Targeted Literacy Interventions
Small-group support to build confidence, communication and engagement with literacy
Read, Play, Create offers targeted literacy interventions for pupils who would benefit from additional support with reading, language and writing, but who may not require 1:1 SEND provision.
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Reading sits at the heart of every intervention. Sessions use high-quality texts, structured talk and sensory-based activities to support engagement, confidence and progress in literacy.
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These interventions are designed to bridge gaps, build foundations and re-engage pupils with learning in a calm, supportive way.
Who is this intervention for?
This intervention is ideal for pupils who:
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are working below age-related expectations in literacy
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need additional support with oral language and vocabulary
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lack confidence with reading or writing tasks
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find it difficult to engage in whole-class literacy lessons
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are at risk of falling behind without targeted support
It is particularly beneficial for:
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pupils with English as an Additional Language (EAL) who would benefit from language-rich, story-based experiences
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pupils who do not respond well to worksheet-based or purely academic interventions
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pupils who need time, repetition and meaningful context to develop literacy skills
What Sessions Focus On
Each targeted literacy intervention is fully customisable and can be designed to align with:
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the school’s current literacy priorities
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classroom themes or topics
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core texts being studied
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specific curriculum objectives
Sessions may focus on:
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developing spoken language and vocabulary
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understanding and responding to stories and texts
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early reading behaviours and comprehension
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sentence building and writing confidence
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listening, attention and turn-taking
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building positive attitudes towards literacy
All sessions are carefully paced and designed to reduce pressure while maintaining purposeful, meaningful learning.
How The Intervention Is Delivered
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Small-group sessions (typically 2–4 pupils)
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Delivered within the school setting
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Can run as short-term blocks (e.g. 6 weeks) or ongoing support
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Sessions may be delivered independently or alongside a teaching assistant
Where appropriate, strategies and approaches can be shared with staff to support consistency beyond the sessions.
Working with schools​​
This support works best when delivered collaboratively.
Read, Play, Create can work alongside:
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SENCOs
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class teachers
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teaching assistants
to ensure sessions complement existing provision and fit naturally within the school day.