• Four past winners looking to repeat their triumph
• In their 50^th anniversary year a quarter of the shortlisted titles are from Andersen Press 
• Fellow independents Nosy Crow and Walker shortlisted in three categories
• A strong showing from Scottish and Irish authors 
• @The_UKLA  #UKLA26  #teachersbookawards 

As the National Year of Reading gathers pace there can be no doubt that the shortlists published today, for the only national awards entirely judged by teachers, demonstrate how important it is to them that every child can be hooked into reading.  Across the four categories 85 teacher judges have been reading and debating the 20 books longlisted in their category and debating them in their small network groups since September.  These impassioned debates continued when all the groups came together in the University of Strathclyde, Glasgow, where the eventual winners will be announced at the UKLA International Conference on 3^rd July, Almost invariably the deciding factor was finding high-quality children’s books that can reflect all identities,  promote diversity and are ones that they can wholeheartedly recommend to every teacher who wants to inspire a passion for reading for pleasure in their school.

For Awards sponsor, Nikki Gamble, Director of Just Imagine and The Reading Journey, “The excellent UKLA Book Award shortlists demonstrate just how carefully the teacher panel considered the longlists. The choice was undoubtedly difficult, but the teacher judges have selected a collection of outstanding titles that will appeal to both children and teachers. In the classroom, these books have the power to transform learning experiences and delight readers. At a time when the narrative of a ‘crisis in reading’ is at the forefront, it is essential that teachers connect with children and young people’s interests and select the very best books to invite them into the reading world. The Reading Journey is proud to sponsor these awards. ”

Remarkably it was one particular publisher who seemed to know exactly what inspires passionate readers, with Andersen Press publishing an unprecedented 25% of the shortlisted titles. Publishing Director Charlie Shephard commented ‘In the National Year of Reading and during Andersen Press’s own 50th anniversary celebrations, we are thrilled and honoured to have received such wonderful recognition from the UKLA. That our books are so prized and respected by teachers on the front line of the reading crisis is an acknowledgement we are proud to have earned. We hope our books continue to inspire children and young people and help turn them into readers.’

For UKLA, giving classroom practitioners the opportunity to read high quality new children’s books is as important as finding an overall winner. Research carried out by members of UKLA (Cremin et al 2008) clearly demonstrated the links between teachers’ knowledge of children’s books and the likelihood of pupils reading for pleasure. Despite this evidence, teachers are seldom given time to read new books or the funding to purchase them when they do. Judge Liam Smaje emphasised the importance of a process where ‘the books are in the hands of children’ who can share these ‘ quality books and new authors’ and Emma Jackson praised the valuable experience of sharing discussions ‘with colleagues from a variety of sectors’. 

As Chris Lockwood, Awards Chair said, “Despite the difficulties of cancelled trains and inclement weather, our brilliant 2026 teacher judges and their group leaders made their way to the University of Strathclyde in Glasgow for our shortlisting meeting. I am always pleased to meet our teacher judges in person, and this year we were delighted to listen to their thoughtful, insightful and passionate views about the twenty books longlisted in each category. Their selections for the four shortlists reflect their classrooms and the enthusiasms of their students. In these teachers’ hands, children continue to love to read.”

Shortlist Details

3-6+

A Wild Walk to School. Written and illustrated by Rebecca Cobb (Macmillan)

Bothered by Bugs. Written and illustrated by Emily Gravett (Two Hoots)

Don’t Think of Tigers. Written and illustrated by Alex Latimer (Andersen Press)

Don’t Trust Fish. Written by Neil Sharpson and illustrated by Dan Santat (Andersen Press)

Once I was a Tree. Written by Eoin McLaughlin and illustrated by Guilherme Karsten (Nosy Crow)

The Search for Carmella. Written and illustrated by Chloe Savage (Walker Books)

7-10+

After. Written by Pádraig Kenny.(Walker Books)

Birdie. Written by J P Rose (Andersen Press)

Dragonborn. Written by Struan Murray (Puffin)

Dungeon Runners: Hero Trial. Written by Kieran Larwood and illustrated by Joe Todd-Stanton (Nosy Crow)

Evie and Maryam’s Family Tree. Written by Janeen Hayat (Guppy Books)

Reek. Written by Alastair Chisholm and illustrated by George Caltsoudas (Barrington Stoke)

11- 14+

Black Star. Written by Kwame Alexander (Andersen Press)

The Boy I Love. Written by William Hussey (Andersen Press)

The Line They Drew Through Us. Written by  Hiba Noor Khan (Andersen Press)

Twenty-Four Seconds From Now. Written by Jason Reynolds (Faber)

When the Bones Sing. Written by Ginny Myers Sain (Electric Monkey)

Wolf Siren. Written by Beth O’Brien (HarperCollins)

Information Books 3-14+

Choose Your Own Evolution. Written by Jules Howard and illustrated by Gordy Wright (Nosy Crow)

Frog. Written by Isabel Thomas and illustrated by Daniel Egnéus (Bloomsbury)

Graphic Novel Builder: The illustrated guide to making your own comics Written and illustrated by Edward Ross (Collins)

Me and My Hair. Written by Kimberley Kinloch and illustrated by Jessica Gibson and Sandra Becker Borree (Usborne)

The Endless Sea. Written by Chi Thai and illustrated by Linh Dao (Walker Books)

University of Cambridge: There’s No Such Thing as a Silly Question. Written by Mike Rampton and illustrated by Guilherme Karsten (Nosy Crow)

The post UKLA Book Awards Shortlist 2026 appeared first on UK Literacy Association.

