In April 2025, Kate spent a day at Beckfoot Allerton Primary School in Bradford running The Adventures of Bradford workshop. What the children produced that day was extraordinary. What they said about it was more so.

"Amazing. Best day ever. I feel more confident."

"I love being an author because I felt as though I could express myself."

"The only superpower you need is imagination."

"Today was really fun because my mind was in a world where anything is possible."

These are Year 5 children. Ten and eleven years old. Children who walked into a classroom that morning as pupils and walked out as authors.

The session began with the same question that started The Adventures of Gabriel: what if you were the hero of your own story? From there, each child built a protagonist, a version of themselves reimagined. They chose sidekicks. They invented villains. They sent their heroes on quests. One child narrated while their partner scripted, capturing every detail, asking the questions that keep a story moving: what does it look like, what happens next, how does the hero survive this.

This approach does something precise. It separates imagination from the mechanics of writing. The child telling the story is not wrestling with handwriting and spelling at the same time as trying to hold a creative idea in their head. The story comes out whole. The craft comes later. This is the same principle validated across 465 children in 9 schools, documented by the British Psychological Society, and accepted for presentation to UK Parliament: when you remove the pressure to be technically correct during the act of creation, engagement reaches 100%. Every child. Including the ones who previously refused to write at all.

By the afternoon, the children at Beckfoot Allerton were revising and illustrating. The quality of the stories was remarkable. But the quality that mattered most that day was visible on their faces, not on the page.

These children knew about Gabriel. They knew a boy their age had told his stories aloud and published a book. That knowledge changed what they believed was possible for themselves. "If Gabriel can do it, so can I" is not a marketing line. It is what children actually say when they hear his story.

Structure has its place in education. So does freedom. The children at Beckfoot Allerton had both that day, and the results speak for themselves.