Two outstanding pupils have been named winners of the 2026 UK Pupil Library Assistant of the Year Award, made jointly by CILIP’s School Libraries Group (SLG) and the School Library Association (SLA). The annual award celebrates the vital role young people play in supporting and promoting school libraries and the winners were announced at a ceremony on Thursday 26 March.

Olipher Grey of Ullswater Community College in Penrith was named the Secondary School Winner, while Beatrice McMillan of Ravenscourt Park Prep School in London was named as the Primary School Winner.

The two winners were selected from an impressive group of young finalists representing schools from across the UK, including independent, co-educational and girls’ schools. Each finalist demonstrated exceptional dedication to their school library, helping to create welcoming reading environments and encouraging fellow pupils to discover the joy of books.

A total of seven pupils were nominated in the secondary category, with Iris Aldridge, Thashani Jesunayahan, Kyra Kane, Bethan Martin, Jasmine Wong and Ethan Ovens joining eventual winner Olipher on the shortlist. In the primary category Abidah Khatun and Sophie Schuijt were named on the primary school shortlist.

Award-winning poet and author Matt Goodfellow announced this year’s winners, who were praised for their enthusiasm and commitment to the roles. Barbara Band, Chair of the judging panel said: “Pupil library assistants make a tremendous contribution to school libraries across the UK. Their enthusiasm, creativity and commitment help create vibrant reading communities in their schools. Olipher and Beatrice are wonderful ambassadors for the many young people who support school libraries every day.”

Claire Riddle, Vice President, Marketing and Customer Engagement, said: “The UK Pupil Library Assistant of the Year Award continues to highlight the importance of school libraries and the positive impact young volunteers can have in fostering reading, literacy and community within their schools.”

The event was supporter by Pearson, who hosted the event and Authors Aloud UK.

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The School Library Association, CILIP and CILIP's School Libraries Group are united in their stance towards the news of an author visit being cancelled this week (Monday 7th March) due to its belief the event fell “outside the scope of what is permissible in a Catholic school”.

This event was due to happen at the end of a week-long celebration of reading and that was the purpose – to encourage children to read for pleasure.

It is a central tenet of a school librarian’s role to provide a range and variety of resources to support all pupils; to present many voices, multiple stories and various points of view. This teaches nothing other than the importance of celebrating who we are and to be accepting of difference; which is so vital for mental health and wellbeing.

This is enforced in part through the CILIP Ethical Framework, which provides guidance on ethical professional practice for librarians. It includes an active responsibility to “uphold, promote and defend Human Rights, equality and diversity and the equitable treatment of library users”. This active responsibility extends to all aspects of library provision, including the selection and development of diverse and representative book collections as well as activities, resources and access to electronic materials in the library. It is only by being exposed to a broad, balanced and diverse range of information and stories that users can not only learn more about themselves, but to empathise and engage productively with the people around them.”

We stand with the school’s senior leaders, governing body and staff in believing the visit should go ahead, and send our support and sympathy to those impacted by this decision.

Signed by:

Alison Tarrant, Chief Executive, School Library Association
Nick Poole, CEO, CILIP
Caroline Roche, Chair, CILIP School Libraries Group

CILIP, CILIP School Libraries Group and the School Library Association announces a second phase of the Great School Libraries campaign.

First launched in September 2018, the Great School Libraries campaign advocates for every school age child to benefit from access to a great school library - a designated space, with high quality stock and supported by dedicated staff.

The Great School Libraries campaign is working with stakeholders from across the education sector to demonstrate how school libraries help support the post-pandemic recovery. There is strong evidence linking school library provision with a range of positive outcomes, including; improved qualifications, increased efficiency for schools and a better quality of life for children and young people.

The first three years of the campaign have delivered the influential UK-wide report into school library provision, the largest collection of case studies showcasing school library impact and new research and toolkits into inquiry-based learning, mental health and well-beinng.

Building on these findings and in response to the increasing educational and literacy gaps brought about by the Covid pandemic, the Great School Libraries campaign is moving into Phase 2. This phase will position great school libraries as a key part of academic recovery and the successful provision of formal education.

Co-chairs Caroline Roche and Alison Tarrant said, “There has never been a more important time to advocate for the role that school libraries play across so many areas of development: careers, creativity, research, building independence, wellbeing, empathy and of course, literacy and reading. It is a basic fact that education depends on reading, and school libraries have been evidenced to lead to improved outcomes for learners.”

The campaign has secured strong support from a range of sector stakeholders including the Authors' Licensing and Collecting Society, National Literacy Trust, Book Trust, Society of Authors, ASCEL and The Reading Agency. Phase 2 has also established a new steering committee to support the levelling up agenda including:

• Sufiya Ahmed: award-winning and Carnegie-nominated children’s and YA author, founder and director of the BIBI Foundation
• Richard Gerver: former headteacher, award-winning speaker, bestselling author and world-renowned thinker
• Karthik Krishnan: Venture Chair at Redesign Health, Adjunct Professor at NYU Stern School of Business and an NACD Certified Board Director
• Sonia Thompson: Director of the Research School and Headteacher at St Matthew’s CE Teaching School
• Maeve Walsh: experienced policymaker and government relations expert.

Sufiya Ahmed says “I have supported the Great School Libraries campaign ever since it was launched and am honored to serve on the steering committee for phase two. School libraries are vital to the wellbeing and education of our country’s children. They offer space for children to grow by offering stories and providing information. All of this contributes to children’s aspirations, allowing them to imagine a world beyond their bubble.

School libraries are a means for levelling up and no child should be denied the opportunity to become the best versions of themselves.”

Richard Gerver added, “Throughout my career as a teacher and as a Headteacher, a well-run, well-developed library was at the heart of school culture. If our job is to help our young people develop aspirations, a sense of value and of awe and wonder, then books, libraries and skilled librarians must be a non-negotiable; they are the catalysts for so much of what really matters in education.”

The campaign is delighted to have secured sponsorship from the Authors' Licensing and Collecting Society

Exciting opportunities are available for sector and corporate organisations who wish to support the cause. For more information on how you can make a difference, please visit the Great School Libraries website.

Keep up to date with the campaign’s progress and help us raise awareness at #GreatSchoolLibraries.

Notes for Editors

For further information about the Great School Libraries campaign, please contact co-chairs Alison Tarrant and Caroline Roche at info@greatschoollibraries.org.uk, or visit the Great School Libraries website.

About CILIP SLG

The CILIP School Libraries Group (SLG) offers help and support to members working in and with school libraries. The SLG provides guidance to librarians who wish to become Chartered Members or Fellows of CILIP, and they provide professional guidance to school librarians both in the UK and abroad. SLG works toward having a trained, experienced librarian in every school to enhance teaching and learning.

About the School Library Association (SLA)

The School Library Association is an independent charity that believes that every pupil is entitled to effective school library provision. The SLA works towards all schools in the UK having their own (or shared) staffed library to help all children and young people fulfil their potential. School staff and children should have access to a wide and varied range of resources and have the support of an expert guide in reading, research, media and information literacy.

Steering Group Biographies

Sufiya Ahmed

Sufiya Ahmed is an award winning and Carnegie nominated children’s and YA author. She visits secondary and primary schools to talk about her childhood dream to become an author, her books and creative writing.

Sufiya is also the founder and director of the BIBI Foundation, a non-profit organization which arranges visits to the Houses of Parliament for diverse and underprivileged children. She is also a public speaker on Girls Rights.

Richard Gerver

Richard Gerver began his career in education as headmaster of the failing Grange Primary School. In just two years, he famously transformed the school into one of the most acclaimed learning environments in the world.

Richard has since transitioned to the global stage to deliver passionate, provocative and authentic speeches, drawing upon the first-hand experiences and unique insights garnered from frontline education to explore the links between great leadership, human potential, change and innovation. It is this authenticity and uniqueness which has led to Richard speaking on the most recognised stages, including TED, the RSA and BBC radio.

Karthik Krishnan

Karthik Krishnan is a Venture Chair at Redesign Health, an Adjunct Professor at NYU - Stern School of Business and an NACD Certified Board Director. Redesign Health is committed to elevating health and wellness companies that empower people to live their healthiest lives by bringing ideas, capital, people and execution to its portfolio companies.

Sonia Thompson

Sonia is Director of the Research School and Headteacher at St Matthew’s CE Teaching School. She is co-lead for English, as well as the History and Assessment Lead. She is an SLE for English and School Improvement and an accredited Talk for Writing Training Centre Lead. She is a member of the steering group for the National Tutoring Programme and an Advisory Board Member for OU/UKLA Reading for Pleasure website. In 2020 she was a judge of the UKLA book awards, and the Empathy Lab books. Sonia is a frequent speaker at conferences on Literacy, Curriculum and Reading for Pleasure.

Maeve Walsh

Maeve Walsh is an experienced policymaker and government relations expert who has worked in the UK Government and not-for-profit sector. During a 17-year career in Whitehall, she held senior roles in central Departments including Cabinet Office, No10, the Department of Health and the Department for Digital, Culture, Media and Sport, where she led the team responsible for delivering the UK Digital Strategy.

Since then, she has worked as a consultant with a variety of organisations on digital and data policy and has been a Carnegie Trust Associate for three years, advising on their online harm reduction project. She is a Trustee at the Connection at St-Martins-in-the-Field, a Fellow of the Royal Society of Arts and has served as a parent governor at her children's primary school.

CILIP has been pleased to work with the National Literacy Trust (NLT) on the Primary School Library Review, announced today to coincide with Cressida Cowell’s call for an £100m investment in literacy and reading.

This important research will shine a light on the question of library provision in Primary Schools across the UK, highlighting the vital role of early intervention to foster literacy and a love of reading for children everywhere.

CILIP believes that Primary Schools and early years interventions supported by dedicated library professionals are vital to develop the skills and confidence young people need to succeed. As we begin to chart a course to post-COVID recovery, this Research is an important opportunity to develop the evidence-base we need to drive future planning.

We encourage our members in all sectors to respond to the research and to share the call for evidence with your networks.

When a school librarian or school are looking to buy or update their Library Management Systems (LMS) one of the major considerations, understandably is the cost.

For a school librarian, this is an essential tool of the trade. A system that can help manage the library collection and enable the swift loan and return of the stock is hugely important so understanding the cost is important. A school librarian's time is of value and although collection management is part of the role it should not be the only job that a librarian does. Without a robust system in place, the school librarian can spend all of their time on the collection and little else.

There is so much more to an LMS than meets the eye. If we want our students to become independent learners and engage in quality research online, the school librarian and the LMS should be the starting point.

The school librarian alongside the LMS can help students start their digital literacy journey through understanding how databases work, keyword searching and links to selected online websites and academic journals the school pays for. It provides the opportunity to promote all your school’s resources from any classroom or from home and puts quality resources directly into the hands of your students and teachers through this one platform.

As an SLS (Schools' Library Service) librarian, I was regularly asked to help with online research. My first question was always about the school library catalogue and if they wanted to start there. Most said they did not realise that it was available outside the library and others said that they had all the books they wanted. This opened the conversation to the importance of children being able to find their own books and how it could also link to websites. We all know teachers who have files of websites that they have found for their children to use on specific topics. I would talk about putting these websites onto the catalogue so that this empowered the children to find them and moved away from spoon feeding them. On this very simple level, a keyword search in the library catalogue would give the children a list of books and also a list of websites to choose from. It was a great way to discuss how the skill set of exploring the internet safely could be done through starting with their school library catalogue.

Some teachers might argue that this restricts the children’s independence and suggest that children should be allowed to search the internet. What I would then say is that this is like running before you can walk. We use books to teach research because we can explain the quality aspect of the information being checked before publication. We use websites selected by the teacher or librarian again for quality and age appropriateness. Independence is far more than just finding the information it is about demonstrating your understanding by being able to read the information found and then writing it in your own words. It also gave us the opportunity to talk about giving credit for what they found.

The first step to digital literacy is finding and using appropriate information to answer questions. If we allow our children to head straight to the internet we know that they are going to find something quickly but can they read and understand it? How many times have we seen wonderful posters created by children where the information has been cut and pasted with words used that we know the children don't understand. Where is the learning here? Even very small children can be taught to cut and paste. If children know about the library catalogue and choose to check for information there first this is the start of independent learning.

Those of us who have hosted library management systems are in a great position to offer our schools something more that they don't have to pay extra for. Speak to your line manager or talk to the digital literacy co-ordinator and let them know about this wonderful tool that you can help use to teach digital literacy in their classrooms.

This simple closed, safe environment is one of the best tools to start the journey of digital literacy in any school.

In order to support school librarians in this endeavour, I have created a training session that I am running in partnership with CILIP called Raising the Profile of your LMS on the 3rd June where we will be looking at ways to use the LMS within school and with teachers and students.

CILIP are running a virtual Library and Information Supplier Showcase on 25 March which is free to attend and includes a number of Library Management Systems suppliers.

If we are wanting our students to become independent learners and engage in quality research online our school librarian and the LMS should be your starting point.

