Children and families may face additional needs that affect wellbeing, participation or engagement in learning, even when these are not special educational needs. These may relate to health, housing, family circumstance, emotional wellbeing, caring responsibilities or experiences linked to migration, trauma or linguistic background. Understanding these contextual factors helps schools create a culture where every child feels safe, included and ready to learn.
View the ‘Additional Needs’ Parent Carer Guide
Staff understand the diverse additional needs within its community, informed by local context, cultural awareness and the views of children, young people and families.
Leaders prioritise strong, trusting relationships with children, young people and families so that emerging needs are identified early and barriers are reduced.
Staff receive training to recognise and respond to additional needs, including mental health, adverse childhood experiences, caring responsibilities, disadvantage and experiences linked to migration or trauma.
Support for learners who use English as an Additional Language is evidence-informed and includes structured opportunities for language and vocabulary development.
Early Help, safeguarding and multi-agency processes are embedded within school systems so that children are kept safe and families receive coordinated support at the earliest opportunity.
Policies, decision-making and reviews reflect the evolving needs of the community and ensure that support is equitable, anticipatory and joined-up.
Leaders use Pupil Premium and other contextual funding strategically to remove barriers, strengthen engagement and support wellbeing.
