Improving Educational Outcomes through Publishing Young People’s Work

Jude Williams, Chief Executive of The Literacy Pirates shares how they make a transformative impact on the literacy, confidence and perseverance of young people so that they can achieve both at school and in the world beyond.

The Literacy Pirates works exclusively with young people who are both falling behind at school and have fewer advantages in their personal circumstances. Did you know that in the UK your socioeconomic background is still the greatest determinant of your educational success? In fact, two in three children living in low-income households in the UK fall below the expected levels in reading and writing by the age of 11. This attainment gap widens further as children transition from primary to secondary school. This results in low self-confidence, slower progress, and a bleak long-term outlook.

This intractable social challenge lies at the heart of The Literacy Pirates reading and writing intervention.
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The Literacy Pirates learning programme is a year-long, after-school learning programme devised and led by teachers. During the weekly session children aged 9 to 12 years old work to improve their reading and writing skills, as well as increase their confidence as learners and ability to persevere and keep on going when things get tough in the classroom. We work exclusively with children referred by their school, who identify children who are both falling behind in their educational attainment and they know have fewer opportunities outside of school. By working with teachers, we access children we couldn’t otherwise reach and we are assured they are the right ones who really need our help.

We have embraced being a venue based, out of school and intense programme by setting the learning programme in a fantastical environment with murals, decking, a Pirate’s cat and secret passageways. The children are given adult volunteer support while a qualified and experience teacher leads the session. And importantly, we know children learn best when working towards tangible, published projects, so each term the young people create high quality published books, films and apps.

Established in 2010, we have worked with 720 children on our intense programme offered in Dalston, Hackney. We are confident in the difference we can make because we have an excellent track record. On joining us at age 9, children are on average 13 months behind their peers; and 24 months behind when they join at age 11. We close this gap by improving their reading age over 50% faster than age-related expectations. Furthermore, 100% of Young Pirates who say they don’t enjoy reading for pleasure at the start of the programme have changed their minds by the end. 95% of parents saw an increase in confidence; and 78% of teachers saw an increase in perseverance in the classroom.
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As an organisation we have now decided to replicate that success in other London boroughs and are working to reach 800 children annually by opening an additional three learning centres or Ships. The first of which opened in January this year in Tottenham, Haringey Pirates. It is an exciting phase of growth in which to reflect on what makes the difference; through all the joy and fun of a learning programme on a Pirate's Ship what actually drives the impact that we see happening through the learning programme?

Our founder was a teacher and the programme devised by teachers. It was designed to align with schools’ goals, working to compliment teachers work in classroom, but not duplicate. We thought carefully about the different elements that we believe drive our impact. One of the central aspects of our Learning Programme is the creation of published projects; books, films and apps that showcase the creative writing of the children.
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Publishing the children’s written work is both motivating and confidence building.

We work for a full year with children, it’s an intense two-and-half hour weekly session. Every term they will produce just two pieces of writing that they have worked really hard to refine. The theme is always close to home, building on who and what they know and love. The learning comes in the process of writing a piece that requires drafting and redrafting. As you can imagine the fatigue can be real for children to go back over their work again and again. That is where the carrot of publishing their work comes in. ‘Let’s work hard on this, because in a month you are going to have that piece of work published in a book and show it off to your Headteacher’ or ‘Keep going, it will be worth it when you hear yourself speak those words on the big screen at the cinema next month’. School often works on delayed gratification, where the reward for hard work comes at the end of the year as a single result or even exam results at the end of a school career. Publishing children’s work, in our experience, gives them immense motivation in the here and now to put in greater effort.

Publishing the children’s writing also boost confidence. Receiving a copy of a high-quality printed book, with your work, name and this year we included photo is massive! How many of us can boast at being published authors or film screen stars! To make the most of this confidence boost, we put on a celebration event every time we publish their work. We invite parents and carers, teachers and Heads as well as local community leaders and funders. These events are a chance to mark the hard work and achievement of the children. In our spirit of being relentlessly positive, the children perform and speak about their achievement, we have our teachers reflect the journey to date and because we are Pirates, we always play a game or two.

The overachieving sentiment at The Literacy Pirates is relentless positivity. We are not much into failure. Though as teachers we know it has a place in education, we are working with children who are not experiencing success in school as other children might. When you have experienced success regularly, finding the energy to keep going and handling set-backs comes more easily. For those that do not experience success regularly at school, it’s much harder to find the confidence and grit to give it ago. That’s why published projects are a key part of learning programme; they allow the children to experience being motivated, achieving success and being appreciated in a genuine way for that achievement.

There is another element to publishing the children’s work which is that it gives us an opportunity to talk about the full cycle of learning and how it feels to succeed. Talking about how we learn, metacognition, is increasingly understood as key to improving outcomes for children at school. The extended time taken over writing projects at The Literacy Pirates means the children experience planning, drafting, redrafting and experiencing success over a term rather than squeezed into a lesson, day or maybe a week. It gives them time to actually experience and reflect on each aspect as it takes place — the excitement at having an idea, the confusion at planning a story, to surprise at creating an interesting character, the exhaustion of working hard at redrafting, the delight and satisfaction at seeing your own work published. We use a Pirates Log at the end of each session to write down What Went Well and what could be Even Better If’s. We challenge the children to think about the extent of their effort over the session, asking them to be honest and reiterating what normal effort looks like compared to intensive effort or at the other end of the spectrum, ‘just showing up’.

Key things to consider with published projects:

1. Quality needs to be really good. Investing in good design and expensive production is important to create something to be treasured for a lifetime.
2. Taking your time. Allow the process of creation as well and the moment of accomplishment to be given time and space it deserves.
3. Make it relevant. Using a recording studio, putting a film on at the cinema plays into popular dreams of success. Making the themes relevant to children’s lives also adds a dimension of ownership and pride.
4. Co-create. Give the children an opportunity to input into the production process — decide on the name, maybe even design elements. Let them write the introduction to the book, give the blurb for the film or write the instructions for an app.
5. Celebrate, celebrate, celebrate. Make sure the ‘published’ part means getting exposure as far and wide as possible and that the accolades pour in.

Like all educational programmes we are complex in nature; weaving together different physical aspects, pedagogical instruments and psychological processes. It took two years to create the focused programme we know today and another two years to develop a Theory of Change and the right measurement tools to monitor the outcomes. No doubt the next two years of replicating our success, will teach us a lot about ourselves too. And we are looking forward to learning those lessons.

A Case Study

Tayo was referred at age 10 to the programme to give him a boost in literacy as he was attaining below age-related expectations. Although he was engaged in the programme right from the start, in sessions he was often very shy and did not like speaking in a group or performing.

By the end of the year, Tayo’s session leader reported an “explosion in confidence”, which was backed up by his teacher and parents. His teacher said “Tayo has really come out of his shell this year and is a visibly more confident boy”. Both Tayo and his parents mentioned that he was no longer afraid to talk in front of a crowd.

During the programme Tayo’s reading age increased over two times faster than age-related expectations giving him a reading age of well over 12 years old. His teacher told us that he was “back on track” at school.
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Tayo told us that before Hackney Pirates “I wasn’t really doing really well. But now I am confident and better at reading and writing.”

Website: www.literacypirates.org
Twitter: @LiteracyPirates
Instagram: literacypirates