Take a familiar targeted intervention on a school provision map, such as a social-skills group. The sessions may be useful, but three questions matter. What exactly is the programme intended to help with, and why should its activities make a difference? Are we teaching the elements that matter? Are pupils using what they learn beyond the group? Together, these questions help us theorise, teach and track the intervention.

“We need an EP report.”. It is a familiar request — and sometimes it is exactly the right next step. But what if the most helpful EP work starts before anyone writes a report?