The project focuses on child literacy and inclusion, underpinned by continuing concerns about low literacy levels across Europe, particularly among refugee, migrant and disadvantaged communities, and concern about the growth of intolerance and prejudice threatening social cohesion and inclusion as well as harming the life-chances of individual young people subject to discrimination.There is increasing research consensus: low literacy skills are linked to wider underachievement and disengagement, with extensive impacts. “Literacy problems are not isolated unto themselves. Their effects spread like a disease to poor self-esteem, anger and resentment, disruptive and anti-social behaviour.” (https://acea.org.au/wp-content/uploads/2015/04/Tom_Nicholson.pdf)It is also now widely recognised that participation in creative activity has a significant impact not only on educational attainment but also on intermediate outcomes such as self-concept and social capital, bringing significant civic impacts and increasing social cohesion.In an increasingly heterogeneous Europe, and in the context of these concerns and the research consensus, the project aims to bring partners’ experience in non-formal arts learning activities to bear on literacy and inclusion, boosting achievement through the power of the imagination and supporting whole school inclusion and equality.Targeting Years 5 to 8 across 20 schools in partner countries, the project will pilot a menu of tailored creative activities, planned and managed in close consultation with schools and school staff working with our tutors. It will extend partners’ existing practice on creativity to address social outcomes as well.A strategy publication will help schools develop policies and processes to create cultures of reading for pleasure and inclusion, school staff will be supported to continue the programme with further cohorts, and young participants themselves will create resources which will then be used in further activities and made widely available in an open access training and guidance pack.The project is expected not only to improve young people’s literacy skills but also develop a broader understanding of inclusion and equality, coupled with creativity, self-confidence and motivation to learn and to become lifelong readers. The 20-week course, spread over two school terms, will involve enabling beneficiaries to gain skills in storytelling and creating stories (narrative, graphic or multimedia) as well as short performances. Their creations will be then designed as books or posters that can be used as learning resources by the schools. This project will not only improve young people’s literacy skills and motivation but will also give them a boost of pride and self-confidence. Schools will have gained both an understanding of strategic approaches to improving literacy and fostering positive attitudes to inclusion and equality, and the expertise to sustain activities and positive outcomes following the conclusion of the project, and project resources will be available for wider use in school settings.Overall the project will both address concerns about low literacy levels directly, and offer ways to tackle wider impacts, on general under-achievement and, crucially, on social cohesion. Only a determined effort, backed by strategies at transnational, national and local levels, supported by adequate resources and training, will address these concerns. This project is designed to make a significant contribution.