Aim: The development of a trauma-informed approach to closing the poverty-related attainment gap called Readiness for Learning (R4L). This is a project funded by the Scottish Attainment Challenge (SAC). This paper reports on a strand of the intervention that took place in two Primary One classrooms over the academic session 2017/18. Method: This part of the project involved making changes to the learning environment and presentation of the curriculum, taking into greater account the developmental stage of children entering formal schooling. A selection of both qualitative and quantitative measures were completed throughout the year. Findings: These indicated that pupils made significant gains in their executive function abilities, as measured using the Neurosequential Model Mini Map. Limitations: The limitations of this study included the lack of a matched control and the potential confounding effect of co-occurring interventions. Longer term evaluation and follow-up with the cohort is planned to gather evidence of ongoing impact and attempt to address some of the limitations identified. Discussion: Results will be discussed both in relation to pupil outcomes, as well as the wider involvement that the Educational Psychology Service (EPS) can have in relation to local authority policy and practice.