockdown, and their continued efforts to inform and reassure parents about the arrangements they had made to keep pupils safe in school.’

More headlines: Home-school relationships improve: attendance rises! 2020 Attendance higher than ever!

And Ofsted even acknowledge just how thoughtful and flexible school leaders are being in their commitment to children: ‘Leaders described how they were working closely with parents and offering flexible arrangements if these were needed to help pupils to return as soon as possible.’

Curriculum and Remote Learning

Much was said during lockdown regarding ‘gaps’ that would appear in learning. I’m sure many school leaders considered whether or not to slim down their curriculum, providing what might amount to an insubstantial education which did not develop the whole child.

However, what Ofsted have seen is that leaders are ambitious to return their schools to their usual full curriculum as soon as possible, that most of the secondary schools were teaching all their usual subjects and that many of the primary schools they visited were teaching all subjects.

Another favourite subject of lockdown discussion and thought was remote learning. Public figures weighed in with their ideas, as did parents, teachers and students. Would schools be able to truly provide remote education to a suitable standard?

Well, Ofsted have found that ‘almost all schools were either providing remote learning to pupils who were self-isolating or said that they were ready to do so if needed’ and that most schools ‘were monitoring pupils’ access to the work provided or attendance at the remote lesson.’

They also report that leaders are responding well to their findings, particularly that ‘during the first national lockdown, pupils reacted very positively when there was live contact from teachers, so want to build on that when needed.’

And again, leaders are adapting well to the new circumstances, thinking outside of the box and ensuring that staff wellbeing is a priority: ‘Leaders in a few schools explained how they were trying to mitigate the additional demands on staff of providing remote learning, for example through the help of teaching assistants, or having staff who took a particular role in leading or modelling remote education.’

A further possible headline: Schools found to be providing full curriculum and good remote learning!

CPD

Remember how teachers were all lazy during lockdown and should have been back at work? Well, turns out, they were actually working really hard (surprise, surprise), not only providing aforementioned remote learning but also taking the opportunity to sharpen their skills en masse: ‘staff in many schools seized the opportunity for training and development during the months when most pupils were not physically in school.’

Now that certainly won’t make the headlines: Teachers work hard despite perception of journalists!

Learning ‘Loss’

And finally to the big one: have children fallen behind? Are their gaps in their learning? Academically, has Covid-19 set children behind where they should be?

Well, much is said in the report regarding this, however a key takeaway should certainly be the following:

‘In the mainstream schools visited, there was no real consensus about the extent of pupils’ learning loss as a result of the disruption to their education.’

Correct headline: No consensus on Covid learning loss!

This is where the main criticism of the report might come: it is written in such a way that the negative is the focus.

For example, the report makes it clear that ‘some leaders commented that writing was also an issue for some pupils, including writing at length, spelling, grammar, presentation, punctuation and handwriting.’ And it is this that then hits the headlines, with the ‘some’ removed, of course. Such a statement becomes ‘Children forget how to write during lockdown’ when it is headlinified.

Indeed, the inverse statement surely is equally as true: ‘Most leaders commented that writing wasn’t an issue for most pupils, including writing at length, spelling, grammar, presentation, punctuation and handwriting’ or even ‘Most leaders didn’t comment on writing being an issue for most children.’

Yes, it is right for schools to identify the negative impact of the pandemic so as to make progress with children who have been affected, but at the same time the positive impacts and the huge amount of work that has already been done in this vein should surely be celebrated more widely.

Not just for the benefit of hardworking school staff either – as a parent I want to be reassured by both Ofsted and the media that schools are doing a great job with my children. Thankfully, I don’t have to rely on them to form my opinion: I know for certain my children’s school is doing a fantastic job, and I know the school I work in is too.

Tonight Matthew, I'm Going To Be... A Director

This COVID has certainly put a spanner in a few works; one such spanner being year 6 open evenings at secondary schools. 

A parent of a year 6 child myself, this is a huge concern for me - how do we pick the right school for her, especially given that this is the first time we are sending a child off to big school? With my responsibilities across both KS2 and KS3 I wanted to help to make sure that what our school offers to prospective children and parents would help them to understand better what our school is like.

