A South London primary school has agreed to amend teaching materials linked to the novel Oranges in No Man’s Land after UK Lawyers for Israel (UKLFI) advised a parent who raised concerns about the way historical events were presented to pupils.

In a written response to the parent, the school confirmed that it will make adjustments to how the story is introduced in future. The headteacher stated that references in the teacher notes to the wider historical conflict would be removed, with the materials instead focusing solely on Lebanon, the setting of the book, and on the Lebanese characters featured in the story. The school explained that this approach is intended to avoid confusion for younger pupils and to ensure sensitive issues are handled appropriately.

UKLFI became involved after reviewing both the book itself and the accompanying “Home Learning” materials published on the school’s website. While the novel does not make explicit reference to Israel or Judaism and does not, in itself, raise a legal issue, UKLFI identified concerns in relation to parts of the teaching aids.

UKLFI advised that certain passages in the Home Learning document framed historical events in a way that risked favouring a particular political narrative through the omission of relevant context. In particular, references to Palestinian displacement following the founding of the State of Israel, and to Israel’s invasion of Lebanon in 1978, were presented without acknowledging key background factors, including the Arab-initiated war of 1948, calls by Arab leaders for civilians to leave during that conflict, and the attacks against Israel from Lebanon that preceded the 1978 conflict.

UKLFI explained that such omissions, taken together, could steer pupils towards a particular political conclusion. Schools have a legal duty to avoid promoting partisan political views and, where political issues are raised, to ensure that pupils are offered a balanced presentation of differing perspectives.

As the concerns related to discrete parts of the teaching materials rather than the book itself, UKLFI advised a measured and proportionate approach. The parent was encouraged to raise the issues directly with the school and request amendments, rather than pursuing a more formal escalation. UKLFI also provided the Parents’ Toolkit produced by UKLFI Charitable Trust to assist in framing correspondence in a constructive and effective manner.

UKLFI welcomed the school’s response and the changes it has committed to making. The outcome highlights the value of constructive engagement between parents and schools, and the importance of ensuring that classroom materials dealing with sensitive political or historical issues are presented with balance, care and in line with legal requirements.