Our shared statements draw on extensive classroom practice and research to set out a vision of what a world-class English curriculum should provide for every child and young person.

We argue that:

• Reading must be conceptualised as a cumulative, meaning-making discipline — extending beyond decoding to encompass vocabulary, knowledge, inference, interpretation, the evaluation of (mis-/dis-) information, and reading for pleasure.
• Writing should be recognised as a complex act of making meaning and social/civic participation, supported by explicit but non-reductive teaching of language, authentic texts and strong communities of writers.
• Drama should be embedded across primary and secondary phases, enriching comprehension, composition and cultural participation.
• Grammar must be taught as a resource for understanding and as a choice — strengthening metalinguistic awareness rather than promoting compliance-driven feature spotting.
• Media and multimodal texts should be integral to the curriculum, reflecting the forms of communication that shape contemporary life.
• Oracy should be foregrounded as a mode of thinking and participation in its own right.
• GCSE reform should prioritise authenticity, critical judgement, and purposeful communication over formulaic responses.

Across all phases, we advocate for progression, professional trust and an approach that recognises English as a socially situated, culturally responsive and intellectually ambitious subject.

Curriculum reform must enable all learners to become knowledgeable readers, thoughtful writers, confident speakers and critically engaged participants in society.

We urge policymakers to engage with the full Statements of Principle as the curriculum is rewritten, using them as a resource in the creation of a more empowering and equitable scheme of English education.

Read the full document below.

The post UKLA/NATE Statements of Principle appeared first on UK Literacy Association.

United Kingdom Literacy Association 
Voluntary (Unpaid) | Trustee Role 

Are you passionate about literacy, education, and making a meaningful difference? Do you have financial expertise you would like to use to support a national charity at a strategic level? The UK Literacy Association (UKLA) is seeking a committed Honorary Treasurer to join its Executive Committee. 

This is a rewarding voluntary trustee role, offering the opportunity to play a vital part in the governance and long-term sustainability of a respected UK charity. 

About the Role 

Working closely with the Director, President and administrative staff, the Honorary Treasurer provides strategic oversight of the Association’s financial affairs, ensuring robust governance, transparency, and compliance with charity and statutory requirements. 

Key Responsibilities 

As Honorary Treasurer, you will: 

• Act as custodian of the Association’s funds and serve as a signatory on the Association’s accounts 

• Oversee the receipt of subscriptions and other income 

• Propose, monitor, and help supervise budgets and business plans 

• Ensure payroll, pensions, insurance, and public liability arrangements are properly managed and compliant with statutory requirements 

• Work with the Association’s accountants to ensure end-of-year financial are completed 

• Work with the Director to ensure the Association’s annual return is submitted to the Charity Commission in the required format 

• Oversee the maintenance of appropriate records, including a register of Trustees in receipt of fees, and present this annually to the AGM 

• Ensure appropriate internal financial controls are in place, in line with statutory requirements and Charity Commission guidance 

Who We’re Looking For 

We are keen to hear from individuals who: 

• Have experience in finance, accounting, budgeting, or financial oversight 

• Are comfortable contributing at trustee and Executive Committee level 

• Have an interest in literacy, education, or the wider charitable sector, or a willingness to develop knowledge in this area 

• Can commit to monthly financial meetings, in addition to other trustee responsibilities 

Why Volunteer with UKLA? 

• Contribute to improving literacy outcomes and educational practice 

• Apply your professional skills for social impact 

• Gain experience of charity governance and leadership 

• Work collaboratively with a dedicated and supportive Executive Committee 

Equality, Diversity and Inclusion 

UKLA is committed to equality, diversity and inclusion and welcomes applications from people of all backgrounds. We particularly encourage applications from individuals who are currently underrepresented on charity boards, including people from minoritised ethnic communities, disabled people, and those from a range of professional and lived experiences. 

 To register your interest, please contact: secretary@ukla.org 

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For decades, Teresa has been a profoundly influential voice in literacy education. From her early work on building reading communities to her internationally recognised leadership in Reading for Pleasure, her scholarship has shaped the thinking and practice of teachers, researchers and policy makers alike. Her rigorous research, commitment to social justice, and intimate understanding of teaching environments have provided not only a base for her own work, but also a framework for the improvement of literacy teaching more widely. 

The Reading for Pleasure work that Teresa has led and inspired is estimated to have reached over two million children, supporting schools and teachers to create rich, inclusive and joyful reading cultures that place children’s choice, voice and wellbeing at their heart. 