Elizabeth Hutchinson is an independent adviser and trainer, specialising in all aspects of school libraries. She is a Chartered Librarian and Fellow of CILIP. Her career has included being a school librarian with teaching experience, an SLS librarian and finishing as Head of a Schools' Library Service, Guernsey. She was awarded a BEM in 2020 for services to libraries.

CILIP, the CILIP School Libraries Group and the School Library Association regularly review our COVID-19 guidance to schools. We are glad that the guidance has been useful for thousands of school librarians as they support their students and school communities through the process of planning for classroom-based teaching.

The Department for Digital, Culture, Media and Sport (DCMS) solicited further advice from Public Health England on our behalf in February concerning the risk from materials in light of new variants of the coronavirus. PHE have responded to say that “There is currently no evidence of increased or possible transmission from goods associated with the new variant of COVID-19. Current published advice remains unchanged.”

Based on this advice, our guidance for school librarians relating to quarantining of books and materials handling remains unchanged. We will continue to liaise with PHE and DCMS and will continue to amend our guidance accordingly.

COVID-19 Guidance for School Libraries

CILIP Coronavirus Information Service

This briefing note has been created for Head Teachers, Senior Leaders and Governors by CILIP and the CILIP School Libraries Group. For more information on the campaign and to download case studies illustrating the role of professional librarians in delivering thriving schools, visit https://www.greatschoollibraries.org.uk/

As a school leader, you know how fundamental education is to the life chances of every single child. The work you do unlocks potential, builds skills and confidence and empowers children and young people to go out and make a better world.

You’ll also know that school is about so much more than just developing skills or preparing for tests. It is about building a vibrant community that creates opportunities for discovery, inspiration and ambition.

A great school library, led and nurtured by a professional librarian, enriches and enhances not just teaching and learning but the whole cultural and creative life of the school. It creates a ‘3rd space’ within the school – between communal spaces and the classroom – within which your students can discover who they are, learn about each other and gain a more rounded perspective on the world around them.

We know that times are hard, and that you have a duty to balance coshile preserving as much of the essence of a great educational experience as possible. If you are considering losing your librarian, we urge you to think again – the cost to the life of your school will be far greater than the money you might save.

The difference a great school library makes

Evidence from the UK and US demonstrates that a great school library can make a difference to:

1. Educational attainment


2. ‘Value-added’ for students


3. Inspection outcomes


4. Parent satisfaction with the school


5. Student welfare and safeguarding


6. Teacher engagement


7. Making the school budget go further

Since the 1990’s there has been a revolution in the world of school libraries. From the quiet spaces of old, they are now bursting with life, activity, creativity and student engagement. Professional school librarians have been building a whole new skillset, designed to add a new dimension to school life, including:

• Developing the ability to support students and teachers with digital skills, including support for technology-enhanced learning (TEL);


• Providing dedicated support for students and teachers in recognising and combating fake news, misinformation and online harms;


• Building a ‘reading culture’ across the whole school, in turn nurturing empathy, social awareness and helping to build a more tolerant and inclusive school culture;


• Where relevant, providing dedicated and expert support for the requirements of the EPQ;


• Supporting students with careers advice and planning and helping students learn more about the world of work and enterprise;


• Helping budgets go further by providing teachers with free, quality-assured teaching and learning resources

If your school librarian has been trying to stop you in the corridor recently, the chances are it will be to share the excitement we feel as a profession about this exciting new role in school life!

How to make the most of your librarian

As professional librarians, we know that we have to be proactive in order to maximise our positive impact on school life and to demonstrate value for your investment.

We understand that you are managing a complex organisation with limited resources and multiple groups of stakeholders. If you give us the chance, we can show you how our skills help you overcome the challenges you face and achieve your ambitions.

Here’s a simple checklist to help ensure that you are getting the most from your librarian:

1. Meet with them and ask them to show you how they can help deliver your school’s mission


2. Invite the librarian to speak at a staff meeting about the new role of the school library


3. Ask the librarian to provide you with a briefing on their impact for students


4. Involve them in planning, particularly in preparations for Inspections


5. Ask the librarian to engage with parents to explain how their work adds value for the students


6. Work with them to provide a regular briefing to the whole school featuring new activities & services

Thriving schools need a great school library, and a great school library depends on professional school librarians. Despite the challenges ahead, we are hugely excited about the transformational work you are doing every day in your school. All we ask is the opportunity to play our part.

If you would like to learn more about the difference a great school library and professional librarian can make, visit http://greatschoollibraries.org.uk.

A pdf version of this briefing note can be found here.

Last updated on: 9th September 2020

This guidance was reviewed on March 2021

Preamble

This Guidance has been developed by a Working Party convened jointly by CILIP, the CILIP School Libraries Group (CILIP SLG) and the School Library Association (SLA).It will be updated periodically when new information becomes available. If this information is printed, please ensure that it is dated and refer back to this page for the latest version.

Schools and school libraries differ vastly in their size, governance and operations. We cannot provide detailed and specific guidance that fits every eventuality. This page therefore presents general guidance that can be used in dialogue with your Head and/or Senior Leadership Team when planning for the re-commencement of library services disrupted by COVID-19.

The purpose of this Guidance is to inform discussions between school library staff and school leadership about the safe re-commencement of physical and digital library services in primary and secondary schools. This dialogue should emphasise above all other considerations the safety and welfare of everyone who interacts with the library, including pupils, teaching staff, library staff and volunteers.

*UPDATE* (09.09.2020) - Statement on REALM project findings

The Working Party has reviewed the updated information provided by the OCLC-funded REALM Project that the SARS-CoV-2 virus that causes COVID-19 is "still detectable after 6 days on four common library materials when they are stacked." 

This advice seems to diverge from the advice provided to CILIP by the PHE COVID-19 Hub that "the risk of infection is negligible after 72 hours".

Members of the Working Party have discussed these findings and their implications for our guidance. We recognise that this is still a developing situation and the research is not all in agreement or conclusive, nor is the primary risk of contracting COVID-19 directly from touch (without then transferring that internally by touching the face or mouth).

Given the significant burden and space issues and the other risks encountered in many schools, we feel individual schools need to decide which prevention methods will work best for them. The balance of protection versus delivering services is one that everyone needs to consider (both now and potential long term impact), and we are willing to support any individuals in working out what will best work for them on an individual basis.

Disclaimer

At the time of writing, COVID-19 is still an unfolding public health emergency. School library staff should ensure that they keep themselves informed on and act in accordance with the latest guidance from the Government, Public Health agencies and the policies of their school.

This Guidance presumes that a prior decision has been taken that it is safe for the school to re-open (or to re-open fully where it has remained open to key worker families during the pandemic). The Working Party fully endorse the guidance provided by the Unions on when this should be, and particularly the National Education Union (NEU) ‘5 tests before schools can re-open’.

If a physical school library space or face-to-face services are re-opened (or extended following a period of restriction) before these tests are met, we strongly recommend that the protective measures set out in this Guidance should be strengthened.

This Guidance further presumes that school library staff are not themselves in a clinically vulnerable category, are not ‘shielding’ or caring for or living with someone who is. If the staff involved fall into one of these categories, it is essential that they discuss their concerns with their employer, undertake a risk assessment and agree measures to protect their health and welfare before implementing this Guidance.

Neither CILIP, CILIP SLG nor SLA are able to accept liability for loss or damages arising from the use of this guidance.

This guidance can be used by members all across the UK but members in Scotland should also refer to the CILIP Scotland website for nation-specific public health guidance links and timelines.

DOWNLOADS

The following documents have been provided by the School Library Association and members of the Working Party. They should be used at your own risk.

• COVID Risk Assessment Template (Primary Schools)
• COVID Risk Assessment Template (Secondary Schools)

Helen Emery at King Edward VI School in Lichfield has shared their book selector form, which will help her provide a service while the library site is closed. Students can access her Library Management System, request a book and library staff post or deliver to them, or drop to another location in school. If a student doesn't know what to read, they complete the questionnaire (soon to be an electronic form, emailed to the librarian) and staff choose a range of stock (say 3 books) as recommendations. As students have their own logins, staff can add individual reading suggestions to a student's account for them to view online and choose.

• 'Personal Shopper' example questionnaire for 'Click and Collect' service

We have also provided a Briefing Note for Heads, Senior Leaders and Governors to help you articulate the case for a professional school librarian in supporting your school.

• Download our Briefing Note 'School librarians empower thriving schools'

SUMMARY GUIDANCE

Please click on the subject heading to view the content of that section.

Key Principles

Having the conversation

DETAILED GUIDANCE

Please click on the subject heading to view the content of that section.

Priority User Groups

Staff and volunteer welfare and PPE

Managing physical spaces

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‘Click and collect’ services

Some library services are exploring the viability of ‘click and collect’ options whereby pupils can browse electronic catalogues and request items to be prepared for them to collect.

While this model can work under some circumstances, it should only be used in the context of a clear risk assessment and a process for both the distribution and return of items where this does not put library staff or volunteers at risk.

Unlike in supermarkets where stock can be moved from a risk-managed warehouse to the point-of-distribution and then forgotten once it is handed off to the customer, libraries have to be aware of the additional risks of re-circulating material that has been in a number of different households.

Items made available through a ‘click and collect’ model ought to be subject to the same quarantine and safe handling measures as any other stock or resources in circulation.

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Travelling to the library

Any plan for re-opening library spaces should be taken in the context of how library users and staff will gain access to those spaces, including the use of corridors passageways or any other potentially congested areas.

DfE has expressed the view in their general guidance that “While in general groups should be kept apart, brief, transitory, contact such as passing in a corridor is low risk.”

It is for each school to make a risk-managed assessment of the issues attendant on corridors and other spaces where large volumes of people congregate or pass through during the school day.

Where possible, the plan for re-opening or restoring the school library should be clear about how risks attendant on accessing the space will be minimised.

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Entrances and exit points

In addition to considering how people will get to the school library, it is important to consider how they will get into it. Ideally, if at all possible, you should consider designating separate entrance and exit points, to allow for the movement of users through the library while minimising the risk of congestion.

If it is not possible to designate separate entrances and exits, you should consider implementing a priority access or ‘traffic light’ system which allows for the separation of groups entering and leaving the library.

For solo librarians, it may be necessary to solicit support from other school staff or volunteers to help manage the entry and exit systems.

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Service points

Public Health England has provided useful advice and guidance on creating ‘COVID-secure’ workspaces, including specific guidance for ‘indoor environments and contact centres’

The primary guidance remains at the time of publication that if staff are able to work from home, that is what they should do. However, there is a general view that the management of face-to-face library services requires staff to be physically present in the library.

In general, the main considerations when creating ‘COVID-secure’ spaces in school libraries should be:

• Enabling staff, volunteers and users to increase the use of handwashing and hand hygiene, for example by providing ‘Sanitisation Stations’ or signposting washing facilities;


• Minimising the ‘contact time’ spent in the library;


• Actively encouraging ‘social distancing’, for example by taping out lines to indicate 2m distance from service desks or using arrows on the floor to encourage users to follow a particular path through the library;


• Offering physical protection to staff such as PPE, barriers or screens*

* It is worth noting that the use of PPE such as masks may inhibit effective communications with pupils or may in some cases cause undue anxiety. Consideration should be given to whether physical protection measures offer a better experience for library users.

It is important to be clear that nobody can be compelled to work in an unsafe environment. The implementation of physical protection measures should be done as part of an overall risk assessment and agreed between school leadership and library staff.

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Space for social distancing

Many high-volume services, such as public transport and retail, are managing customer expectations by being clear about the impact of social distancing on their available capacity. The same is true of the school library - most school libraries operate in a fixed space and are likely to be relatively restricted in how many people they can accommodate with a clear 2m distance between them./p>

In considering how best to support social distancing for library users, consideration should be given to:

• The removal or repositioning of furniture (it can be useful to tape a 2m grid on the floor and use this as a guide). Where furniture is removed, it will be important to give adequate consideration to storage and cleaning;


• Movement control, for example by implementing a one-way system or using directional arrows taped to the floor as a guide;


• Congestion points, such as entrances, exits, popular parts of the library or service points such as a desk;


• Managing numbers of concurrent users (for example through a priority system, ‘one in/one out’, timed sessions or similar)

Particular consideration ought to be given to shared learning spaces and whether it is advisable to offer these during COVID-19. While they are a valuable and important part of the library’s teaching and learning support, collaborative learning may also present specific risks that it is difficult for the librarian to manage (particularly where they are a solo librarian).

Any support for shared learning spaces ought to be considered as part of the wider risk assessment for the library space.

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Processing materials

There is no single process for processing physical books and other materials into and out of the library. The loaning and return of books, particularly where these travel with pupils to their home, presents a clear risk factor across all library services. Reference should be made when assessing the risks of processing materials to the following considerations:

• Guidance on infection risks for different material types (see below)


• Setting up a designated multi-stage quarantine area including:
  • Book return
  • 72-hour quarantine
  • Safe post-quarantine book handling
  • Return to general stock
  • An overall process for monitoring the above


• Creating a quarantine system/workflow to limit contamination risks (so only one person does the returns process, rather than multiple people)


• Particular consideration ought to be given to whether pupils will be allowed to ‘browse’ books (ie. pick them from and return them to the shelves), since technically this represents a contact with the item which may carry an infection risk

In general, the above provision for quarantine ought to apply to new stock or resources brought into the library from vendors and suppliers as well as to the loan and return of books by library users.

