School Readiness: Early Language & Oracy Programme

This intervention is particularly effective for pupils who:

• are starting school with low language on entry

• struggle to express themselves clearly

• find it difficult to generate ideas for writing

• have limited vocabulary

• lack confidence in speaking and participation

• are not fully accessing whole-class learning

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It is especially beneficial for:

• pupils with English as an Additional Language (EAL)

• pupils who need repetition, structure and meaningful context

• pupils who do not respond well to worksheet-based interventions

Each programme is designed to build the core language foundations children need for reading and writing, including:

• developing spoken language and vocabulary

• understanding and retelling stories

• building sentence structure and oral rehearsal

• improving listening and attention

• developing confidence in communication

• fostering positive engagement with literacy

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Sessions are carefully structured to reduce pressure while maintaining purposeful, measurable learning.

• Small-group sessions (typically 4–6 pupils)

• Delivered within the school setting

• Structured 5–6 week blocks

• Can be intensified for short-term impact

• Delivered independently or alongside school staff

• Strategies can be shared with staff to support consistency beyond the intervention.

Because language is built through talk, not worksheets.

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• Builds language through story, not worksheets

• Supports children who struggle with traditional interventions

• Creates meaningful context for vocabulary and communication

• Increases engagement through play, talk and interaction

• Focuses on talk before writing — where many gaps begin

• Children often show:

• increased confidence in speaking

• improved vocabulary and sentence structure

• greater engagement with literacy

• stronger readiness for reading and writing

• improved participation in class