Teresa continues to pioneer new research in this space, deepening understanding of Reading for Pleasure pedagogy across ages, phases and contexts. She actively champions meaningful connections between research, policy and classroom practice through award-winning knowledge exchange, notably through the OURfP team and the Centre for Literacy and Social Justice. Her work exemplifies how rigorous research can inform, and be informed by, professional practice. 

At the core of Teresa’s contribution lies an unwavering commitment to literacy teaching and a deep belief that all children deserve a rich, enabling and equitable literacy education. Although her work is widely recognised at the highest academic levels, she remains, at heart, a primary teacher — driven in every aspect of her work by a desire to improve children’s lives through literacy. 

Alongside her intellectual leadership, Teresa is widely known for her exceptional generosity and capacity to support others. She is deeply committed to collaboration, working with researchers across the globe, while also nurturing initial teacher education colleagues and students. Community within literacy teaching is something Teresa has also worked to grow, with the creation of 100+ UKLA/ OU Teachers’ Reading Groups, providing grassroots support and friendship to teachers across the country. Uplifting and championing others is central to all Teresa does. 

As former President and longstanding member of the UKLA, Teresa brings insight, commitment and inspiration to the literacy community, strengthening professional networks and championing reading for pleasure as a social, cultural and educational right. 

UKLA warmly congratulates Teresa on this richly deserved honour and celebrates her enduring contribution to literacy education, research and professional community. 

The post UKLA Celebrates Teresa Cremin CBE appeared first on UK Literacy Association.

As an association committed to advancing research-informed, equitable, and creative approaches to English teaching, we have put together a response to the Review. We provide commentary on each point of recommended change to the English Curriculum, relating it to our mission of improving the teaching of literacy. You can read our full response below.

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Liz was a person who dearly loved literacy, teaching, children, and gardening — passions that shaped both her professional and personal life. Her commitment to education and the joy of learning was evident in everything she did. Over more than 20 years of active involvement with UKLA, Liz served with distinction: first as a National Council member, then as Convener of the International Committee, and finally as a meticulous and devoted Honorary Secretary on the Executive Committee.

Her contributions to the Association were immeasurable. Liz brought clarity, care, and a quiet strength to every role she undertook. She was a tireless advocate for international collaboration and a steady hand in the governance of UKLA. Her support to both Debbie and me during our presidencies was immense — always thoughtful, always generous, always wise.

I had the privilege of sharing a school with Liz — St George’s Primary School in Wallasey — and it was profoundly meaningful to welcome her to Liverpool for our 60th International Conference. Few would have known the strength it took for her to be there, yet she listened, learned, contributed, and laughed with all of us. That was Liz: present, engaged, and deeply committed, even in the face of personal challenge.

Liz leaves behind a legacy of kindness, integrity, and service. She will be deeply missed by all who knew her, and fondly remembered for the grace and generosity she brought to our community. And Liz, we are certain Hattie will miss you but we will plant a hosta in your honour xxx

– Jo Tregenza, UKLA President

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The recent Oxford University Press (OUP) research (full report here) provides a timely snapshot of how young people are engaging with generative AI and what this means for literacy education. With eight in ten pupils using AI tools for schoolwork, yet fewer than half confident in identifying accurate information, the findings highlight an urgent need to strengthen critical literacy across all phases of education

The ability to question, interpret and evaluate digital texts has never been more vital. Generative AI creates fluent, plausible language that can obscure bias, stereotype or misinformation. Literacy teaching, therefore, must equip pupils to recognise how language and technology interact to shape meaning. As Blundell, Mukherjee and Nykvist (2025) note, teachers worldwide are already grappling with how to support students in using AI “effectively, responsibly, and safely.” This shared challenge reinforces that critical literacy is not an optional add-on, but a core component of preparing learners to participate ethically and thoughtfully in an AI-mediated world.

It is concerning that one in ten pupils believe AI limits their creative thinking and writing. Yet, as literacy educators, we can take a more hopeful view. Generative AI can also extend creative possibilities — offering stimulus for idea generation, new perspectives on narrative voice, or models for reflection and revision. The key is to work collaboratively with teachers, researchers, and pupils to explore how AI might support rather than suppress creativity. This aligns with findings from Nykvist’s classroom studies in Norway, where students used AI to receive immediate language feedback, a process that, when scaffolded, encouraged greater experimentation rather than passivity.

The OUP findings reveal pupils’ concerns about fairness and cheating, with 60% worrying AI encourages copying rather than original work. This invites a deeper conversation about what we assess and how. If AI can reproduce conventional essays, literacy assessment should evolve to recognise authentic processes of thinking and creating — oral reasoning, collaborative projects, multimodal texts, and reflective commentaries that foreground pupil voice. Such approaches could provide fairer, more transparent ways to value learning and originality.

Primary classrooms may be the ideal setting to explore AI’s creative and critical potential. Here, children’s curiosity and playfulness can underpin early digital literacy, encouraging them to question, test, and imagine. Integrating AI discussions into storymaking, shared writing, and talk-rich classrooms can lay the foundations for critical and creative literacy that endures throughout schooling.

Both the OUP report and the research by Blundell et al. (2025) emphasise that students and teachers need guidance, access, and professional development to use AI well. UKLA supports this call. Literacy in the AI age must encompass more than reading and writing; it involves interpretation, ethical reasoning, creativity, and dialogue. By working together across schools, research, and policy, we can ensure AI becomes a catalyst for deeper literacy learning — not a constraint upon it.

References

·                     Oxford University Press (2025). AI and Education Report (Survey of 2,000 UK pupils aged 13–18).

• Blundell, C. N., Mukherjee, M., & Nykvist, S. (2025). Adopting generative AI in K–12 teaching and learning: Australian teachers’ actions through the lens of innovation theory. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13699-y

The post UKLA Response to Oxford University Press Research on AI and Education appeared first on UK Literacy Association.

For Awards sponsor, Nikki Gamble of Best Books for Schools, “The UKLA Book Awards are significant not only for the recognition and celebration of high-quality literature for children, but also for the underpinning principle that teachers’ knowledge of children’s books is fundamental to creating readers in classrooms. At a time when there is much talk about a crisis in reading for pleasure, we should pause to reflect on the teachers who are helping to buck this trend and how they achieve positive outcomes.”

With a record number of submissions showing that an increasingly diverse range of publishers are keen to gain  UKLA recognition for their books, competition to gain a place in the  four category longlists published today, is intense. The  longlist selection panels, comprising experienced past teacher judges, ex-teachers, librarians, and consultants are presented with a significant reading challenge over the summer and some difficult decisions. But as headteacher Simon Smith, said: “Being part of the UKLA longlist judging panel has been a transformative experience—professionally, it sharpened my critical eye for quality literature and deepened my understanding of children’s voices in reading; personally, it reignited my passion for storytelling and reminded me of the power books have to connect, challenge, and inspire.” 

Awards Chair, Christine Lockwood, said “We always approach this difficult but exciting task with great anticipation.  The longlisting team were challenged to select from a very rich and exceptional list of submissions this year and they have come up with four enticing longlists.  It is always a joy to meet our committed, knowledgeable, and enthusiastic longlisters in person, after a long summer of reading and exchanging views online.  I would like to thank them for their hard work and dedication.  The longlists will now pass to our teams of teacher judges and their group leaders, drawn largely from Scotland but also from around the UK, and I can’t wait to share these books with them over the next year.”

The UKLA awards are  remarkable also for being completely uninfluenced by any commercial factors, such as sales or expensive marketing campaigns, and they do not require the payment of fees at any point in the process.  This significantly opens the process to the small independent publishers, giving them the opportunity to promote their books in the valuable school market. There have been some outstanding  successes this year.  On an individual author level, both Katya Balen and Alex Latimer each have achieved two books longlisted across two categories and for Nathanael Lessore, this is his third year in a row to have a place on the 11-14+ longlist!  With 95 imprints submitting across all four categories, it is quite remarkable to see Andersen Press succeed with all three of their 11-14+ submissions and for Macmillan, with Two Hoots, to have four titles on the Information books longlist. Walker Books are, once again, the most successful publisher overall with a remarkable seven books longlisted. But perhaps it is most extraordinary that a brand-new publisher, Post Wave Children’s Books, has three books selected in its first year of operation. Emma Hopkin, Managing Director said: “We couldn’t be prouder to have three books on the UKLA Book Awards in our first full year of publishing; and to have two of those in the Information category. Both these titles are in translation and support our commitment to acquiring the best books from around the world, that visually delight and help children discover the world around them. So, thank you to the judging panel, we are thrilled”

This year there are 85 judges covering the four categories and they have until mid-March to read the longlisted books, discuss them with their group leaders, and share them with pupils. All the groups will then meet for the difficult task of choosing their shortlist of 6 books in each category.

 As Nikki Gamble concluded “Best Books for Schools from Just Imagine is thrilled to be sponsoring the UKLA Book Awards this year. The teachers judging these awards bring their knowledge of the classroom and an understanding of how some books have the capacity to change lives. But they also learn and grow through the judging process and by sharing their knowledge and expertise with colleagues across the age phases. This repository of excellence continues to impact teachers and children across the education community after the judging process is completed.

The books on the longlist are a testament to the teachers’ thoughtful deliberations. The longlists represent the best in publishing for children, from brilliant and lively storytelling in words and pictures to illuminating and thoughtfully designed nonfiction that opens up new worlds, always with the child reader at the centre. The authors, illustrators, designers and editors who have lavished such care in creating these books must be applauded. Each one could be a winner, and we look forward to seeing the judges’ final choices in July.”

