TARGETED INTERVENTION
Talk it. Build it. Tell it. Then write it.
Practical language and literacy support for pupils who need more help to develop ideas, confidence and communication before writing.
Some children know more than they are able to show on paper. They may struggle to find the words, organise their ideas, retell what has happened or know where to begin.
RPC intervention support starts earlier — with experience, language, talk and storytelling — before expecting children to write independently.
Who is this support for?
For pupils who need a different route in.
Targeted support may be useful for children who:
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have limited vocabulary
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struggle to express ideas verbally
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find it difficult to sequence or retell
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lack confidence when speaking in a group
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have ideas but struggle to get them onto paper
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rely heavily on adult prompting when writing
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are working below age-related expectations
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have SEND and benefit from practical, visual or lower-pressure approaches
Support is shaped around the pupils in front of us rather than a fixed programme that every child has to fit into.
The Approach
Writing doesn’t begin with the pencil.
Before children can write confidently, they need something to say.
They need experiences to draw on, words to express their ideas and opportunities to rehearse those ideas aloud.
That is why RPC intervention follows a simple progression:
Talk it.
Build vocabulary, confidence and oral language.
Build it.
Use practical experiences, objects, images or story to develop ideas.
Tell it.
Rehearse, sequence and shape those ideas through spoken language.
Then write it.
Support the child to transfer their thinking onto the page with carefully chosen scaffolds.
What Can Support Look Like
Flexible support for your pupils and your setting.
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Small-group intervention
Targeted blocks for a small number of pupils who share similar language, oracy or writing needs. -
Individual SEND support
Tailored 1:1 work for pupils who benefit from a quieter, practical or sensory approach, linked to individual targets where appropriate. -
Model, develop and hand over
I can work with pupils while also helping staff understand the approach, so strategies can continue after the intervention finishes.
What Might We Work On
Depending on the pupils, intervention may focus on:
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Vocabulary development
Building the words children need to talk about experiences and ideas. -
Oral storytelling
Developing confidence in retelling, sequencing and shaping a narrative. -
Sentence construction
Helping pupils rehearse and develop sentences before writing them. -
Idea generation
Giving children meaningful experiences and prompts so they have something worth saying. -
Sequencing
Supporting children to organise events, information and ideas clearly. -
Confidence and participation
Reducing pressure and helping children contribute more independently. -
Writing readiness
Bridging the gap between oral language and written outcomes.
Practical, not worksheet led.
A different way into literacy.
Some pupils do not need another worksheet.
They need to talk, handle, build, move, imagine, rehearse and make sense of an idea before being asked to record it.
RPC intervention uses practical experiences, stories, visual support and structured talk to give children a meaningful route into language and writing.
The resources are not there simply to make the session engaging.
They give children something to think about — and something to say.
SEND Support
Individualised support for pupils with additional needs.
For some pupils, a smaller or quieter environment can make a significant difference.
1:1 support can be adapted around the child's communication, sensory and learning needs and can link with existing SEND or EHCP priorities where appropriate.
Sessions may include:
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visual and practical support
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sensory or hands-on learning
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repetition and rehearsal
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reduced language load
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opportunities to communicate without pressure
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carefully scaffolded literacy tasks
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The aim is always to help the child access learning more confidently — not simply complete an activity.
Working Alongside School Staff
Intervention that can continue after I leave
I don’t want effective strategies to disappear when an intervention block finishes.
Where useful, I can share approaches with staff, model strategies and help identify what can be carried into classroom practice.
This might include:
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scaffolds that are helping a pupil
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useful vocabulary approaches
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ways to rehearse ideas before writing
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practical prompts and resources
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recommendations for the next stage of support
What Might A Block Look Like
Targeted intervention blocks
Support can be arranged as a short targeted block, typically over 4–8 weeks, depending on the pupils and the school’s priorities.
Before beginning, we can identify:
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Who needs support
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What we want to strengthen
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What progress might look like
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How strategies can transfer back into class
Have pupils who know more than they are able to show?
Tell me a little about the pupils you are concerned about and what they are finding difficult.
We can then decide whether a small-group intervention, individual support or a more bespoke approach would be most useful.