This site is delivered by Worcestershire County Council.

Vulnerable learners

Support for leaders, teachers, and practitioners with the knowledge, tools, and processes needed to accurately identify vulnerable learners and respond with timely, effective support.

The Ofsted Toolkit 2025 focuses on inclusion which threads through all areas of inspection.

The evaluation considers how leaders and practitioners identify and support: 

  • children who have a disadvantaged money and social situation (those eligible for the Early Years Pupil Premium - EYPP)
  • children with SEND, this means children receiving special educational needs (SEN) support and those with an education, health and care (EHC) plan
  • children who are known (or previously known) to children’s social care, such as children in need and looked-after children
  • children who may face other barriers to their learning and or well-being, which may include children who share a protected characteristic, inspectors focus on gathering evidence and relating this to inspection

The identifying vulnerable learners tool gives support to leaders to identify children who may present with barriers to learning and monitor progress.

Identifying vulnerable learners in the Early Years

A vulnerable learner is a child who requires extra support because of factors that negatively impact their development or educational outcomes.

Vulnerability can arise from many different experiences and could include living with a disability or health condition, having a special educational need, living with family stress including financial challenges, being known or previously known to children’s social care or experiencing adversity early in life.

The vulnerability can be temporary or long-term, requiring additional support for their learning, emotional health, and overall development.

Vulnerability grid

This working document can be adapted to support reflection and development for children and staff. The key question is:

‘To what extent does our setting effectively meet the needs of all children, with the aim of reducing differences in attainment across the Early Years Foundation Stage?’

Use this form to support the following:

  • starting points: identify individual children’s unique needs through observation and conversations with parents and carers
  • planning: use the data below to inform assessments and guide high-quality, responsive planning
  • impact: this data will support leadership and staff in working closely with children, families, and professionals to ensure joined-up, child-centred practice and demonstrate progress for child

You can access and download the working document here: