WHAT THE EXPERTS SAY.... HOW INNOVATIVE APPROACHES ARE HELPING THE MOST


VULNERABLE STUDENTS GET BACK ON TRACK Comment by ED ROBBINS, CEO of Fresh Start in Education


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ducation should be a place where young people learn, grow academically and socially, and feel supported to thrive. Yet this is not the reality for every pupil.


Mainstream education and traditional teaching methods may work for some students, but they do not work for everyone, particularly those who are most vulnerable. Research shows that pupils with special educational needs, health conditions or challenging home circumstances experience the highest rates of suspension and exclusion.


Government statistics show a rise in suspensions and exclusions, with 335,700 suspensions and 3,700 permanent exclusions in 2024/25. Because vulnerable young people are disproportionately represented in these figures, more must be done to support them and keep them on track.


Getting a young person engaged in learning starts with listening. What is working well? What is not? Do they prefer a particular teaching method, or are they being forced into a model that does not suit them? Honest conversations, feedback and flexibility can help schools understand each student’s needs.


Teachers can then develop tailored support that reflects individual requirements. Government figures published in February 2026 show that more than 1.7 million pupils in England have special educational needs, while 482,640 have an education, health and care plan. Every young person deserves an education that enables them to reach their


potential.


Traditional classrooms do not suit every learner. Large classes led by one teacher can overwhelm pupils with sensory needs, limiting concentration and can lead to misunderstood behaviour. Equally, independent learning can be difficult for students who need consistent one-to-one support, leaving some to struggle in silence.


Education is not one-size-fits-all. Group learning, focused study time and dedicated individual support can help students reconnect with learning. Interactive lessons and technology can also increase engagement. When pupils fall behind, it is not always because they lack motivation or are choosing to underperform. Schools must meet students where they are and provide the framework they need to succeed. Some young people with SEN may find busy environments overwhelming and benefit from access to quiet spaces. The government’s recently announced ten-year plan to revitalise schools emphasises inclusion by design and proposes dedicated “inclusion spaces”. These areas could provide targeted support and bridge the gap between mainstream and specialist provision. Such spaces can improve attainment and prevent disengagement.


Vulnerable students may struggle for many reasons, but they cannot be expected to solve these challenges alone. Every young person deserves the best possible education, regardless of circumstance. This requires open- mindedness, innovation and alternative provision. Positive change is beginning through a stronger focus on inclusive schools. By continuing to listen, adapt teaching and create supportive environments, we can help vulnerable pupils stay engaged and reach their potential – and embracing different approaches offers the best chance of ensuring that every young person has the opportunity to succeed.


WHY WE NEED TO EXTEND THE FREE SCHOOL MILK ENTITLEMENT


Comment by JOANNA HOWDEN, Principal at Ingoldmells Academy, and KATE TETT, Ingoldmells Academy’s Senior Administrator


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he current policy on free school milk creates an avoidable challenge: entitlement ends on a child’s fifth birthday rather than at the end of Reception. Although this may appear minor, it creates an unfair and fragmented experience. Children in the same classroom, at the same developmental stage, can have unequal access to important nutrition. Some continue receiving milk because their school or parents can pay, while others miss out. At Ingoldmells Academy, we believe every child deserves the best possible start in life. Our duty of care extends beyond classroom teaching. Like schools across the country, we must support children’s social, emotional and wider developmental needs, and school meals and milk breaks play an important role.


Milk contributes to healthy growth, supporting strong bones and teeth while providing nutrients linked to brain development, energy and immune function. These benefits can support learning by helping children concentrate, retain information and engage in lessons.


Milk breaks also provide structure. They offer a natural pause in the school day, helping pupils


reset their focus and return to learning more effectively. Socially, they create shared experiences that strengthen relationships, develop communication skills and foster routine and belonging.


These moments also have safeguarding value. In a more informal setting, staff can observe pupils’ eating habits, identify children who may be hesitant around food and respond appropriately.


The benefits are significant, yet the current cut-off prevents more than September 2026


480,000 children from accessing the nutritional and social advantages of school milk. It also widens inequality, as children from disadvantaged backgrounds are less likely to continue through a parent-pay model. To address this, Ingoldmells Academy subsidises milk for pupils entitled to free school meals throughout their time with us. This helps ensure that children most at risk of missing out continue to receive its benefits. Our approach has produced positive results. Consistent access supports nutrition, helps pupils remain settled and engaged, and enables them to maintain energy and focus during the day. It also reinforces healthy eating habits and routines that are especially important during early development.


We are proud to fund this provision, but recognise that many schools cannot afford to do the same. A national policy change is needed to ensure that every child in England can receive free school milk throughout Reception, throughout this crucial school year.


Extending entitlement would also help schools use limited resources more effectively. Funding currently spent maintaining milk provision could be redirected towards teaching resources, pupil


projects and further investment in Special Educational Needs Hubs. Extending free school milk until the end of Reception, rather than ending it on a child’s fifth birthday, would be a simple but meaningful change. It would promote fairness, support children’s health, development and learning, and reduce pressure on school budgets. Our experience at Ingoldmells Academy demonstrates the value of consistent access for all pupils, regardless of background.


www.education-today.co.uk 25


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