It may be appropriate to contact vendors, distributors and suppliers to confirm that a risk assessment has been carried out of their facilities and proportionate controls implemented.

Consideration should also be given to physical materials brought into the library by users, such as bags, parcels, pencil cases and other kit. These represent surfaces which themselves may carry some infection risk. It may be advisable to ask library users to leave bags etc. outside the library to reduce the overall risk of contamination (although in reality the extent to which incidental contamination can be excluded entirely is limited).

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Cleaning

Cleaning is at the core of enabling the school library to be a safe place for pupils and library staff. The DfE lists cleaning in it’s hierarchy of controls: “ cleaning frequently touched surfaces often using standard products, such as detergents and bleach”. There will be no single routine that will work, and the decisions around this will also need to take into account the impact on services, and the degree to which it is practical to enforce an intense cleaning regime.

Decision makers will need to:

• Identify main risk factors (shared computers; printers which have keypads or touch screens; desks etc) and then decide on what is needed to minimise contamination.


• Cleaning will be needed after different groups use items, and it may be that access or use is limited to enable priority use (for example shared computers not being accessible during break to allow for use afterwards)


• A cleaning schedule will need to be decided to allow for core areas to be cleaned. It may be that this varies in the different stages of opening (for example if access is limited to a single group cleaning may only be needed at the end of the day; whereas once the library becomes more usable by more people the cleaning schedule may need to increase). Use of the library may also limit the cleaning materials that can be used.


• Responsibility for the cleaning schedule will need to be worked out, taking into account the relevant factors; availability of cleaning staff and chemicals; the impact on service of not cleaning; and the impact on service of over-cleaning (for example online services will need to continue where possible, and any opening of a physical space in addition may reduce the time library staff have to provide this).

The Minnesota Department of Health has produced a useful document - COVID-19 Cleaning and Disinfecting Guidance for Schools and Child Care Programs, which includes guidance on key elements to consider in your cleaning regime.

The UK Government has also provided guidance on COVID-19 Disinfection for non-Healthcare settings

IT access and equipment

Book and resource circulation and browsing

Cash handling

Library-based Events and Activities

Communications with parents/families/carers and pupils

Communication with school leadership and staff

Contingency planning for potential '2nd lockdown'

Dealing with anxiety and stress

Combating job insecurity

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ADDITIONAL RESOURCES

The following materials and resources are provided by 3rd parties and are included here for information and reference

School Library Association on Re opening Your Library After Covid-19

IFLA Definition of a School Library

Advice and guidance from DfE

How is this going to work?

Children will need to stay within their new class/group wherever possible and we will ask settings to implement a range of protective measures including increased cleaning, reducing ‘pinch points’ (such as parents dropping children off at the start and end of day), and utilising outdoor space.

---

What about corridors?

While in general groups should be kept apart, brief, transitory, contact such as passing in a corridor is low risk.

---

What if staff or pupils are vulnerable?

Staff and pupils in all settings will be eligible for testing if they become ill with coronavirus symptoms, as will members of their households. A negative test will enable children to get back to childcare or education, and their parents to get back to work. A positive test will ensure rapid action to protect their classmates and staff in their setting. Those who are clinically vulnerable, or are living with someone who is, should follow our protective measures guidance.

---

How quickly will this be widened?

Our ambition is to bring all primary year groups back to school before the summer holidays, for a month if feasible, though this will be kept under review. We will only welcome back additional year groups if the most up-to-date assessment of the risk posed by the virus indicates it is appropriate to have larger numbers of children within schools. The safety of children and staff is our utmost priority.

---

Why these year groups?

The three year groups within mainstream primary have been prioritised because they are key transition years – children in Reception and year 1 are at the very beginning of their school career and are mastering the essential basics, including counting and the fundamentals of reading and writing, and learning to socialise with their peers. We know that attending early education lays the foundation for lifelong learning and supports children’s social and emotional development (ties in with Hungry Little Minds campaign).

---

What about older pupils?

From 1 June 2020, we expect that secondary schools and colleges will be able to offer some face to face contact with year 10 and year 12 pupils. This will not be a return to full timetables or pupils back in school or college full time, rather some support to supplement pupils’ remote education. In line with implementing protective measures and reducing contacts, schools and colleges should limit the attendance of the year 10 and 12 cohort in the setting at any one time and to keep students in small groups as set out in our guidance.

Schools and colleges should also ensure that the use of public transport for travel to and from school/college is minimised, especially at peak times.

---

Does this apply to independent schools as well?

We expect all mainstream schools and colleges, including independent schools, to follow the same approach. We encourage middle schools to do the same and welcome back children in year 6, to ensure national parity for children in this year group.

What if children or staff are shielding; will they be expected in? Children, young people and staff who have been classed as clinically extremely vulnerable due to pre-existing medical conditions have been advised to shield. We do not expect people in this category to be attending school or college, and they should continue to be supported to learn or work at home as much as possible. Clinically vulnerable (but not clinically extremely vulnerable) people are those considered to be at a higher risk of severe illness from coronavirus. Few if any children will fall into this category, but parents should follow medical advice if their child is in this category. Staff in this category should work from home where possible, and refer to the detail in our protective measures guidance

• a child/young person or a member of staff who lives with someone who is clinically vulnerable (but not clinically extremely vulnerable), including those who are pregnant, can attend their education or childcare setting


• if a child/young person or staff member lives in a household with someone who is extremely clinically vulnerable, as set out in the guidance on shielding, it is advised they only attend an education or childcare setting if stringent social distancing can be adhered to and, in the case of children, if they are able to understand and follow those instructions. This may not be possible for very young children and older children without the capacity to adhere to the instructions on social distancing. If stringent social distancing cannot be adhered to, we do not expect those individuals to attend. They should be supported to learn or work at home

---

What can I do now?

Every setting should carry out a risk assessment before opening. The assessment should directly address risks associated with coronavirus (COVID-19), so that sensible measures can be put in place to control those risks for children and staff. All employers have a duty to consult employees on health and safety, and they are best placed to understand the risks in individual settings. Therefore work through the hierarchy of measures set out in our guidance:

• avoiding contact with anyone with symptoms
• frequent hand cleaning and good hygiene practices
• regular cleaning of settings
• and minimising contact and mixing

It is still important to reduce contact between children and staff as far as possible, and settings can take steps to achieve that and reduce transmission risk by ensuring children, and staff where possible, mix in a small group and keep that small group away from other people and groups. 

---

What if my school can’t do this?

Any setting that cannot achieve these small groups at any point should discuss options with their local authority or trust. This might be because there are not enough classrooms / spaces available in the setting or because they do not have enough available teachers / staff to supervise the groups. Solutions might involve children attending a nearby school (on a consistent basis).

---

More detailed guidance from DfE

Source: Implementing protective measures in education and childcare settings.

Hierachy of controls:

In all education, childcare and social care settings, preventing the spread of coronavirus involves dealing with direct transmission (for instance, when in close contact with those sneezing and coughing) and indirect transmission (via touching contaminated surfaces). A range of approaches and actions should be employed to do this. These can be seen as a hierarchy of controls that, when implemented, creates an inherently safer system, where the risk of transmission of infection is substantially reduced. These include:

• minimising contact with individuals who are unwell by ensuring that those who have coronavirus symptoms, or who have someone in their household who does, do not attend childcare settings, schools or colleges


• cleaning hands more often than usual - wash hands thoroughly for 20 seconds with running water and soap and dry them thoroughly or use alcohol hand rub or sanitiser ensuring that all parts of the hands are covered


• ensuring good respiratory hygiene - promote the ‘catch it, bin it, kill it’ approach


• cleaning frequently touched surfaces often using standard products, such as detergents and bleach


• minimising contact and mixing by altering, as much as possible, the environment (such as classroom layout) and timetables (such as staggered break times)

---

PPE

Wearing a face covering or face mask in schools or other education settings is not recommended.

PPE is only needed in a very small number of cases including:

• children, young people and students whose care routinely already involves the use of PPE due to their intimate care needs should continue to receive their care in the same way
• if a child, young person or other learner becomes unwell with symptoms of coronavirus while in their setting and needs direct personal care until they can return home. A face mask should be worn by the supervising adult if a distance of 2 metres cannot be maintained. If contact with the child or young person is necessary, then gloves, an apron and a face mask should be worn by the supervising adult. If a risk assessment determines that there is a risk of splashing to the eyes, for example from coughing,

---

Vulnerable adults

Clinically extremely vulnerable individuals are advised not to work outside the home. We are strongly advising people, including education staff, who are clinically extremely vulnerable (those with serious underlying health conditions which put them at very high risk of severe illness from coronavirus and have been advised by their clinician or through a letter) to rigorously follow shielding measures in order to keep themselves safe. Staff in this position are advised not to attend work. Read COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable for more advice.

Clinically vulnerable individuals who are at higher risk of severe illness (for example, people with some pre-existing conditions as set out in the Staying at home and away from others (social distancing) guidance

---

Living with shielding people

If a child, young person or a member of staff lives with someone who is clinically vulnerable (but not clinically extremely vulnerable), including those who are pregnant, they can attend their education or childcare setting.

If a child, young person or staff member lives in a household with someone who is extremely clinically vulnerable, as set out in the COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable guidance, it is advised they only attend an education or childcare setting if stringent social distancing can be adhered to and, in the case of children, they are able to understand and follow those instructions.

---

Class sizes

For primary schools, classes should normally be split in half, with no more than 15 pupils per small group and one teacher (and, if needed, a teaching assistant). If there are any shortages of teachers, then teaching assistants can be allocated to lead a group, working under the direction of a teacher. Vulnerable children and children of critical workers in other year groups should also be split into small groups of no more than 15. Desks should be spaced as far apart as possible.

For secondary schools and colleges, the same principle of halving classes will normally apply. It is also sensible to rearrange classrooms and workshops with sitting positions 2 metres apart. Where very small classes might result from halving, it would be acceptable to have more than half in a class, provided the space has been rearranged. Again, support staff may be drawn on in the event there are teacher shortages, working under the direction of other teachers in the setting.

Consider the following steps:

• refresh your risk assessment and other health and safety advice for children, young people and staff in light of recent government advice, identifying protective measures (such as the things listed below). Also ensure that all health and safety compliance checks have been undertaken before opening
• organise small class groups, as described in the ‘class or group sizes’ section above
• organise classrooms and other learning environments such as workshops and science labs for those groups, maintaining space between seats and desks where possible
• refresh the timetable:


• decide which lessons or activities will be delivered


• consider which lessons or classroom activities could take place outdoors


• use the timetable and selection of classroom or other learning environment to reduce movement around the school or building


• stagger assembly groups


• stagger break times (including lunch), so that all children are not moving around the school at the same time


• stagger drop-off and collection times


• for secondary schools and colleges, consider how best to supplement remote education with some face to face support for students


• plan parents’ drop-off and pick-up protocols that minimise adult to adult contact

In addition, childcare settings or early years groups in school should:

• consider how to keep small groups of children together throughout the day and to avoid larger groups of children mixing


• consider how play equipment is used ensuring it is appropriately cleaned between groups of children using it, and that multiple groups do not use it simultaneously


• remove unnecessary items from classrooms and other learning environments where there is space to store it elsewhere


• remove soft furnishings, soft toys and toys that are hard to clean (such as those with intricate parts)


• consider how children and young people arrive at the education or childcare setting, and reduce any unnecessary travel on coaches, buses or public transport where possible (guidance will shortly be published on safe travel)


• institutions offering residential provision will also need to consider the maximum number of children or young people they can safely accommodate in residences

Advice and guidance from the National Education Union (NEU)

Advice and guidance from the Health & Safety Executive (HSE)

Last updated on: 9th September 2020

Reviewed on: 1 March 2021.

Preamble

This Guidance has been developed by a Working Party convened jointly by CILIP, the CILIP School Libraries Group (CILIP SLG) and the School Library Association (SLA).It will be updated periodically when new information becomes available. If this information is printed, please ensure that it is dated and refer back to this page for the latest version.

Schools and school libraries differ vastly in their size, governance and operations. We cannot provide detailed and specific guidance that fits every eventuality. This page therefore presents general guidance that can be used in dialogue with your Head and/or Senior Leadership Team when planning for the re-commencement of library services disrupted by COVID-19.

The purpose of this Guidance is to inform discussions between school library staff and school leadership about the safe re-commencement of physical and digital library services in primary and secondary schools. This dialogue should emphasise above all other considerations the safety and welfare of everyone who interacts with the library, including pupils, teaching staff, library staff and volunteers.

*UPDATE* (09.09.2020) - Statement on REALM project findings

The Working Party has reviewed the updated information provided by the OCLC-funded REALM Project that the SARS-CoV-2 virus that causes COVID-19 is "still detectable after 6 days on four common library materials when they are stacked." 