Longlist 3-6+

A Wild Walk to School. Written and illustrated by Rebecca Cobb (Macmillan)

Bear. Written and illustrated by Natalia Shaloshvili.(Frances Lincoln)

Bear’s Lost Glasses. Written and illustrated by Leo Timmers and translated by David Colmer (Gecko Press)

Bothered by Bugs. Written and illustrated by Emily Gravett (Two Hoots)

Colin’s Castle. Written and illustrated by Holly Swain (Farshore)

Coorie Doon: A Scottish Lullaby Story. Written by Jackie Kay and illustrated by Jill Calder (Walker Books)

Don’t Think of Tigers. Written and illustrated by Alex Latimer (Andersen Press)

Don’t Trust Fish. Written by Neil Sharpson and illustrated by Dan Santat (Andersen Press)

Drawn Onward. Written by Daniel Nayeri and illustrated by Matt Rockefeller (Harper 360)

How We Share Cake. Written and illustrated by Kim Hyo-eun. Translated by Deborah Smith (Scribe)

I Am a Potato!  Written by Ziggy Hanaor and illustrated by Elliot Kruszynski (Cicada Books)

Once I was a Tree. Written by Eoin McLaughlin and illustrated by Guilherme Karsten (Nosy Crow)

One Smart Cookie. Written and illustrated by Mika Song (Pushkin Press)

So Tired, So Wide Awake. Written and illustrated by Susanne Strasser (Gecko Press)

The Bicycle. Written by Patricia McCormick and Mevan Babakar; illustrated by Yas Imamura (Farshore)

The Search for Carmella. Written and illustrated by Chloe Savage (Walker Books)

These Are My Rocks. Written and illustrated by Bethan Woolvin (Frances Lincoln)

Tiger Its Snowing! Written and illustrated by Daishu Ma ( Post Wave Children’s Books)

Wild. Written by Katya Balen and illustrated by Gill Smith (Walker Books)

Zeki Goes to the Market. Written by Anna McQuinn and illustrated by Ruth Hearson (Alanna Max)

Longlist 7-10+

After. Written by Pádraig Kenny.(Walker Books)

Birdie. Written by J P Rose (Andersen Press)

Blitz – One family’s war. Written and illustrated by Martin Impey (Harbour Moon Publishing)

Chronicles of a Lizard Nobody. Written by Patrick Ness and illustrated by Tim Miller (Walker Books)

Dragonborn. Written by Struan Murray (Puffin)

Dungeon Runners: Hero Trial. Written by Kieran Larwood and illustrated by Joe Todd-Stanton (Nosy Crow)

Ettie and the Midnight Pool. Written by Julia Green and illustrated by Pam Smy (David Fickling Books)

Evie and Maryjam’s Family Tree. Written by Janeen Hayat (Guppy Books)

Fallout. Written by Lesley Parr (Bloomsbury)

Ghostlines .Written by Katya Balen (Bloomsbury)

Gordon the Meanest Goose on Earth. Written and illustrated by    Alex Latimer (Oxford  University Press)

Jakub’s Otter. Written by  Coral Rumble (Troika Books)

Leo and Ralph. Written and illustrated by  Peter Carnavas (Pushkin Press)

Mayowa and the Sea of Words. Written by Chibundu Onuzo (Bloomsbury)

Reek. Written by Alastair Chisholm and illustrated by George Caltsoudas (Barrington Stoke)

The Falling Boy. Written by David Almond(Hodder)

The Remarkables. Written and illustrated by Clotilde Perrin and translated by Daniel Hahn       (Gecko Press)

The Secret of Golden Island. Written by Natasha Farrant (Faber)

Tosh’s Island. Written by  Linda Sargent and Joe Brady; illustrated by Leo Marcell (David Fickling Books)

Why Did My Brain Make Me Say It? Written by Sarah Ziman (Troika Books)

Longlist 11- 14+

Black Star. Written by Kwame Alexander (Andersen Press)

Every Borrowed Beat. Written by Erin Stewart (Rock the Boat)

Handle with Care. Written by Louisa Reid (Guppy Books)

Here to Slay. Written by Radhika Sanghani (Knights Of)

Let the Light In. Written by Jenny Downham and Louis Hill (David Fickling Books)

Shrapnel Boys. Written by Jenny Pearson (Usborne)

Songlight. Written by Moira Buffini (Faber)

Songs for Ghosts. Written by Clara Kumagai (Zephyr)

Stealing Happy. Written by Brian Conaghan (Bloomsbury)

The Boy I Love. Written by William Hussey (Andersen Press)

The Last Dragon on Mars. Written by Scott Reintgen (Rock the Boat)

The Line They Drew Through Us. Written by  Hiba Noor Khan (Andersen Press)

The Thread That Connects Us. Written by Ayaan Mohamud(Usborne)

Thunder City Written by Philip Reeve (Scholastic)

Twenty-Four Seconds From Now. Written by Jason Reynolds (Faber)

Us in the Before and After. Written by  Jenny Valentine (Simon & Schuster)

What Happens Online. Written by Nathanael Lessore (Hot Key Books)

When It’s Your Turn for Midnight. Written by Blessing Musariri (Zephyr)

When the Bones Sing. Written by Ginny Myers Sain (Electric Monkey)

Wolf Siren. Written by Beth O’Brien (HarperCollins)

Longlist Information Books 3-14+

Ayo’s Adventure: Across the African Diaspora from Afro to Zulu. Written by Ain Heath Drew and illustrated by Erin K. Robinson (Barefoot Books)

Black History for Every Day of the Year. Written by David Olusoga, Yinka Olusoga and Kemi Olusoga; illustrated by Kemi Olusoga (Macmillan)

Bridges. Written by Magda Garguláková and illustrated by Jakub Bachorík (Post Wave Children’s Books)

Bright Birds and their brilliant brains. Written and illustrated by Kate Read (Two Hoots)

Choose Your Own Evolution. Written by Jules Howard and illustrated by Gordy Wright (Nosy Crow)

Explodapedia: The Brain. Written by Ben Martynoga and illustrated by Moose Allain (David Fickling Books)

Frog. Written by Isabel Thomas and illustrated by Daniel Egnéus (Bloomsbury)

Galápagos Islands: The World’s Living Laboratory. Written by Karen Romano Young and illustrated by Amy Grimes (What on Earth!)

