Vulnerable pupils

We are committed to offering over and above support and guidance to a broad definition of vulnerable and disadvantaged pupils during the pandemic and beyond. 

Our definition includes, but is not limited to:
 

• children from minority ethnic groups who have English as an additional language; 
• care-experienced children, including looked after children;
• pupils educated other than at school (EOTAS);
• children of refugees and asylum seekers;
• Gypsy, Roma and Traveller children;
• pupils eligible for free school meals, who are underachieving and have limited access to resources;
• children who are young carers; 
• children at risk of harm, abuse or neglect from family or others; 
• children who are on the Child Protection Register;
• children who are suffering from significant conflict and/or domestic abuse at home;
• children who are suffering from exposure to domestic abuse;
• children with poor mental health, without the support of Child and Adolescent Mental Health Services, who are self-harming or feeling suicidal;
• children with significant and complex additional learning needs and have a Statement via the LA;
• young people with significant inability to manage their anger and emotions and are likely to cause domestic violence to others or harm themselves;
• children likely to be engaged with, or there is evidence of them being drawn into, criminal activity;
• children who are likely to be hungry and are without access to healthy food and 3 meals per day;
• children without access to, or the ability to engage with, online learning and who are unable to complete any work because of lack of resource / skills / support;
• pupils who have suffered from multiple forced self-isolation periods due to COVID compared to others (more than 15 school days); 
• recently bereaved pupils.

Not all children from these groups will face barriers to learning or be vulnerable to underachieving. Young people from these groups may face a range of barriers which could make it more difficult for them to achieve their potential and will, therefore, require different solutions and support, targeted towards meeting each of their individual needs. In addition, pupils may belong to several of the above categories at the same time, depending on their individual circumstances.