This advice seems to diverge from the advice provided to CILIP by the PHE COVID-19 Hub that "the risk of infection is negligible after 72 hours".

Members of the Working Party have discussed these findings and their implications for our guidance. We recognise that this is still a developing situation and the research is not all in agreement or conclusive, nor is the primary risk of contracting COVID-19 directly from touch (without then transferring that internally by touching the face or mouth).

Given the significant burden and space issues and the other risks encountered in many schools, we feel individual schools need to decide which prevention methods will work best for them. The balance of protection versus delivering services is one that everyone needs to consider (both now and potential long term impact), and we are willing to support any individuals in working out what will best work for them on an individual basis.

Disclaimer

At the time of writing, COVID-19 is still an unfolding public health emergency. School library staff should ensure that they keep themselves informed on and act in accordance with the latest guidance from the Government, Public Health agencies and the policies of their school.

This Guidance presumes that a prior decision has been taken that it is safe for the school to re-open (or to re-open fully where it has remained open to key worker families during the pandemic). The Working Party fully endorse the guidance provided by the Unions on when this should be, and particularly the National Education Union (NEU) ‘5 tests before schools can re-open’.

If a physical school library space or face-to-face services are re-opened (or extended following a period of restriction) before these tests are met, we strongly recommend that the protective measures set out in this Guidance should be strengthened.

This Guidance further presumes that school library staff are not themselves in a clinically vulnerable category, are not ‘shielding’ or caring for or living with someone who is. If the staff involved fall into one of these categories, it is essential that they discuss their concerns with their employer, undertake a risk assessment and agree measures to protect their health and welfare before implementing this Guidance.

Neither CILIP, CILIP SLG nor SLA are able to accept liability for loss or damages arising from the use of this guidance.

This guidance can be used by members all across the UK but members in Scotland should also refer to the CILIP Scotland website for nation-specific public health guidance links and timelines.

DOWNLOADS

The following documents have been provided by the School Library Association and members of the Working Party. They should be used at your own risk.

• COVID Risk Assessment Template (Primary Schools)
• COVID Risk Assessment Template (Secondary Schools)

Helen Emery at King Edward VI School in Lichfield has shared their book selector form, which will help her provide a service while the library site is closed. Students can access her Library Management System, request a book and library staff post or deliver to them, or drop to another location in school. If a student doesn't know what to read, they complete the questionnaire (soon to be an electronic form, emailed to the librarian) and staff choose a range of stock (say 3 books) as recommendations. As students have their own logins, staff can add individual reading suggestions to a student's account for them to view online and choose.

• 'Personal Shopper' example questionnaire for 'Click and Collect' service

We have also provided a Briefing Note for Heads, Senior Leaders and Governors to help you articulate the case for a professional school librarian in supporting your school.

• Download our Briefing Note 'School librarians empower thriving schools'

SUMMARY GUIDANCE

Please click on the subject heading to view the content of that section.

Key Principles

Having the conversation

DETAILED GUIDANCE

Please click on the subject heading to view the content of that section.

Priority User Groups

Staff and volunteer welfare and PPE

Managing physical spaces

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‘Click and collect’ services

Some library services are exploring the viability of ‘click and collect’ options whereby pupils can browse electronic catalogues and request items to be prepared for them to collect.

While this model can work under some circumstances, it should only be used in the context of a clear risk assessment and a process for both the distribution and return of items where this does not put library staff or volunteers at risk.

Unlike in supermarkets where stock can be moved from a risk-managed warehouse to the point-of-distribution and then forgotten once it is handed off to the customer, libraries have to be aware of the additional risks of re-circulating material that has been in a number of different households.

Items made available through a ‘click and collect’ model ought to be subject to the same quarantine and safe handling measures as any other stock or resources in circulation.

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Travelling to the library

Any plan for re-opening library spaces should be taken in the context of how library users and staff will gain access to those spaces, including the use of corridors passageways or any other potentially congested areas.

DfE has expressed the view in their general guidance that “While in general groups should be kept apart, brief, transitory, contact such as passing in a corridor is low risk.”

It is for each school to make a risk-managed assessment of the issues attendant on corridors and other spaces where large volumes of people congregate or pass through during the school day.

Where possible, the plan for re-opening or restoring the school library should be clear about how risks attendant on accessing the space will be minimised.

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Entrances and exit points

In addition to considering how people will get to the school library, it is important to consider how they will get into it. Ideally, if at all possible, you should consider designating separate entrance and exit points, to allow for the movement of users through the library while minimising the risk of congestion.

If it is not possible to designate separate entrances and exits, you should consider implementing a priority access or ‘traffic light’ system which allows for the separation of groups entering and leaving the library.

For solo librarians, it may be necessary to solicit support from other school staff or volunteers to help manage the entry and exit systems.

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Service points

Public Health England has provided useful advice and guidance on creating ‘COVID-secure’ workspaces, including specific guidance for ‘indoor environments and contact centres’

The primary guidance remains at the time of publication that if staff are able to work from home, that is what they should do. However, there is a general view that the management of face-to-face library services requires staff to be physically present in the library.

In general, the main considerations when creating ‘COVID-secure’ spaces in school libraries should be:

• Enabling staff, volunteers and users to increase the use of handwashing and hand hygiene, for example by providing ‘Sanitisation Stations’ or signposting washing facilities;


• Minimising the ‘contact time’ spent in the library;


• Actively encouraging ‘social distancing’, for example by taping out lines to indicate 2m distance from service desks or using arrows on the floor to encourage users to follow a particular path through the library;


• Offering physical protection to staff such as PPE, barriers or screens*

* It is worth noting that the use of PPE such as masks may inhibit effective communications with pupils or may in some cases cause undue anxiety. Consideration should be given to whether physical protection measures offer a better experience for library users.

It is important to be clear that nobody can be compelled to work in an unsafe environment. The implementation of physical protection measures should be done as part of an overall risk assessment and agreed between school leadership and library staff.

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Space for social distancing

Many high-volume services, such as public transport and retail, are managing customer expectations by being clear about the impact of social distancing on their available capacity. The same is true of the school library - most school libraries operate in a fixed space and are likely to be relatively restricted in how many people they can accommodate with a clear 2m distance between them./p>

In considering how best to support social distancing for library users, consideration should be given to:

• The removal or repositioning of furniture (it can be useful to tape a 2m grid on the floor and use this as a guide). Where furniture is removed, it will be important to give adequate consideration to storage and cleaning;


• Movement control, for example by implementing a one-way system or using directional arrows taped to the floor as a guide;


• Congestion points, such as entrances, exits, popular parts of the library or service points such as a desk;


• Managing numbers of concurrent users (for example through a priority system, ‘one in/one out’, timed sessions or similar)

Particular consideration ought to be given to shared learning spaces and whether it is advisable to offer these during COVID-19. While they are a valuable and important part of the library’s teaching and learning support, collaborative learning may also present specific risks that it is difficult for the librarian to manage (particularly where they are a solo librarian).

Any support for shared learning spaces ought to be considered as part of the wider risk assessment for the library space.

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Processing materials

There is no single process for processing physical books and other materials into and out of the library. The loaning and return of books, particularly where these travel with pupils to their home, presents a clear risk factor across all library services. Reference should be made when assessing the risks of processing materials to the following considerations:

• Guidance on infection risks for different material types (see below)


• Setting up a designated multi-stage quarantine area including:
  • Book return
  • 72-hour quarantine
  • Safe post-quarantine book handling
  • Return to general stock
  • An overall process for monitoring the above


• Creating a quarantine system/workflow to limit contamination risks (so only one person does the returns process, rather than multiple people)


• Particular consideration ought to be given to whether pupils will be allowed to ‘browse’ books (ie. pick them from and return them to the shelves), since technically this represents a contact with the item which may carry an infection risk

In general, the above provision for quarantine ought to apply to new stock or resources brought into the library from vendors and suppliers as well as to the loan and return of books by library users.

It may be appropriate to contact vendors, distributors and suppliers to confirm that a risk assessment has been carried out of their facilities and proportionate controls implemented.

Consideration should also be given to physical materials brought into the library by users, such as bags, parcels, pencil cases and other kit. These represent surfaces which themselves may carry some infection risk. It may be advisable to ask library users to leave bags etc. outside the library to reduce the overall risk of contamination (although in reality the extent to which incidental contamination can be excluded entirely is limited).

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Cleaning

Cleaning is at the core of enabling the school library to be a safe place for pupils and library staff. The DfE lists cleaning in it’s hierarchy of controls: “ cleaning frequently touched surfaces often using standard products, such as detergents and bleach”. There will be no single routine that will work, and the decisions around this will also need to take into account the impact on services, and the degree to which it is practical to enforce an intense cleaning regime.

Decision makers will need to:

• Identify main risk factors (shared computers; printers which have keypads or touch screens; desks etc) and then decide on what is needed to minimise contamination.


• Cleaning will be needed after different groups use items, and it may be that access or use is limited to enable priority use (for example shared computers not being accessible during break to allow for use afterwards)


• A cleaning schedule will need to be decided to allow for core areas to be cleaned. It may be that this varies in the different stages of opening (for example if access is limited to a single group cleaning may only be needed at the end of the day; whereas once the library becomes more usable by more people the cleaning schedule may need to increase). Use of the library may also limit the cleaning materials that can be used.


• Responsibility for the cleaning schedule will need to be worked out, taking into account the relevant factors; availability of cleaning staff and chemicals; the impact on service of not cleaning; and the impact on service of over-cleaning (for example online services will need to continue where possible, and any opening of a physical space in addition may reduce the time library staff have to provide this).

The Minnesota Department of Health has produced a useful document - COVID-19 Cleaning and Disinfecting Guidance for Schools and Child Care Programs, which includes guidance on key elements to consider in your cleaning regime.

The UK Government has also provided guidance on COVID-19 Disinfection for non-Healthcare settings

IT access and equipment

Book and resource circulation and browsing

Cash handling

Library-based Events and Activities

Communications with parents/families/carers and pupils

Communication with school leadership and staff

Contingency planning for potential '2nd lockdown'

Dealing with anxiety and stress

Combating job insecurity

---

ADDITIONAL RESOURCES

The following materials and resources are provided by 3rd parties and are included here for information and reference

School Library Association on Re opening Your Library After Covid-19

IFLA Definition of a School Library

Advice and guidance from DfE

How is this going to work?

Children will need to stay within their new class/group wherever possible and we will ask settings to implement a range of protective measures including increased cleaning, reducing ‘pinch points’ (such as parents dropping children off at the start and end of day), and utilising outdoor space.

---

What about corridors?

While in general groups should be kept apart, brief, transitory, contact such as passing in a corridor is low risk.

---

What if staff or pupils are vulnerable?

Staff and pupils in all settings will be eligible for testing if they become ill with coronavirus symptoms, as will members of their households. A negative test will enable children to get back to childcare or education, and their parents to get back to work. A positive test will ensure rapid action to protect their classmates and staff in their setting. Those who are clinically vulnerable, or are living with someone who is, should follow our protective measures guidance.

---

How quickly will this be widened?

Our ambition is to bring all primary year groups back to school before the summer holidays, for a month if feasible, though this will be kept under review. We will only welcome back additional year groups if the most up-to-date assessment of the risk posed by the virus indicates it is appropriate to have larger numbers of children within schools. The safety of children and staff is our utmost priority.

---

Why these year groups?

The three year groups within mainstream primary have been prioritised because they are key transition years – children in Reception and year 1 are at the very beginning of their school career and are mastering the essential basics, including counting and the fundamentals of reading and writing, and learning to socialise with their peers. We know that attending early education lays the foundation for lifelong learning and supports children’s social and emotional development (ties in with Hungry Little Minds campaign).

---

What about older pupils?

From 1 June 2020, we expect that secondary schools and colleges will be able to offer some face to face contact with year 10 and year 12 pupils. This will not be a return to full timetables or pupils back in school or college full time, rather some support to supplement pupils’ remote education. In line with implementing protective measures and reducing contacts, schools and colleges should limit the attendance of the year 10 and 12 cohort in the setting at any one time and to keep students in small groups as set out in our guidance.

Schools and colleges should also ensure that the use of public transport for travel to and from school/college is minimised, especially at peak times.

---

Does this apply to independent schools as well?

We expect all mainstream schools and colleges, including independent schools, to follow the same approach. We encourage middle schools to do the same and welcome back children in year 6, to ensure national parity for children in this year group.