Graphic Novel Builder: The illustrated guide to making your own comics Written and illustrated by Edward Ross (Collins)

It’s a Brave Young World. Written by Anu Adebogun and illustrated by Soofiya and Lila Cruz (Little Tiger Press)

Me and My Hair. Written by Kimberley Kinloch and illustrated by Jessica Gibson (Usborne)

Michael Rosen’s Pocket Shakespeare: A Beginner’s Guide to the Best Bits of the Bard. Written by Michael Rosen and illustrated by Chris Riddell (Walker Books)

Six Queens. Written and illustrated by Lydia Monk (Macmillan)

The Endless Sea. Written by Chi Thai and illustrated by Linh Dao (Walker Books)

The History of Information. Written and illustrated by Chris Haughton (DK)

The Jellyfish Garden. Written by Paola Vitale,  illustrated by Rossana Bossù and translated by Margaret Greenan (Post Wave Children’s Books)

University of Cambridge: There’s No Such Thing as a Silly Question. Written by Mike Rampton and illustrated by Guilherme Karsten (Nosy Crow)

We Are Your Children. Written and illustrated by David Roberts (Two Hoots)

Who lives here? Written and illustrated by Alexandra Milton (Boxer Books)

Why Do We Sleep? Written by Cathy Evans and illustrated by Polya Plavinskaia (Cicada)

The post UKLA Book Awards Longlist 2026 appeared first on UK Literacy Association.

The winner of this year’s prestigious award is Dr Cheryl Diane Parkinson. After an intense and robust discussion, members of the panel agreed that Dr Parkinson should be the recipient of this award. Her passion and lived experience were authentically and effectively conveyed in her application which demonstrated her insight and consciousness of this essential work of diversity and inclusion.  As a teacher, Dr Parkinson demonstrated her love and knowledge of her subject and learners. There were examples of outstanding practice in her multiplicity of roles as a writer, researcher and part time lecturer. Her impact in informing, empowering and leading by example was evident in her work in school, the community and higher education.

The applications this year reflected individuals, school and a large professional organisation.

Highly commended goes to the British Library team for their commitment and contribution to the continued work in equity and inclusion. The evidence submitted shows feedback from teachers and a report which solidifies the impact made. The breadth and reach of their work with teachers, writers and storytellers have impacted schools locally and nationally. A useful and wide ranging hub of resources are available for reading, speaking and listening and book making for example.

Highly commended goes Emily Fairbrother/Abbeywood School – an empathetic submission, beautifully presented showing engagement within and outside the classroom.

A moving account of ways in which staff and students at this special school for additional learning needs ( Social, Emotional and Mental Health) worked with the beautifully illustrated poetry collection- Choose Love. This was impactful as the school demonstrated dignity and strength in the aftermath of the Summer riots of 2024.

The members of the panel would like to acknowledge and thank all members of the association who have submitted applications so far for the award and look forward to receiving new applications for Diversity and Inclusion: The Brenda Eastwood Award 2026.

Janet Douglas Gardner, Chair of Panel

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• Carnegie winner is teachers’ and Shadowers’ Choice in 11-14+ category
• A wonderful autistic role model stars in 3-6+ category winner
• A book to revolutionise the history curriculum wins the Information category
• 7-10+ winner showcases inspirational and important untold WW2 history 

@The_UKLA  #UKLA25  #teachersbookawards 

Margaret McDonald’s astonishing debut novel, Glasgow Boys, continues to sweep the board of prizes, after winning the Carnegie Medal for Writing, as the UKLA judges, in the only national award judged by teachers, crown her the 11-14+ category winner at a ceremony held at the UKLA International Conference in Liverpool on 27^th June. She even goes one better in the hard fought UKLA contest, winning the Shadowing schools’ and student teachers’ vote too! The story of the emotional lives of two young men in Glasgow, with their hard-won resilience to overcome past traumas and encounters in the care system, showing that even the most fraught childhood is not without hope, was praised for its ‘beautifully balanced dual narrative’ that is ‘authentic, raw and emotional’ and yet manages to be both ‘hopeful and inspirational’; ‘It should be a GCSE set text,’ was the judges conclusion.  

Editor Alice Swan from Faber said: “It is enormously rewarding to see Glasgow Boys achieve this recognition from such a prestigious panel of experts, not least because this is a book about two boys emerging from the care system and shines a light on what it might be like to have no traditional support network at a time when you’re moving from childhood to adulthood. We are so proud that this exquisitely-written, hopeful, uplifting debut, about how to love against the odds, is receiving such high praise.”

