• An increase in the number of library-based groups, working in a much more proactive way with young people. There are now 12 such groups across the city, giving the opportunity for authors to discuss writing skills with teenagers.
• Stories from the Web groups meeting at 18 libraries with more than 2,000 children attending a total of 27,000 times since the groups started. These also give opportunities to discuss the techniques of writing. Some of the sessions have targeted newly arrived families, some have focused on including looked after children.
• Teacher professional development sessions, which have increasingly focused on pupil writing skills.
• Increased use of writing-based software in adult groups, and the development of a spelling-focused CDROM.
• A focus on writing in family literacy and Inspire workshops.

The most recent substantial development in schools to increase pupils' motivation and enthusiasm for writing, and to develop their confidence as writers, involved the negotiated placement of a team of writers to work with classes of pupils over a sustained period of time (e.g. 6 sessions). Initially this was with primary schools but has now expanded to include secondary schools and a Behavioural Support Unit.

Alongside the pupils' writing development activities there has been the opportunity for teachers to work on their own writing skills, and proposals to extend this to include some parents.

The strong partnership approach, the diversity of the writers and the high level of work expected have led to a set of developments that have been evaluated by Cambridge University Faculty of Education. The findings stressed the motivational power of the model, the strong organisation supporting the schools and writers, and the additional impact on behaviour – as well as the absolute impact on writing skills.