What if children or staff are shielding; will they be expected in? Children, young people and staff who have been classed as clinically extremely vulnerable due to pre-existing medical conditions have been advised to shield. We do not expect people in this category to be attending school or college, and they should continue to be supported to learn or work at home as much as possible. Clinically vulnerable (but not clinically extremely vulnerable) people are those considered to be at a higher risk of severe illness from coronavirus. Few if any children will fall into this category, but parents should follow medical advice if their child is in this category. Staff in this category should work from home where possible, and refer to the detail in our protective measures guidance

• a child/young person or a member of staff who lives with someone who is clinically vulnerable (but not clinically extremely vulnerable), including those who are pregnant, can attend their education or childcare setting


• if a child/young person or staff member lives in a household with someone who is extremely clinically vulnerable, as set out in the guidance on shielding, it is advised they only attend an education or childcare setting if stringent social distancing can be adhered to and, in the case of children, if they are able to understand and follow those instructions. This may not be possible for very young children and older children without the capacity to adhere to the instructions on social distancing. If stringent social distancing cannot be adhered to, we do not expect those individuals to attend. They should be supported to learn or work at home

---

What can I do now?

Every setting should carry out a risk assessment before opening. The assessment should directly address risks associated with coronavirus (COVID-19), so that sensible measures can be put in place to control those risks for children and staff. All employers have a duty to consult employees on health and safety, and they are best placed to understand the risks in individual settings. Therefore work through the hierarchy of measures set out in our guidance:

• avoiding contact with anyone with symptoms
• frequent hand cleaning and good hygiene practices
• regular cleaning of settings
• and minimising contact and mixing

It is still important to reduce contact between children and staff as far as possible, and settings can take steps to achieve that and reduce transmission risk by ensuring children, and staff where possible, mix in a small group and keep that small group away from other people and groups. 

---

What if my school can’t do this?

Any setting that cannot achieve these small groups at any point should discuss options with their local authority or trust. This might be because there are not enough classrooms / spaces available in the setting or because they do not have enough available teachers / staff to supervise the groups. Solutions might involve children attending a nearby school (on a consistent basis).

---

More detailed guidance from DfE

Source: Implementing protective measures in education and childcare settings.

Hierachy of controls:

In all education, childcare and social care settings, preventing the spread of coronavirus involves dealing with direct transmission (for instance, when in close contact with those sneezing and coughing) and indirect transmission (via touching contaminated surfaces). A range of approaches and actions should be employed to do this. These can be seen as a hierarchy of controls that, when implemented, creates an inherently safer system, where the risk of transmission of infection is substantially reduced. These include:

• minimising contact with individuals who are unwell by ensuring that those who have coronavirus symptoms, or who have someone in their household who does, do not attend childcare settings, schools or colleges


• cleaning hands more often than usual - wash hands thoroughly for 20 seconds with running water and soap and dry them thoroughly or use alcohol hand rub or sanitiser ensuring that all parts of the hands are covered


• ensuring good respiratory hygiene - promote the ‘catch it, bin it, kill it’ approach


• cleaning frequently touched surfaces often using standard products, such as detergents and bleach


• minimising contact and mixing by altering, as much as possible, the environment (such as classroom layout) and timetables (such as staggered break times)

---

PPE

Wearing a face covering or face mask in schools or other education settings is not recommended.

PPE is only needed in a very small number of cases including:

• children, young people and students whose care routinely already involves the use of PPE due to their intimate care needs should continue to receive their care in the same way
• if a child, young person or other learner becomes unwell with symptoms of coronavirus while in their setting and needs direct personal care until they can return home. A face mask should be worn by the supervising adult if a distance of 2 metres cannot be maintained. If contact with the child or young person is necessary, then gloves, an apron and a face mask should be worn by the supervising adult. If a risk assessment determines that there is a risk of splashing to the eyes, for example from coughing,

---

Vulnerable adults

Clinically extremely vulnerable individuals are advised not to work outside the home. We are strongly advising people, including education staff, who are clinically extremely vulnerable (those with serious underlying health conditions which put them at very high risk of severe illness from coronavirus and have been advised by their clinician or through a letter) to rigorously follow shielding measures in order to keep themselves safe. Staff in this position are advised not to attend work. Read COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable for more advice.

Clinically vulnerable individuals who are at higher risk of severe illness (for example, people with some pre-existing conditions as set out in the Staying at home and away from others (social distancing) guidance

---

Living with shielding people

If a child, young person or a member of staff lives with someone who is clinically vulnerable (but not clinically extremely vulnerable), including those who are pregnant, they can attend their education or childcare setting.

If a child, young person or staff member lives in a household with someone who is extremely clinically vulnerable, as set out in the COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable guidance, it is advised they only attend an education or childcare setting if stringent social distancing can be adhered to and, in the case of children, they are able to understand and follow those instructions.

---

Class sizes

For primary schools, classes should normally be split in half, with no more than 15 pupils per small group and one teacher (and, if needed, a teaching assistant). If there are any shortages of teachers, then teaching assistants can be allocated to lead a group, working under the direction of a teacher. Vulnerable children and children of critical workers in other year groups should also be split into small groups of no more than 15. Desks should be spaced as far apart as possible.

For secondary schools and colleges, the same principle of halving classes will normally apply. It is also sensible to rearrange classrooms and workshops with sitting positions 2 metres apart. Where very small classes might result from halving, it would be acceptable to have more than half in a class, provided the space has been rearranged. Again, support staff may be drawn on in the event there are teacher shortages, working under the direction of other teachers in the setting.

Consider the following steps:

• refresh your risk assessment and other health and safety advice for children, young people and staff in light of recent government advice, identifying protective measures (such as the things listed below). Also ensure that all health and safety compliance checks have been undertaken before opening
• organise small class groups, as described in the ‘class or group sizes’ section above
• organise classrooms and other learning environments such as workshops and science labs for those groups, maintaining space between seats and desks where possible
• refresh the timetable:


• decide which lessons or activities will be delivered


• consider which lessons or classroom activities could take place outdoors


• use the timetable and selection of classroom or other learning environment to reduce movement around the school or building


• stagger assembly groups


• stagger break times (including lunch), so that all children are not moving around the school at the same time


• stagger drop-off and collection times


• for secondary schools and colleges, consider how best to supplement remote education with some face to face support for students


• plan parents’ drop-off and pick-up protocols that minimise adult to adult contact

In addition, childcare settings or early years groups in school should:

• consider how to keep small groups of children together throughout the day and to avoid larger groups of children mixing


• consider how play equipment is used ensuring it is appropriately cleaned between groups of children using it, and that multiple groups do not use it simultaneously


• remove unnecessary items from classrooms and other learning environments where there is space to store it elsewhere


• remove soft furnishings, soft toys and toys that are hard to clean (such as those with intricate parts)


• consider how children and young people arrive at the education or childcare setting, and reduce any unnecessary travel on coaches, buses or public transport where possible (guidance will shortly be published on safe travel)


• institutions offering residential provision will also need to consider the maximum number of children or young people they can safely accommodate in residences

Advice and guidance from the National Education Union (NEU)

Advice and guidance from the Health & Safety Executive (HSE)

The School Library Association (SLA), CILIP and the CILIP School Libraries Group (CILIP SLG) have created a joint National Working Party to develop guidance for school library staff when planning for the re-commencement of services disrupted by COVID-19.

The guidance, which will take the form of a regularly updated electronic resource, will enable school library staff to engage school leadership in a constructive dialogue about the safe re-commencement of full physical and digital library services in primary and secondary schools.

Drawing on resources from the National Education Union (NEU), Public Health England (PHE) and the Department for Education (DfE), the guidance will prioritise the safety and welfare of everyone who interacts with the school library, including pupils and teaching staff as well as library staff and volunteers.

Speaking about the new joint Working Party, CILIP SLG Chair Caroline Roche commented, “COVID-19 has been an unprecedented challenge for school library staff. Although many of our physical spaces have been closed and many professional colleagues are currently on furlough, we have been innovative in extending our existing digital support for teaching and learning in the school.

This Working Party brings together considerable expertise to help our colleagues plan to support their schools in emerging from the disruption of COVID-19 in a way that complies with Government and PHE guidance and maximises their safety and the safety of pupils and fellow teaching staff.”

Commenting on the announcement, SLA Chief Executive Alison Tarrant said, “This Working Party and the guidance we will produce will help to ensure that when school leaders and school library staff are planning how to recover teaching and learning provision following COVID-19, they do so from a position of joint understanding, both to keep library users safe and to make best use of the library as a springboard for innovation.

School libraries face particular challenges given they are a shared space, they are used across year groups cohorts and in some cases throughout lessons and free time, but there’s many dimensions to school libraries which need consideration. ”

The Working Party is made up of experienced school library leaders including:

• Lucas Maxwell, Glenthorne High School
• Caroline Roche, Chair, CILIP SLG
• Alison Tarrant, Chief Executive, SLA
• Darryl Toerien, Oakham School
• Dawn Woods, SLA

The Working Party is also supported by corresponding members Elizabeth Hutchinson and Terri McCargar, plus CILIP Chief Executive, Nick Poole.

The COVID-19 Guidance for School Libraries will be launched online on Friday 15th May and will be regularly updated thereafter. The Guidance will also be developed with reference to the parallel initiative to develop a toolkit for the re-opening of public libraries, led by Libraries Connected.

Image Credit: Photo by Anita Jankovic on Unsplash.

School Librarians in England, Wales and Northern Ireland have called on Education Minister, Nick Gibb, to address the findings of new research into School Library provision, which highlights inequality of access to school libraries and insecure employment for school librarians.

The research was commissioned by the Great School Libraries campaign − a 3-year evidence-based campaign run by CILIP, the library and information association, the School Library Association (SLA) and CILIP’s School Libraries Group − to ensure that every child has access to, and can benefit from, a great school library.

Key findings include:

• 9 in 10 schools in England that participated in the research have access to a designated library space, falling to 67% in Wales and 57% in Northern Ireland, however;
• Schools with a higher proportion of children on free school meals are more than twice as likely not to have access to a designated library space;
• Employment terms for librarians and library staff fall below national standards, with low pay and little investment in professional development and training.

School library sector organisations are calling on the Department for Education to work with them to:

• Create national School Library Strategies in England, Wales and Northern Ireland, drawing on the example of the National School Library Strategy in Scotland;
• To recognise the value and impact of school libraries, librarians and SLS in national frameworks for schools inspection and improvement.
• To work with school leaders and the school library community to develop new investment in School Libraries with the aim of balancing inequality of access and provision.

Commenting on the publication of the research, Nick Poole, Chief Executive of CILIP said,

“We welcome this landmark report as the first comprehensive picture of the state of play in our school libraries. On the one hand, it is a testament to the Head Teachers, Teachers, Governors and Librarians that value and promote the importance of school libraries for learners and their school. On the other hand, the research paints a picture of inequality of access and opportunity and insecure employment that we cannot accept. The findings highlight the urgency of securing national School Library Strategies and investment in England, Wales and Northern Ireland, drawing on the example of Scotland.”

The research also looked at the different ways in which school libraries support activities in the school, including reading and literacy, promoting a culture of reading, enhancing and extending curriculum-based teaching, supporting digital and media skills and enhancing pastoral care and wellbeing.

Award-winning head teacher, educationalist and speaker, Richard Gerver, has lent his support by becoming a patron of the campaign. Speaking on the importance of the Great School Libraries campaign and the findings of the national survey into school library provision, he commented:

“For children to achieve, they need experiences which broaden their horizons, stimulate their imaginations and contextualise the world around them. Books are vital tools in that process; access to them should be a basic human right. A good school library is at the heart of a great school; well stocked, well-staffed and beautifully designed. It is for that reason that I urge the Government to better support educators in providing that quality in every school in the country.”

Waterstones Children’s Laureate, Cressida Cowell, who recently revealed her ten-point Charter to ensure that books and reading are available to absolutely everyone, commented on the findings of this report:

“This research shows an inequality in library provision that is a social mobility time bomb. Nobody has yet answered this question for me: if a child's parents cannot afford books, if there isn't a library in their school, and they don't have opportunities to visit a public library, how on earth can they become a reader for pleasure? We know from many, many academic studies how important reading for pleasure is to children’s life prospects, so we need to do everything possible to encourage reading for pleasure in ALL children, not just in some children.

From a personal point of view, I know from visiting schools around the country for over twenty years that schools with both a library and librarian have a huge advantage over those that do not. Libraries and reading for pleasure support learning in every subject by encouraging intelligence, creativity and empathy, and librarians are highly skilled at the complicated process of getting the right books into the hand of the right child at the right time.

I urge the government to implement a School Library Strategy that recognises the importance of a well-stocked school library and librarian not just for some children but for every single child in this country. Reading is magic, and magic is for everyone.”

Download the report in full here.

Download ‘Report Card’ Graphic here.

Notes to Editors

About CILIP
CILIP, the library and information association, is the leading voice for the information, knowledge management and library profession. Our goal is to put information and library skills and professional values at the heart of a democratic, equal and prosperous society. CILIP is a registered charity, no. 313014. www.cilip.org.uk

About SLA
The SLA is a UK focused charity which supports everyone involved in school libraries. They believe that every pupil is entitled to effective school library provision and the educational, emotional and developmental benefits that come with it. The SLA is committed to supporting, promoting and sustaining high quality reading and teaching and learning opportunities for all in a diverse and changing world. www.sla.org.uk

About CILIP School Libraries Group
The School Libraries Group is a special interest group of CILIP advocating for school libraries and school library services. SLG is committed to enabling its members to achieve and maintain the highest professional standards, and encouraging and supporting them in the delivery and promotion of high quality library and information services responsive to the needs of users.