The rare occurrence of winning both the judges’ award and the Shadowers’ Choice Award was repeated in the 3-6+ category, where Gina Kaminski Saves the Wolf by the team of Craig Barr-Green and Francis Martin, was the winner. This joyful twist on a traditional tale, which portrays a confident autistic child, determined to challenge problems and identify solutions and coping strategies, was praised for really capturing the power of story and the importance of telling your own story. Judges admitted that it had ‘transformed their understanding of autism’

The 7-10+ category generated intense discussion both amongst the Shadowers and at the final judging meeting. It was clearly felt that each book on the shortlist could have been a worthy winner. For the judges the  ‘masterful storytelling’ of Hiba Noor Khan in Safiyyah’s War, which reveals the important and virtually unknown history of the Muslim  community’s efforts to rescue Jews in Paris in WW2, could not be more ‘timely, important  and relevant to modern audiences’ who are witnessing current events in the Middle East. In contrast it was the authentic, highly relatable representation of children’s lives impacted by poverty in the UK, as shown in picture book author Tom Percival ‘s first novel, The Wrong Shoes, which won the Shadowers’ Choice Award. 

The winner of the Information Books 3-14+ category was praised as ‘an essential resource’ which ‘brilliantly challenged the narrative of history ‘ and combats the ‘white Eurocentric view’, providing evidence which is ‘fascinating and compelling’ Brilliant Black British History, passionately written by Atinuke  and illustrated by Kingsley Nebechi, is a comprehensive study of people with black skin in Britain from 300,000 thousand years ago to the present day. The Shadowers’ Choice in this category has an entirely complementary theme in its emphasis that all life is of value. The eye-opening Slug Life, by Moesha Kellaway, follows Stevie, the world’s grumpiest slug. as he learns amazing facts about slugs and discovers why he should be proud to be one.

For UKLA it is the judging process and giving classroom practitioners the opportunity to read high quality new children’s books that is as important as finding an overall winner. Research carried out by members of UKLA (Cremin et al 2008) clearly demonstrated the links between teachers’ knowledge of children’s books and the likelihood of pupils reading for pleasure. Despite this evidence, teachers are seldom given time to read new books or the funding to purchase them when they do.

From the 87 teacher judges involved in this unique process, twelve are nominated by their colleagues to go on to form the final judging panel, which decided these powerful winners of the UKLA 2025 Book Awards. They read the shortlists from all four categories, regardless of the age group they teach, which adds a fascinating insight to the impassioned debate.  As judge Sarah Spikesley said: ‘ Not only has this been the most fantastic opportunity to meet with colleagues to discuss books in real depth, but it has also reignited my passion for what we as teachers do. To recognise the power that books have and the impact they can have on the young people in our care.’ Fellow judge Liam Smaje concurred: ‘ It has transformed reading across our school.’

As Chris Lockwood, Awards Chair said: “When our final panel of teacher judges met in Liverpool in May, they were faced with some very difficult decisions, because of the strength of all four shortlists.  They approached the tasks with their usual professionalism and a clear passion for and deep knowledge of children’s literature, especially the impact of these wonderful books on their young readers.  We are very proud of their choices.”  

Shortlist Details

3-6+

Gina Kaminkski Saves a Wolf. Written by Craig Barr-Green and illustrated by Francis Martin (Little Tiger Press)

There’s A Tiger on The Train. Written by Mariesa Dulak and illustrated by Rebecca Cobb (Faber)

Mr Mornington’s Favourite Things.  Written and illustrated by Karen George (Welbeck)

Geoffrey Gets the Jitters. Written and illustrated by Nadia Shireen (Puffin)

Listening to the Quiet. Written by Cassie Silva and illustrated by Frances Ives (Lantana)

Salat in Secret. Written by Jamilah Thompkins-Bigelow and illustrated by Hatem Aly (Andersen Press)

7-10+

The Final Year. Written by Matt Goodfellow  and illustrated by Joe Todd-Stanton (Otter-Barry Books)

Stitch. Written by Pádraig Kenny (Walker Books)

Code Name Kingfisher. Written by Liz Kessler (Simon & Schuster)

Safiyah’s War. Written by Hiba Noor Khan (Andersen Press)

And I Climbed And I Climbed. Written by Stephen Lightbown and illustrated by Shih-Yu Lin    (Troika Books)

The Wrong Shoes. Written and illustrated by Tom Percival (Simon & Schuster)

11- 14+

The Things We Leave Behind. Written by Clare Furniss (Simon & Schuster)

The Boy Next Door. Written by Jenny Ireland (Penguin)

If My Words Had Wings. Written by Danielle Jawando (Simon & Schuster)

King of Nothing  Written by Nathaneal Lessore (Hot Key Books)

Glasgow Boys. Written by Margaret McDonald (Faber)

Keedie. Written by Elle McNicoll (Knights Of)

Shortlist Information Books 3-14+

Brilliant Black British History. Written by Atinuke and illustrated by Kingsley Nebechi (Bloomsbury)

