What difference do we make?

Our impact study by researchers from the University of Hertfordshire showed that we make a difference in the life of every child involved in our projects, and often in the lives of their families too. Have a look through a few of the differences we make in the list below, and check out the videos for examples of what children can achieve with us. You can also read the University of Hertfordshire's report - click the button below to download, or head over to our Testimonials page to see what recent participants thought.
"YPPT was AMAZING for thousands of reasons I could not explain. Thank you for boosting my confidence." (Year 6 pupil)
  • ​​PRACTICAL SKILLS - Our uniquely long projects allow the students to design and make every aspect of their show, giving them the experience of working through a process. They are empowered to take responsibility for the show and can experience and explore a greater range of artistic disciplines, including many which would not usually be accessible to primary school children. They find new skills and talents within themselves, and improve their motor skills through creating the fine detail on the puppets and set and learning to manipulate them. The final performances are lush in detail and offer opportunities for spectacular sets, intricate costumes and amazing special effects that are not normally possible in primary schools.
  • ​​CONFIDENCE - as the young people acquire skills and knowledge, they also acquire increased confidence in their own abilities. This is especially true during the performances, when it becomes clear to them that they have exceeded the expectations of their parents and teachers as well as their own. They have a huge sense of pride in themselves at having designed, made and performed all aspects of the show themselves. This is especially true for children with learning and communication difficulties or other disadvantages, who feel extraordinarily proud of themselves for having achieved on an equal or even greater level than their classmates.
  • RESILIENCE - our projects are challenging, and by supporting the children to work through the challenges, we enable them to develop their tenacity and resilience in the face of difficulty.
  • ​​​​​​​​TEAMWORK - by working together on the set designs and the show, the young people learn not only how to work with others to a level rarely seen in schools, but also that they can make an individual valuable contribution to a group project. This is also especially valuable for disadvantaged children, who may feel that they are usually unable to contribute to team activities in any meaningful way.​
  • ​​​​​FOCUS/ENGAGEMENT  - the projects' length (usually 6 months - 1 year) means that the young people learn to work through a process from start to finish. It allows them to develop a focus and concentration over many weeks, and to learn to plan ahead. It also means that they have time to engage with the project more and become more invested in it, making their sense of achievement and pride at the end even greater.
  • MOTIVATION - the unusualness of the projects grabs the young people's attention almost immediately, and they become incredibly engaged with the process within the first few sessions. Children who are usually difficult to motivate flourish on our projects as they discover new things, and end up learning without even noticing it. This motivation often spills over into other aspects of their lives, and they often become more motivated to attend school..
  • ​LEVELLING - in a YPPT project, each child has equal opportunities regardless of other difficulties in their lives. Children who struggle with academic subjects may find themselves the best in the class at sewing, or at puppetry, and flourish in this new learning environment. Similarly, children with learning, communication or emotional difficulties will be able to play a valuable role in the final performances in a way that would be impossible in a traditional school play.
  • INTEGRATION - our projects are a fantastic way to integrate new or marginalised pupils, especially those with English as an additional language. For schools with high turnover, we offer a unique means of class bonding that unites the children behind a common goal to which everyone can contribute equally.
  • ​INDEPENDENCE - we support children to develop the skills to make their own decisions. For example, the children are given creative freedom while designing and making their puppets, although a project leader is always there to teach skills and to support them. Although initial rehearsals are largely adult-led, the project leader's role gradually shrinks as the children gain the skills needed to work as a team, so that they are able to perform without adult input (although an adult remains backstage for safety reasons).
  • ​BRING YOUR CURRICULUM TO LIFE - the  children's engagement with the project can be extended across subjects to include literacy, maths and topic work as well as covering almost all of the Art and Design & Technology requirements for Year 6 (click here for more information).  As an extra-curricular activity in secondary schools, the project enhances the curriculum, reinforcing learned skills and teaching complementary ones. 
  • COMMUNITY - although each project only involves up to 40 children, it also has an impact on the wider community. We know from experience that the children talk about our projects at home, leading to parents becoming curious and more engaged with the school. Many schools have reported improved relationships with parents as a result of our projects, including Shirley Primary (above). In addition, younger children in the school and local community benefit not only from the improved social skills of the young people involved, but also from short puppetry workshops that the older children are encouraged to lead as part of our project. We also engage with other community groups, including inviting care home and elderly local residents to our performances.
A full list of the social benefits is available to download here.