About Richard Gerver
Richard Gerver is an award-winning speaker, bestselling author and world-renowned thinker. Richard began his career in education, most notably as headmaster of the failing Grange Primary School. In just two years, he famously transformed the school into one of the most acclaimed learning environments in the world, for which he was celebrated by UNESCO and the UK Government. Richard has since transitioned to the global stage where he uses his trademark humour and natural style to deliver passionate, provocative and authentic speeches. www.richardgerver.com

About Cressida Cowell
Cressida Cowell is the number one bestselling author-illustrator of the How to Train Your Dragon and The Wizards of Once book series, and the author of the Emily Brown picture books, illustrated by Neal Layton. She has sold over 11 million books worldwide in 38 languages. How to Train Your Dragon is also an award-winning billion-dollar DreamWorks film series, and a TV series shown on Netflix and CBBC; The Wizards of Once has also been optioned for film by DreamWorks.

Cressida Cowell is currently the Waterstones Children’s Laureate (2019 – 2021), and is an ambassador for the National Literacy Trust, a trustee for World Book Day and a founder patron of the Children’s Media Foundation. She has won numerous prizes for her books, including the Blue Peter Book Award and the Ruth Rendell Award for Championing Literacy. She grew up in London and on a small, uninhabited island off the west coast of Scotland and she now lives in Hammersmith with her husband, three children and a dog called Pigeon.

• Children's Laureate Chris Riddell could win record-breaking fourth Kate Greenaway Medal in 60th anniversary year
• Dieter Braun's Wild Animals of the North, shortlisted for the Kate Greenaway Medal, is first ever book in translation to feature on either shortlist
• Mal Peet's final novel Beck, co-authored by Meg Rosoff, could posthumously win the 80th anniversary Carnegie

ckg.org.uk / #CKG17 / #bestchildrensbooks

The shortlists for the 2017 CILIP Carnegie and Kate Greenaway Medals, the UK's oldest and most prestigious book awards for children and young people, have been revealed.

The Kate Greenaway Medal, which celebrates illustration in children's books, sees award-winning writer and illustrator Chris Riddell, the Children's Laureate, in the running to win an unprecedented fourth Kate Greenaway Medal just a year after his hat-trick in 2016. Riddell is joined by another potential record-breaker in the form of Dieter Braun's Wild Animals of the North. Originally published in German, this is the first ever translated title to make the Kate Greenaway shortlist following the Medals opening up to translated works in English in 2015. They are joined by former Kate Greenaway Medal winners Emily Gravett, William Grill and Jim Kay and first-time Kate Greenaway-shortlisted authors Francesca Sanna, Brian Selznick and Lane Smith.

The Carnegie Medal, which celebrates outstanding writing for children and young people, sees a range of YA and Middle Grade books make the shortlist. Mal Peet's final novel Beck, co-authored by Meg Rosoff, could be the second book to win the Medal posthumously, following Siobhan Dowd's Bog Child in 2009. Peet and Rosoff are joined on the list by fellow former Carnegie Medal winners Frank Cottrell Boyce and Philip Reeve, previously shortlisted author Ruta Sepetys, debut authors Lauren Wolk and Bonnie-Sue Hitchcock and first-time Carnegie-shortlisted authors Zana Fraillon, Glenda Millard and Lauren Wolk.

The 2017 shortlists are:

The CILIP Carnegie Medal 2017 shortlist (alphabetically by author surname):

• Sputnik's Guide to Life on Earth by Frank Cottrell Boyce (Pan Macmillan)
• The Bone Sparrow by Zana Fraillon (Orion Children's Books)
• The Smell of Other People's Houses by Bonnie-Sue Hitchcock (Faber & Faber)
• The Stars at Oktober Bend by Glenda Millard (Old Barn Books)
• Railhead by Philip Reeve (Oxford University Press)
• Beck by Mal Peet with Meg Rosoff (Walker Books)
• Salt to the Sea by Ruta Sepetys (Puffin)
• Wolf Hollow by Lauren Wolk (Corgi)

The CILIP Kate Greenaway Medal 2017 shortlist (alphabetically by illustrator surname):

• Wild Animals of the North illustrated and written by Dieter Braun (Flying Eye Books)
• TIDY illustrated and written by Emily Gravett (Two Hoots)
• The Wolves of Currumpaw illustrated and written by William Grill (Flying Eye Books)
• Harry Potter and the Philosopher's Stone illustrated by Jim Kay, written by J.K. Rowling (Bloomsbury)
• A Great Big Cuddle illustrated by Chris Riddell and written by Michael Rosen (Walker Books)
• The Journey illustrated and written by Francesca Sanna (Flying Eye Books)
• The Marvels illustrated and written by Brian Selznick (Scholastic)
• There is a Tribe of Kids illustrated and written by Lane Smith (Two Hoots)

Tricia Adams, Chair of the CILIP Carnegie and Kate Greenaway Medals judging panel for 2017, said: "Both of these shortlists celebrate the wonderful talent on offer, from established names to debut authors and illustrators making a real impact with their first books. Questions of identity, friendship and responsibility, both to others and to the natural world, are key themes this year. It is also hugely heartening to see our shortlisted writers and illustrators tackling potentially difficult and big ideas whilst introducing them to younger readers in a wide range of page-turning yet different ways."

Kate Arnold, President of CILIP, said: "From stories set in futuristic fantasy worlds to the Second World War, from modern day refugee camps in Australia to Depression-era America, both shortlists celebrate the huge imagination of some of the finest storytellers and artists today. There are journeys to be made, friendships to discover, characters to fall in love with and worlds to truly immerse oneself in."

On Kate Greenaway shortlist, Chris Riddell's creative use of vignettes in A Great Big Cuddle celebrates what it means to be young, while Emily Gravett's Tidy contrasts forest colours with monochrome to highlight the difference between the natural world and an artificial one. Debut illustrator Francesca Sanna's The Journey uses clever repetition of tones and colours to emphasise the book's key themes of travel and migration, whilst Brian Selznick's immersive storytelling in The Marvels is brought to life through detailed illustrations and near-cinematic close-ups, zooms and panning. A highly-stylised geometrical line and varied layouts bring Dieter Braun's encyclopaedia of beasts Wild Animals of the North, to life whilst previous Greenaway Medal winner William Grill uses sweeping pencil strokes to depict the wolves and wildernesses of New Mexico in The Wolves of Currumpaw. Fellow previous Greenaway Medal winner Jim Kay vividly reveals the world of muggles and magic in Harry Potter and the Philosopher's Stone. Finally, Lane Smith uses scale, size and muted earth tones to create movement in his adventure through the natural world, There is a Tribe of Kids.

In a Carnegie Medal shortlist dominated by novels of identity, friendship, love and survival, debut children's author Lauren Wolk's Wolf Hollow - a US-set coming-of-age tale of a young girl's experience of bullying, survival and friendship in a small town in the 1940s - vies with previous Carnegie Medal winner Philip Reeve's intergalactic fantasy thriller Railhead, where hi-tech trains transport passengers between planets and galaxies in a mere moment. Both face tough competition from previous Carnegie winners Mal Peet and Meg Rosoff in Beck, Peet's final novel finished by Rosoff, a sweeping coming-of-age epic about a mixed race boy transported to North America in the 1900s. Journalist-turned-debut-author Bonnie-Sue Hitchcock's The Smell of Other People's Houses - inspired by her own experiences of growing up in Alaska in the Seventies - is joined on the eight strong shortlist by Zana Fraillon's The Bone Sparrow a story of unexpected friendship in the tough world of an internment camp in Australia and Glenda Millard's tale of survival and redemption through friendship, love and the power of poetry, The Stars at Oktober Bend. Previous Medal winner Frank Cottrell Boyce's Sputnik's Guide to Life on Earth about family, fostering, the power of friendship and how a boy called Prez regains his voice, and Ruta Sepetys's Salt to the Sea, a WW2-set story of refugees and survivors inspired by a real life naval disaster, complete the Carnegie shortlist for 2017.

The CILIP Carnegie and Kate Greenaway Medals are the oldest children's book awards in the UK, with the first winners announced in 1936 and 1956 respectively. The titles on the shortlists are selected from nominations for their literary and artistic merit and are contenders for the highest accolades in children's literature, with previous winners including legendary talents Arthur Ransome, C.S Lewis and Mary Norton for the Carnegie Medal and illustrators Quentin Blake, Shirley Hughes and Raymond Briggs for the Kate Greenaway Medal.

The winners for both the CILIP Carnegie Medal and the CILIP Kate Greenaway Medal will be announced on Monday 19th June at a lunchtime ceremony at RIBA in central London.

The winners will each receive £500 worth of books to donate to their local library, a specially commissioned golden medal and £5,000 each from the Colin Mears Award. At the ceremony in June, one title from each shortlist will also be named the recipient of the Amnesty CILIP Honour, awarded to books that most distinctively illuminate, upholds or celebrate freedoms. The Honour aims to increase awareness of how great children's books encourage empathy and broaden horizons. Today's CILIP Carnegie and Kate Greenaway Medals shortlists were announced at a celebratory event at Amnesty International in London.

NOTES TO EDITORS

For further information or interview requests, please contact Riot Communications:

Katy MacMillan-Scott: katy@riotcommunications.com / 020 3174 0118

Liz Hyder: liz@riotcommunications.com / 07939 372 865

About the CILIP Carnegie Medal

The Carnegie Medal, awarded annually to the writer of an outstanding book for children, was established in 1936 in memory of the Scottish-born philanthropist, Andrew Carnegie (1835-1919). A self-made industrialist who made his fortune in steel in the USA, Carnegie's experience of using a library as a child led him to resolve that "If ever wealth came to me that it should be used to establish free libraries." He set up more than 2,800 libraries across the English speaking world and by the time of his death over half the library authorities in Great Britain had Carnegie libraries.

The full list of past winners of the CILIP Carnegie and Kate Greenaway Medals can be found here: http://www.carnegiegreenaway.org.uk/archive-full-list.php

About the CILIP Kate Greenaway Medal

The Kate Greenaway Medal was established in 1955 for distinguished illustration in a book for children. Named after the popular nineteenth century artist, known for her beautiful children's illustrations and designs, the CILIP Kate Greenaway Medal is awarded annually for an outstanding book in terms of illustration for children and young people.

About the Awards Shadowing Scheme

Each year thousands of reading groups in schools and libraries in the UK and overseas get involved in the Awards, with children and young people 'shadowing' the judging process. They read, discuss and review the books on the shortlists and get involved in reading related activity in groups and online. Free shadowing educational resources include visual literacy teaching notes, talking points, human rights teaching notes, activity ideas and video interviews with the shortlisted authors and illustrators. Shadowing groups are encouraged to publish their own creative response to the books including reviews, blogs, and videos.

About the Chartered Institute of Library and Information Professionals (CILIP)

CILIP is the leading professional body for librarians, information specialists and knowledge managers. CILIP's vision is a fair and economically prosperous society underpinned by literacy, access to information and the transfer of knowledge. CILIP is a registered charity, no. 313014. The Youth Libraries Group (YLG) of CILIP works in a 'pressure group' role to preserve and influence the provision of quality literature and library services for children and young people, both in public libraries and school library services.

The CILIP Carnegie and Kate Greenaway Medals are awarded annually for outstanding writing and illustration in books for children and young people, based on the published criteria. CILIP recommend that readers be guided as to the age suitability of each book. CILIP announced in March 2017 that it will launch plans for its Equality and Diversity Action Plan in summer 2017, which will include a review of the CILIP Carnegie and Kate Greenaway Medals during the 2018 cycle. The aim is to ensure diversity, equality and inclusion is embedded into its work. The review will be open, transparent and accountable and will proactively seek views and contributions from the widest possible range of stakeholders. www.ckg.org.uk

About Amnesty International and the Amnesty CILIP Honour

Amnesty International is the world's leading human rights organisation with over 7 million supporters worldwide. It was awarded the Nobel peace prize in 1977. The Amnesty CILIP Honour was introduced in 2016, to commend human rights in children's literature. One book is selected from each of the CILIP Carnegie and Kate Greenaway Medal shortlists, chosen because it most distinctively illuminates, upholds or celebrates freedoms. The inaugural Amnesty CILIP Honours were awarded in 2016 to Robin Talley for Lies We Tell Ourselves (CILIP Carnegie Medal shortlist) and Ross Collins for There's a Bear on My Chair (CILIP Kate Greenaway Medal shortlist). The judges for the 2017 Amnesty CILIP honour are: Amy Leon, Ross Collins, Sita Brahmachari, Bali Rai, Jack Mapanje, Manya Benenson, Louise Johns-Shepherd, Nicky Parker, Dan Jones and Rowena Seabrook.

This post is part of a series of blogs we are publishing about the role of libraries in times of crisis. Other blogs in the series include The role of libraries in times of crisis and Welcoming Refugees to the UK (and to Libraries).