So, on top of the content that was already being produced for online viewing (virtual tour, promo video, message from the principal etc), I decided to give both year 6 and new year 7s a voice - after all, they're the ones its all about. It's all very well having members of staff present information, but children want to hear from their peers too - they're the ones who will tell them what it's really like.

And that's why this morning I was directing, alongside our tech-savvy media guy, an extra bit of video content where year 6 children got the chance to ask year 7 children some of their own questions. With bubbles we couldn't get them in the room together so we had to film the year 6s asking their questions first and then the year 7s answering the questions (with me asking the questions this time). Hopefully once it's all edited together we will have a seamless FAQ video for children and their parents to watch in order to get a more rounded picture of what's on offer.

The year 7 children presented confidently, embodying our values and showing that in just a few short weeks they have really settled in well and got to know the ropes. They were able to articulate positively much about their experience so far -  a testament to the hard work of the team of staff leading and teaching in year 7. And all this in spite of all the difficulties surrounding transition and the return to school that COVID has presented us with.

Teachers and leaders play many roles under normal circumstances - the positive view of COVID is that it is most certainly providing us with further strings to our bows!

Tonight Matthew, I'm Going To Be... A Gallerist

It's a fairly well accepted concept that a teacher is so many more things than a teacher - that a teacher puts on many different hats even during the course of one day. I think the same is true for school leaders too.

For a part of today I found myself acting as a gallerist, or a curator.

We have, as many primary schools probably do, many, many display boards around school. Too many, perhaps. And what happens to display boards when teaching staff are getting on with teaching and doing the important stuff? The content sometimes gets a bit old. That or teachers have to spend time out of class, or out of hours, putting up displays - something that, in my opinion, really should be minimised if we care about our children and staff at all.

So there I was double-sided taping the large art prints I'd order to black paper, gluing the accompanying information I'd collated and trimming it as perfectly as I possibly could. I was in 'the studio' overlooking 'the heartspace' off which many of our classrooms are situated. I could see and hear school going on all around me - I noticed this because I suppose I was desperate to legitimise the time spent gluing and cutting and stapling. I could almost feel the calm, purposefulness of what was going on through each of those doorways and in all honesty I wondered if what I was doing was worthwhile.

Afterall, I'm a deputy head - shouldn't I be doing something else? Did these Eric Ravilious, Georgia O'Keefe and Jacob Lawrence prints really need backing and putting up by me? Yes, I told myself, they did - because this is one of the many problems of being a perfectionist: you learn very quickly that there are some things you just have to do yourself. And yes, because for all intents and purposes, I am the art lead in the school and it is my job to educate staff and children in matters relating to the arts. 

And actually, yes, because I have to balance out some of the other less desirable things I have to do with things that are actually enjoyable - this for my own mental wellbeing. Besides, what was I actually thinking about all that time? Well, many confidential things that can't be repeated on my blog: I was providing myself with time and space to think through the issues of the day - the things that were on my mind over the weekend, the difficult conversations that need to be had, the logistical problems that need working through. 

On the outside I was cutting and sticking, on the inside I was doing what I'm really paid to do: lead.

If I were to go from one high pressure situation to another, never allowing myself down time doing jobs that seem a little more menial, would I really be properly ready for the next meeting, the next time someone brings a problem to me or the next time I have to deal with a behaviour issue? I think not.

So, some thinking got done - hopefully preparing me for the future - and some nice (I think) displays were created in the process.

Yeah, I'm OK with being a gallerist.

Questions To Guide Teacher Reflection

This article can now be found at https://www.aidansevers.com/post/teacher-development-questions-to-guide-reflection

If you would like Aidan to work with you on developing teachers at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Finding Your True Teacher Persona

This blog post is now available at:

https://www.aidansevers.com/post/finding-your-true-teacher-persona

If you would like Aidan to work with you on developing teachers at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Book Review: 'The Monsters of Rookhaven' by Pádraig Kenny

As a pair of down-on-their-luck siblings, Jem and Tom, stumble through a tear into the hidden grounds of an eerie manor house, the reader is drawn through the closed doors of Rookhaven and into a world of intrigue. In fact, the reader almost becomes Jem as the story focuses less on her and more on what she discovers as she spends more time with The Family.