The Adventures of Bradford: Storytelling and Self-Belief

Last week, I had the joy of joining Peg Alexander live on BCB Radio alongside the brilliant Tom Hirst, Year 6 teacher from Dixon’s Manningham, to talk about The Adventures of Bradford — a storytelling project that began as an idea with my son and is now rippling through classrooms and communities with incredible momentum.

Here’s a recap of our conversation, and why we believe this simple idea is transforming children’s relationship with literacy, imagination, and themselves.

From Gabriel’s Imagination to a Published Book

As I explained to Peg, The Adventures of Gabriel began one evening after reading Treasure Island. Gabriel, then 10, had a moment of creative clarity, when I asked him if her would like to be the hero of his own story he began narrating a fantasy tale's filled with phoenixes, sea monsters, and a very wise owl. I scribbled down everything he said, week after week, edited it together, and with a little help from Grandpa and some AI-generated art, it became a book.

It was never meant to be published. But when we shared the PDF with teachers and psychologists, they insisted: Get this out now. What made it so special was that it was a child telling a story to other children, a rarity.

A School’s Response: Letting Imagination Take the Lead

Tom Hirst was one of the first teachers to embrace the idea. When he read about the project, he saw something beyond storytelling. As he shared on air:

“It was about breaking barriers to education... It gave our children the chance to see themselves as real writers.”

At Dixon’s Manningham, the school’s culture already encouraged creativity , and The Adventures of Bradford became the perfect fit. Children worked in pairs: one told the story, the other scribbled it down, just like I had done with Gabriel. No blank pages. No pressure. Just pure imagination.

Tom described the joy of watching his students become immersed in their worlds — dragons, superheroes, zombie apocalypses and all. The boys, in particular, were captivated. But more than that, every child, including those with special educational needs or emotional challenges, found their voice.

“We didn’t see any shyness,” Tom said. “They were lifting each other’s stories. That’s not just literacy, that’s emotional intelligence.”

It’s Not Just Writing – It’s Listening, Believing, Belonging

One of the most moving moments of our radio chat was when we discussed what it feels like inside these workshops. Peg, like many listeners, was visibly touched:

“I want to cry, listening to this,” she said. “You’re giving children permission to feel heard.”

And that’s what I’ve seen too. It’s not just about creating stories, it’s about being listened to. It’s about the moment six boys gather around a table, not to compete, but to build each other up, asking “What colour were the dragon’s eyes?” or “What else do we need to know about the zombie backstory?”

It’s storytelling as connection. 

Why This Matters Now More Than Ever

We spoke, too, about the bigger picture, about boys often being steered away from creative expression, about the fear children feel when faced with a blank page, and about the emotional pressure schools are under. This project creates space for curiosity, identity, and even vulnerability, in ways that benefit all learners.

As Peg so beautifully said:

“What a gift — not just the books, but what this sparks in children. You’re helping to make the world a better place.”

Where to Learn More

You can read more about the project at
theadventuresofgabriel.com/bradford

There, you’ll hear directly from teachers like Tom and his co-teacher Kirsty, who are helping young people become confident, curious writers.

And Gabriel?

He’s proud. Incredibly proud. But what he loves most is hearing that other children are now making up stories too.

I couldn’t agree more.