Bullying - for all kinds of reasons – is rife in society, and in schools: the 2014 research from respectme, Bullying in Scotland 2014, for example, reports that:

• "30% of children surveyed reported that they had been bullied in the last school year. Of these, 60% happened offline, 21% happened  both on and off line and 19% took place online only;
• 92% of the children and young people reporting bullying said they knew the person bullying them (92% for offline bulling and 91% for online bullying)."

However, a major target for bullying is people who identify as (or are assumed to be) queer [1], and this is the focus for this blogpost.

Bullying of children and young people who identify as (or are assumed to be) queer

Research with young queer people reveals alarmingly high rates of homophobic, biphobic and transphobic bullying. The Youth Chances survey[2] found that 74% of young queer people had experienced name-calling, 45% had experienced harassment or threats and 23% had suffered physical assault. One respondent commented:

"In year 11, before I had come to terms with things myself, I was tricked into coming out to someone and was severely bullied, it meant that I had lots of time off school and avoided contact with other students at breaks, including eating my lunch in the toilets on my own for fear of being verbally abused by fellow students. I gave up at school at this point. I did well on my GCSEs but never fulfilled my full potential because I hated every minute of being there." (Gay man from London, 22, METRO Youth Chances, 2014, p.8)

Ofsted inspections consider levels of prejudice-based and discriminatory bullying, and schools are required to provide records of instances of homophobic bullying. A "what works" report from the Government Equalities Office published in 2014 suggested four broad approaches to tackling homophobic, biphobic and transphobic bullying:

• “Preventative or proactive approaches focusing on tackling homophobic, biphobic and transphobic (HBT) bullying within the whole curriculum and within the wider community. 
• Interactive, discursive and reflexive teaching by teachers or external providers that stood alone or was part of a wider ‘whole school’ approach. 
• Playground or school life approaches aimed at addressing HBT bullying language or behaviour where and as it happened in or around the school. 
• Reactive and supportive approaches focused on dealing with bullying after it had happened. Either through: 
  • Recording of incidents, sanctions for the perpetrator and restorative justice after the event. 
  • Supporting pupils who have been bullied and signposting young people questioning their sexual orientation or gender-identity to other resources where such support was beyond the expertise of ordinary teaching staff.” (p.18) 

Introduction to Anti-Bullying Week

Anti-bullying week 2015 runs from 16-20 November. 

It is organised by the Anti-Bullying Alliance, in conjunction with a range of other organisations, such as BullyingUK, Actionwork, and Stonewall who are using their No Bystanders campaign (also via Twitter) to highlight how we should all get involved to stop bullying.

The key aims of the week are:

• To empower children and young people to make a noise about bullying – whether it is happening to them or to someone else, face to face or online;
• To help parents and carers have conversations with their children about bullying – both as a way of preventing bullying, and to help children who are worried about bullying;
• To encourage ‘talking schools’ where all children and young people are given a safe space to discuss bullying and other issues that affect their lives, and are supported to report all forms of bullying;
• To equip teachers to respond effectively when children tell them they’re being bullied; and
• To raise awareness of the impact of bullying on children’s lives if they don’t tell anyone it’s happening – or if they are not given appropriate support – with a focus on the impact on mental health.

So what can libraries do? 

A ‘whole-school’ approach must include the library, and there are a number of areas in which libraries are particularly well-placed to contribute, as we discuss below.

"Schools need to provide safe and secure environments where students are able to explore issues of sexuality and gender identity without fear of reprisals. Teenagers have enough pressures on them today without the added stress that being queer can bring and in a bullying, homophobic environment they are unlikely to learn, achieve or develop their full potential. A whole-school approach is needed with strong anti-bullying and anti-homophobia policies, as well as support strategies. The school library has an enormous role to play in this agenda by providing a safe space and a wide range of accessible resources, both of which need to be openly promoted." Barbara Band - Immediate Past President of CILIP and Head of Library & Resources, The Emmbrook School, Berkshire

John has written elsewhere  about how badly he was bullied at school, and the respite from this that the school library offered, thanks to a sympathetic teacher-librarian – this is a really significant area of provision, but one that is frequently overlooked. Public libraries can also work to create a more inclusive and welcoming environment for young queer people.

However, the research evidence suggests that school and public library provision for young queer people has historically been poor (Bridge, 2010; Chapman, 2013; Chapman and Wright, 2008; Walker, 2013). Many young people do not even consider looking for resources in the school library, either through fear or through an assumption that the library will not have anything useful (Walker, 2013)

We recently ran a workshop at the YLG/CDEG Conference in Glasgow together, “LGBTQIA* library provision for children & young people”, where the participants identified key barriers to providing library & information services for children and young people who identify as queer. These included:

• Staff attitudes
• Parents’ attitudes
• Behaviour/language that goes unchallenged
• Lack of visibility of queer library materials
• If you identify as non-gender-conforming, how would you find our services?

We need to work hard to overcome these barriers. Here, we offer some suggestions on how school and public libraries can contribute to challenging homophobic, biphobic and transphobic bullying, and creating a more welcoming and inclusive environment.

• Display posters and other information material to create a welcome for queer young people – posters such as Stonewall’s “Get over it!” series, those available from BullyingUK for Anti-Bullying Week, Northern Ireland’s “End Bullying Now!”, leaflets & posters from the Welsh Government, and, as noted above, resources from Scotland’s respectme. 
• School and public libraries often provide a safe space for queer young people, even if we never realise it (Bridge, 2010; Walker, 2013). This can be further developed by putting up a ‘safe space’ sign and ensuring that any homophobic, biphobic and transphobic behaviour or language is challenged and dealt with.
• The Government Equalities Office report, discussed above, recommends signposting young people to appropriate websites or local support groups (p.65). This is an obvious role for the library! At the end of this blog post, we have provided a (non-exhaustive) list of websites and organisations that may be useful to young people; however, you will also wish to seek out local groups that can provide face-to-face support and community.
• Online communities and information can be a lifeline for young queer people. With this in mind, it is important to ensure that internet filters do not block access to LGBTQ* websites. Unfortunately, filtering software (particularly keyword filtering) often blocks access to legitimate and important information sources, while failing to block those considered undesirable.
• We also need to make sure that we source, purchase, display and signpost materials to support queer children and young people and their families. The Government Equalities Office recommends that this should include appropriate “self-help” materials for young queer people who are being bullied or who want to explore their own sexuality or gender identity (p.65). However, young queer people also have many other information needs, including fiction that reflects their lives; sexual health information; political information; queer history; and queer community information (Walker, 2013; Bridge, 2010). Displays of these materials send a positive message and help to ‘usualise’ queer people and issues, as well as helping young people to find the materials.
• There is more about this – and recommended lists of titles – available in Liz’s previous blogpost, “Improving LGBTQ* provision in your library: why and how to do it”. 
• Remember that young people may not always wish to ask a librarian for information relating to being queer. Resources, whether online or in hard copy, should be easy to find without having to ask a staff member for help.
• Research shows that homophobic bullying often starts from a very young age. Many LGBTQ* people become aware of their sexuality or gender identity before they reach the teenage years, and an increasing number of children are growing up in families with LGBTQ* parents. Thus, it is essential for primary schools as well as secondary schools to provide positive images of LGBTQ* people and families.
• School libraries could also have a role to play in helping teachers – who may not necessarily be aware of queer issues – to find resources to use in making their lessons more inclusive.

For young people, being bullied is one of the severest crises they face. By intervening, as we have suggested here, libraries can again demonstrate their key role in times of crisis, offering information, support, a place to be welcome and to be oneself, and a place of safety. 

Useful websites and organisations – for young people

• Gendered Intelligence
• Stonewall
• Mermaids
• Queer Youth Forum
• LGBT Youth Scotland
• LGBT Foundation
• The Proud Trust
• Albert Kennedy Trust
• Educate & Celebrate - Youth Networks
• LGBT Helpline Scotland
• Switchboard (takes calls from across the UK)
• It Gets Better Project (The Project's mission is to communicate to bullied LGBTQ* youth that it gets better, and to create and inspire the changes needed to make it better for them. The worldwide movement has inspired more than 50,000 user-created videos, viewed more than 50 million times).

Useful websites and organisations – for teachers and librarians

• EACH
• Educate & Celebrate - resources
• Inclusion for All
• No Outsiders” Project [‘frozen’ website]
• Stonewall “Education for All” education resources
• Schools OUT. They also coordinate/are involved in:
  • The Classroom “…an accessible space for teachers to locate a range of resources to make Lesbian Gay Bisexual Trans people visible in education.”
  • LGBT History Month
• The Network

Further reading – for teachers and librarians

Sally Bridge (2010). No place on the shelves? Are Northern Ireland's school libraries addressing the information needs of their lesbian, gay, bisexual and transgendered students? Aberystwyth: Aberystwyth University.

Elizabeth L Chapman (2013) “No more controversial than a gardening display? Provision of LGBT-related fiction to children and young people in UK public libraries.” Library Trends, 61(3), 542-568.

Elizabeth L Chapman and Caroline Wright(2008) “Provision of lesbian, gay, bisexual and trans materials for young people in UK public and secondary school libraries.” In Sarah McNicol (ed.) Forbidden Fruit: the censorship of literature and information for young people. Boca Raton, Florida, BrownWalker Press.

Renée DePalma andElizabeth Atkinson (eds) (2008) Invisible boundaries: addressing sexualities equality in children’s worlds. Stoke-on-Trent: Trentham Books.

Renée DePalma andElizabeth Atkinson (eds) (2009) Interrogating heteronormativity in primary schools: The No Outsiders Project. Stoke-on-Trent: Trentham Books.

April Guasp (2012) The school report: the experiences of gay young people in Britain’s schools in 2012. London: Stonewall.

April Guasp, Gavin Ellison and Tasha Satara (2014) The teachers’ report: homophobic bullying in Britain’s schools in 2014. London: Stonewall.

LGBT Youth Scotland (2012) Life in Scotland for LGBT young people - education report.

METRO Youth Chances. (2014). Youth Chances summary of first findings: the experiences of LGBTQ young people in England.

National Union of Teachers (2014) Breaking the mould: gender stereotypes

No Outsiders Project Team (2010) Undoing homophobia in primary schools. Stoke-on-Trent: Trentham Books.

Sue Sanders andArthur Sullivan (2014) “The long shadow of Section 28 – the continuing need to challenge homophobia.” Race Equality Teaching, 32 (2), 41-45.

John Vincent (2014) LGBT People and the UK Cultural Sector: the response of libraries, museums, archives and heritage since 1950. Farnham: Ashgate.

Janine Walker (2013) Secondary school library services for lesbian, gay, bisexual and trans (LGBT) students. Sheffield: University of Sheffield.

Janine Walker and Jo Bates (2015) Developments in LGBT provision in secondary school library services since the abolition of Section 28. Journal of Librarianship and Information Science. OA version available here. 

References

1. We're using the term “queer” here, partly as shorthand, and partly to include anyone who identifies as lesbian, gay, bisexual, trans*, questioning, intersex, asexual, non-binary.
2. The YouthChances survey gathered data from over 7,000 young people aged 16-25 in England, which makes it the largest and most representative research of its kind to date.  
3. In LGBT people and the UK cultural sector: the response of libraries, museums, archives and heritage since 1950 (Ashgate, 2014), John writes: “Secondary school was mostly a nightmare. This was primarily because I was bullied and then ostracised – boys in my year recognised that I was gay even before I fully had … (or a ‘poof’ as they termed it on the blackboard) …” (ppix-x).

Image source: Anti-bullying Alliance / image placed on blue background

About the authors

John Vincent has worked in the public sector since the 1960s, primarily for Hertfordshire, Lambeth and Enfield library services.

Elizabeth L. Chapman (Liz) has just completed her PhD on the provision of LGBTQ* fiction to children and young people in public libraries at theInformation School, University of Sheffield.

When you see the word “coding”, what is the first thing you think of? I’m willing to bet libraries are not top of that list -- here at Code Club we’d really like to change that. 

Code Club is a nationwide network of free volunteer-led after-school coding clubs for children aged 9-11. Our clubs are all across the UK, from Aberdeen to Cornwall, and give young people the chance to make animations, games and websites, and to learn new skills in a fun and creative environment. 

Many clubs run in primary schools, before the school day or after classes, and we also have a growing set of clubs running in community venues including libraries. These clubs are a wonderful opportunity for children who attend schools without Code Clubs to come together with other young people from the local area and learn to code, and to develop digital skills in the local community.

Sarah Coulson, Children and Families Team Librarian at Nottingham City Libraries, is enthusiastic about the benefits of running a Code Club. There are 3 clubs currently running in Nottingham community libraries, and they are also hosting an open Code Club morning at Nottingham Central Library as part of British Science Week.

“Nottingham City Libraries support digital literacy to enable access and support to lifelong learning. Code Clubs have been really successful, receiving lots of community interest from children and adults. For some we have met a need to learn more about coding as an extra-curricular activity that addresses the new ICT curriculum, for others it is a collaborative space to learn and share skills.  For all Code Club is a fun weekly group they all look forward to coming back to.”