Big Bad Wolf Investigates Fairy Tales. Written by Catherine Cawthorne and illustrated by Sara Ogilvie (Bloomsbury)

Wild languages of Mother Nature. Written by Gabby Dawnay and illustrated by Margaux Samson- Abadie (Wide Eyed Editions) 

Slug Life. Written and illustrated by Moesha Kellaway (Rocket Bird Books)

Homebody. Written and illustrated by Theo Parish (Macmillan)

Stones and Bones. Written by Rob Wilshaw and illustrated by Sophie Williams (Cicada)

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What was particularly special about Sharples way that the whole school had worked together to promote its approach to literacy and oracy across the curriculum. It was clear to the judges that all staff had ‘bought-in’ to the literacy-forward approach to teaching that the school took. From looking at the etymology of key words during lessons in all core subjects, to the tri-weekly form tutoring that all year 7-9 students take part in, literacy was clearly present at all levels of teaching at the school. 

This was further supported by the clearly well-loved school library. Not only do staff go the extra mile in providing overnight library lock-ins for some lucky students, but they also support visits to Bolton library and to the local Waterstone’s branch. The judges were also able to observe how the library is so integral to the students that a ‘pop-up’ library was created for use during the exam period when the comforting space of the library is being used as an exam room for more vulnerable students.

What was most impressive about the school, though, was the students body: Sharples students clearly benefit from and buy into the school’s values. From the tremendously confident and enthusiastic student guides, the young people enjoying the library quiz at lunch time, and the contributors to the student led and edited Sharples Spotlight, they all clearly showed us how they had benefitted from the school’s literacy policy. Along with the Student Affairs Committee and the Junior Leadership Team, it was clear to us that the students of Sharples School are lucky to attend such a caring and joyful school.

Congratulations go also to Lyng Hall School, Coventry, as the other school on this year’s Roll of Honour. The judges felt that of particular note was the English curriculum, which is rooted in research about writing and vocabulary development and has been designed specifically to meet the needs of the students and to prepare them, not just for the world they are growing up in, but to leave school with the passion, confidence, belief and skills to make a difference.

The judges were also impressed by the extensive provisions made for the students for whom English is not a first language. The panel were delighted to meet students from all year groups who spoke confidently to us and who were proud to celebrate their home languages.  In the TEFL unit, we were delighted to see the opportunities offered to students to perform in both English and their own languages, and how their parents and community members were invited to share their success.

It was clear that both schools placed a special importance on the teaching of literacy, and the need to embed it across the curriculum. The students of both made it clear that the efforts of the schools were paying off, demonstrating how exciting and empowering literacy education can be for young people. We would like to thank our sponsors, Hays Education, for their generosity in continuing to support the UKLA Literacy School of the Year Award.

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The fact that this book addresses issues concerning teen reading, such as digital reading, about which teachers are currently concerned, was welcomed, as was its emphasis on teens’ well-being. The judging panel also found it empowering that the chapters were firmly research-based. Many of them,understandably, draw on questionnaires (such as those on which the annual Programme for International Student Assessment is based), and interview techniques. It was refreshing to note, however, that the chapter entitled ‘Reading for Freedom, Reading for Love’, for example, also draws on ‘weekly ethnographic classroom observations, including recordings of students’ book club and partner discussions … [plus] over 250 students’ written responses to their texts’. The panel welcomed the book’s global reach, with chapters on reading in the United Arab Emirates and Japan as well as in several other countries across the world, although they felt that this aspect could, perhaps, have been addressed even further. Above all, however, the book appealed to panel members teaching across the whole age range despite its stated content being the reading lives of ‘teens’. 

The UKLA Academic Book Award 2025 judging panel Highly Commends Balancing Act: An evidence-based approach to teaching phonics, reading and writing, by Dominic Wyse and Charlotte Hacking, published by Routledge.

This book also appealed to panel members working across both the primary and the secondary age-ranges. Its research inspired a range of reactions: some found the clarity of explanation refreshing and the integrated nature of the double helix model of reading and writing thought-provoking; others found the research chapters more challenging but nonetheless welcome. Overall, though, the book’s cultural variety and wealth of classroom material was greatly admired, with the quality of the picture-book reproductions in colour being singled out for particular praise. However, the panel also sensed that young readers’ own voices could have been even more prominently flagged up as evidence for some of the points being made. That said, it was felt that there was much for teachers and researchers to learn from this book and it was likely to be widely recommended.

UKLA would also like to thank the following authors and publishers of the other two books shortlisted for this award:

Literacy and Growth: A genealogy of English teaching by John Hodgson and Ann Harris, published by the National Association for the Teaching of English/Routledge

The Haunted Wood: A history of childhood reading by Sam Leith, published by Oneworld.

Chair of Panel: Gabrielle Cliff Hodges

Panel Members: Andrea Barlien, Sarah Brownsword, Susan Chapman, Theresa Gooda, Chris Lockwood, Penny Manford, Elizabeth Robertson, Rebecca Simpson-Hargreaves, Sara Stanley and Jo Tregenza.

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