Check the reason for the delay
Ask the pupil to show what they are expected to do first. Notice unclear language, missing materials, an overwhelming page or uncertainty about the answer. A pupil who cannot identify the first step needs clarification rather than another general instruction to get on.
Model a short start routine
Show one example on a different item, leave the key instruction visible and agree a brief cue to begin. Arrange materials so the first action is possible immediately. Keep the pupil doing the thinking instead of an adult verbally directing every mark.
Review the first independent action
Record starts after a general cue, after a specific prompt and without help. Try a comparable task in another lesson. Fade adult reminders when the pupil can use the support; retain an accessible instruction or example if it remains useful.
Further reading
Use these resources alongside knowledge of the individual pupil and school context.
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