So, how does it work?

We have developed over 50 hour-long projects for the children in our clubs to work through. These start with Scratch, which is a drag-and-drop visual programming language. Scratch can be used for free either as a download or in-browser, and is a great entry-point to coding. The projects then progress through to making websites with HTML & CSS, and then finally on to more games with the programming language Python. 

A volunteer with tech know-how (or someone interested in gaining a little) leads the club and  helps children work through any difficulties. A representative from the library, school or other venue is also always present, to support the volunteer and the children in the club. 

To get started with our Scratch projects, venues will need: 

1. A volunteer and a venue representative to run the club
2. Computers or laptops for the club participants
3. Access to the internet or a download of the Scratch Offline Editor
4. Printed copies of the projects for the children to use

That’s it! A big screen or projector for the volunteer to show things to the whole group can be useful, but you don’t need anything more than this for a really successful club.

All Code Club volunteers must have an Enhanced DBS check and be covered by an appropriate public liability insurance. (We recommend that volunteers sign up the STEM Ambassador scheme, which provides both of these things and a lot of other awesome opportunities too.) Venues need to review these documents and ensure they are happy to get started with their volunteer. The Code Club support team will also review the documents; when they have been approved, the club will be activated and can begin.

Sounds great! How do we get started?

If you’re interested in hosting a Code Club and finding a volunteer it’s really easy to get started. Head on over to our site, where you can find out more information and register as a venue looking for a Code Club volunteer.

We also have a poster template you can use to try and find a volunteer from amongst your visitors, which regularly helps venues find wonderful local volunteers.

Code Club also has a support team looking after volunteers and venues in the UK, and we’re always delighted to help people get set-up -- just drop us a line at support@codeclub.org.uk.

Libraries are vital hubs which draw communities together, and make wonderful venues for Code Clubs. Let’s get coding together!

Image source: Photo courtesy of Chocolate Films Ltd.

When Toni Slee took on the library at Farnborough Academy, it was just a room where children were sent to languish when they skipped PE, housing out-of-date book stock. Toni turned this around with the help of a Foyle Foundation grant, and now the library is a place where reading is the norm and students squeal with delight over new books.

School libraries are not statutory, so library provision within each school is entirely down to the head teacher. A change in management, and therefore vision, can have school librarians quaking in their boots. That’s if the school has a librarian. Or a library.

The Foyle Foundation recognises that not all school -libraries are equal, and has set up the School Libraries Programme to help schools plug the gap.

They offer schools the chance to apply for a grant of anything between £1,000 and £10,000. Schools must demonstrate that they are in need of investment and that any assistance given can be sustained through commitment to developing the library.

Priority is given to funding the purchase of library books rather than text books but that they will consider funding other items which would help with the development of a library, such as IT equipment and furniture, but will not fund salaries.

I heard about the Foyle Foundation School Library Programme through the School Librarians’ Network, and thought our school library would fit the criteria. 

Books nearly as old as the school itself

When I took over the library at Farnborough Academy in 2012, it was a room full of books rather than a functioning library and too many of them were nearly as old as the school itself (built in 1954).

As I started compiling my application, I started a mass cull of books: beauty books from 1984; ‘current’ affairs books from the 1970s; and computing books that made the BBC Acorn computers look like cutting edge technology! In no way did they support the curriculum or the interests of the children in the school. 

Low expectations

Until my arrival, the library was just a room to hang out in on rainy days or somewhere to put the kids that had forgotten their PE kit. 

Very few books were issued and the ones that were borrowed were through a couple of enthusiastic English teachers, who insisted their classes come to the library on a regular basis. Otherwise, the collection was so uninspiring that I could completely understand why it was underused.

The library had been in this way for so long that staff didn’t really expect much more from it and it was difficult to convince management that a cash injection was worthwhile, so I decided to apply to the Foyle Foundation for help.

Building the background information

The process is worth taking time over. With only around 1 in 4 applications granted an award, it is competitive. The application is quite detailed so it is necessary to really think about why you are applying, exactly what you need from the grant and what you will do with it.

You also really need to show that there is no way the school can provide the level of funding you need to bring your library up to scratch. Background information about the school is needed, including information about the number of children on free school meals (FSM), the percentage of pupils with Special Educational Needs (SEN), and the levels of deprivation in the area.

This is where it really is necessary to talk to the person in charge of data so you have an accurate picture of the background information needed. I found this a useful exercise in understanding the demographics of the school and also of the community and I used the Office of National Statistics website to gather an accurate picture of the community.

Low literacy levels and deprivation

Deprivation was one of the strongest arguments in my application. Our school has a particularly high percentage of pupils on Free School Meals (FSM) and pupils with Special Educational Needs (SEN) – both more than 40 per cent. Levels of attainment are low, and some parts of the catchment area are amongst the top 20 per cent of deprived areas in the UK.

Literacy is a real problem and this impacts on attainment, which was below the government’s expectations of a minimum of 40 per cent of pupils attaining five A*-C GCSE grades. I felt that by overhauling the collection, I would be able to encourage reading more easily and this was another strong thread of my application.

By throwing out outdated books and replacing them with up-to-date reading books and books that supported the curriculum, I felt the library would be able to support literacy throughout the school and, in turn, aid attainment.

On this basis, I applied for the full £10,000. The budget I submitted with my application asked for 1,250 books (fiction mainly, but also non-fiction) and 40 audiobooks. I felt this would allow me to update the stock and spark an interest in reading for all pupils but also to support the work teachers do in class. This budget would also allow me to replenish most of the 2,000 books I had discarded.

Book shopping from scratch

I applied in June, and in September I received confirmation that our school’s application was successful.

After collecting topic lists from all faculties, I went shopping. I did it in several stages – £10k is actually pretty tough to spend when you’re trying to overhaul a whole collection!

I went to Peters Booksellers in Birmingham with the head of the Learning Support Unit to spend the bulk of it. She bought books for the SEN cohort and I bought books to support the curriculum. I then bought the bulk of fiction through their online Petranet service, but I also bought from various other places online and in person.

Unpublished titles that I thought might be popular were pre-ordered to arrive throughout the academic year so there was a constant flow of fresh stock arriving in the library.

What impact has the grant had?

The impact of the grant is undisputed. I don’t like to judge a library by its issue numbers but I think I have to mention it. The year before I arrived (2011-12), fewer than 1,500 books were issued in the school, with around 800 pupils on roll. In my first year around 2,500 were issued. This year around 4,500 books have been issued. Having a well-stocked and up-to-date library makes such a difference. 

We have the most up-to-date Tom Gates and Mortal Instruments books, which the pupils love. When the latest Mortal Instruments instalment came out, we had it from its publication date.

A year 10 pupil was in having a moan about how she had reserved it at the local library but they didn’t have it yet. When I said ‘Is this what you’re looking for?’ and pulled the book out (which had only arrived that morning), she was squealing so loudly that everyone was asking what was wrong! 

Now reading is the norm

The constant flow of new books has brought new pupils into the library and now reading is the norm within the library and throughout the school.

In an area where there is nowhere to buy books and many of the children don’t have books at home, having an up-to-date library at school is an asset in encouraging pupils to read. During any break or lunchtime in the library, you will find pupils reading and discussing books.

Pupils are starting to recommend books to other pupils, and I’ve started building a reservations lists for the first time ever. Pupils borrow books for their parents to read and to read to their younger siblings, which I view as wholly positive and it is something I’d like to build on in the future.

The right stock to support study

Most faculties are also using the collection more, either by bringing classes in for research sessions or by ordering a book box to use in class. Having the right stock to support the study needs of the school makes such a difference. Staff are also reading more books from the library.

With an improved collection, I feel like I am in a better position to recommend books to them in the hope that they will enjoy the book then recommend it to their pupils.

School recognition

The grant has undoubtedly given the library a boost and the school has recognised this. The book budget for the library has been tripled and I now have an assistant so I can work more closely with faculties to support research and reading for pleasure using the collection we now have.

It is impossible to show how this grant has impacted on attainment so soon after spending it, but the profile of the library and reading is rising and this has been recognised throughout the school.

Building on the investment

The Foyle Foundation wants to know that the money it provides to invest in the library can provide a service which can be sustained. It awarded 10 £10k grants in 2013, with Farnborough Academy being one of them, and 119 awards totalling £621,150 throughout the course of that year.

Of course, it’s not just the financial investment in the library that has made a difference. I have worked hard to make sure the books we have bought have been used by constantly advocating the -library and its resources. I feel I can confidently say that with a dedicated librarian to concentrate on buying the stock and promoting it, we have fulfilled the aims and objectives of the Foyle Foundation’s School Library Programme.

The library now feels like a library rather than a place to hang out – a place for reading and research. My advice for any applicants would be to really think about how you could use the grant to support the literacy, teaching and learning needs of the school and how you can get the most out of the money you are applying for.

Having £10,000 has been wonderful, but it is only a starting point. There is still a long way to go to build on that investment. 

Do you work in a school library? What do you feel is key to engaging pupils? Let us know in the comments below

The Chartered Institute of Library & Information Professionals are pleased to announce that Browns Books for Students will be the official book supplier for CILIP Carnegie & Kate Greenaway Medals Shadowing scheme from 2014.

Each year over 90,000 children in over 4,700 reading groups ‘shadow’ the country’s oldest and most prestigious children’s book awards. In libraries and classrooms across the country and overseas they follow the awards judging process. Young people engage with outstanding writing and illustration by writing reviews, uploading videos, discussing the books and deciding who they think should win. In 2013 over 16,700 book reviews were posted on the website.

Browns Books for Students have been selected to be the official book supplier for the next three years following a competitive tender process. They will provide shadowing groups with a 20% discount on the shortlisted books and one year’s free subscription to their eBook platform, VLeBooks. Additionally, shadowing groups can get a further 20% credit on the net value of shortlist orders to spend on eBooks.

Yvette Stafford, Managing Director of Browns Books for Students, commented “We are committed to encouraging reading for pleasure, supporting schools and libraries in a challenging environment and we are absolutely delighted to be the sole official supplier and to sponsor this most prestigious children’s book awards.  Working with CILIP, we hope to gain more readers and develop a love of books from an early age.”

Annie Mauger, Chief Executive of CILIP, said “I’m absolutely delighted that Browns Books will be the official book supplier for the shadowing scheme. They offer shadowing groups a welcome discount to help their budgets stretch further and access to a range of ebooks, to help get more young people reading more – no matter what format the book is in.”

Media contacts:

Mark Taylor, Director of External Relations, CILIP
Email: mark.taylor@cilip.org.uk
Tel: 020 7255 0654
Mobile: 07792 635 305

Nic Hales, Marketing Manager, Browns Books for Students
Email: Nic.hales@brownsbfs.co.uk
Tel: 01482 384660

Notes to Editors:

1. Browns Books for Students

Browns Books for Students (BBfS) was established in 1982 and its head office is in Hull. It is the leading supplier of books and ebooks to primary schools, secondary schools and FE colleges in the UK, as well as providing services for international schools worldwide. BBfS provide a full suite of library servicing enabling librarians, bursars and teachers to access a single source of book supply.

BBfS provides next-day delivery of all books currently in print, comprising over 800,000 stock-listed titles from over 4,000 publishers; and is a leader in the provision of eBook resources with the launch in 2012 of its platform VLeBooks, which contains over 240,000 titles from 3,200 UK & European publishers.

Browns Books for Students is part of The Little Group, which includes Askews and Holts Library Services and Gardners Books Limited.

Visit www.brownsbfs.co.uk for more information about placing advance orders for the short-listed titles in the CILIP Carnegie and Kate Greenaway Awards. 

Email enquiries@brownsbfs.co.uk

Telephone Customer Care Department (0)1482 384660; Fax. (0)1482 384677

2. CILIP Carnegie & Kate Greenaway Children’s Book Awards and the Shadowing Scheme

The CILIP Carnegie Medal is awarded annually for a work of outstanding fiction for young people. Its sister award, the CILIP Kate Greenaway Medal is awarded annually for an outstanding work of illustration for young people. The medals are judged by a panel of children’s librarians from CILIP’s Youth Libraries Group (YLG) who select the shortlists and winning titles, frequently spotting fresh talent ahead of the rest. Members of the panel combine an in-depth knowledge of books with daily experience of working and reading with young people.

The shadowing scheme began formally in 1994 and was soon recognised as an exciting way to engage young people nationally with books, broadening their reading for fun outside the prescriptive norms of the curriculum. Shadowing introduces children to top quality fiction and illustration, to new writers, illustrators and genres, and encourages breadth and depth of reading. The shortlisted books fire their imagination and help develop literacy and critical skills.

Visit www.ckg.org.uk for more information about the award or www.ckg.org.uk/shadowing to register a new shadowing group for free.

3. CILIP: the Chartered Institute of Library and Information Professionals is the leading professional body for librarians, information specialists and knowledge managers. CILIP’s vision is a fair and economically prosperous society underpinned by literacy, access to information and the transfer of knowledge. CILIP is a registered charity, no. 313014. More information at www.cilip.org.uk