This paper reports on an intervention in a London school with boys with special educational needs and a lack of motivation to write descriptively. They displayed inconsistency in their written outcomes and a repetitive, limited range of vocabulary. While these issues were intertwined, the strategies described in this paper sought firstly to tackle the motivation and engagement of these pupils with descriptive writing and secondly to address vocabulary acquisition in relation to writing. The sequence of lessons outlined in this paper addressed issues of self-confidence, self-efficacy and the specific needs of the group, alongside tackling the vocabulary gap and the need for in-depth scaffolding of writing. The combination of strategies outlined made an impact in both areas. However, pupils became more confident in their capacity to write, and there was a notable move away from a negative "bottom set" mentality.