What Every Teacher Should Know About Their New Class

Before meeting a new class, teachers are often given a substantial amount of information.

There may be attainment data, attendance figures, seating plans, SEND registers, safeguarding notes, medical records, previous reports and comments from colleagues. Some of it is essential. Some is useful only when interpreted carefully. Some can encourage assumptions before the teacher has spoken to a pupil.

The challenge is not simply to collect as much information as possible. It is to identify what will help pupils remain safe, access learning and experience a successful start.

A teacher needs to know whether a pupil has a serious allergy, requires a particular classroom adjustment or may need support during a difficult transition. They do not need to inherit every negative judgement that has ever been written about that child.

Previous information should create understanding without removing the possibility of a fresh start.

This guide explains what teachers should know about a new class, which details deserve immediate attention and how to use pupil information without allowing labels, old incidents or incomplete data to determine expectations.

Begin with safety, access and immediate support needs

The most important information is anything that changes what you must do to keep a pupil safe or enable them to participate.

Before teaching the class, identify pupils with medical needs, allergies, safeguarding information, significant communication needs or essential adjustments. This information should come through the school’s approved systems and relevant staff rather than informal conversation.

Know the medical information relevant to your role

A teacher does not need to become a medical specialist, but they must understand the information necessary to supervise pupils safely.

This may include:

serious allergies and known triggers;
asthma and access to inhalers;
epilepsy and agreed seizure procedures;
diabetes and the support a pupil may require;
mobility or physical-access needs;
medication that may affect participation or behaviour;
individual healthcare plans relevant to the classroom;
what constitutes an emergency;
how to summon trained help.

Check practical arrangements rather than assuming that a plan on file means everything is ready. Does the pupil have access to the equipment or medication they need? Do you know whom to contact? Are arrangements different during physical education, lunch, trips or after-school activities?

The Department for Education’s guidance on supporting pupils with medical conditions at school explains the wider responsibilities of schools. Teachers should follow their school’s policy and the pupil’s agreed plan.

Identify essential classroom adjustments

Some adjustments need to be in place from the first lesson.

A pupil may require:

a particular seating position;
step-free access or additional movement time;
enlarged print or assistive technology;
reduced visual clutter;
a clear view of the teacher’s face;
written instructions alongside spoken explanations;
access to a quiet or regulation space;
a communication aid;
additional processing time;
an agreed method of requesting help or leaving the room.

These should not be discovered only after a pupil has been unable to participate.

Speak with the SENCO, previous teacher, support staff or another appropriate colleague if the information is unclear. The aim is not to design a completely separate experience for the pupil, but to remove foreseeable barriers.

Understand how to report concerns

Teachers should know who the designated safeguarding lead and deputies are, how the school records concerns and what to do when the normal system is unavailable.

In England, Keeping Children Safe in Education 2026 comes into force on 1 September 2026. Staff should complete the reading and training required by their school and follow its local reporting procedures.

Previous safeguarding information will usually be shared on a need-to-know basis. Teachers should not expect unrestricted access to a child’s complete history. They do need enough information to recognise relevant risks, avoid foreseeable harm and respond appropriately.

Read SEND information for practical meaning

A SEND register tells a teacher that additional information exists. It does not, by itself, explain how to teach the pupil.

Even pupils with the same diagnosis may have very different strengths, difficulties and support needs. “Autism”, “ADHD” or “dyslexia” should never become a complete description of a child.

Look beyond the diagnosis

When reading a pupil profile, support plan or EHCP information, look for answers to practical questions:

What are the pupil’s strengths and interests?
What creates the greatest barrier to learning?
How does the pupil communicate when confident?
How might they communicate when overwhelmed?
Which adjustments are essential?
Which strategies have previously helped?
What tends to make participation harder?
How much independence is the pupil capable of?
What should staff do if the pupil becomes distressed?
Who should be contacted when support is not working?

This information is more useful than a list of diagnostic characteristics copied from a general document.

Distinguish support from dependence

Some pupils may previously have received substantial adult support. Find out what the support is intended to achieve.

An adult constantly sitting beside a pupil may help them complete tasks in the short term while unintentionally reducing independence. Effective support should enable access, understanding and participation without doing the thinking for the pupil.

Teachers and teaching assistants should agree:

which parts of the lesson the pupil can manage independently;
when prompting is helpful;
how prompts will be reduced;
how misunderstandings will be communicated to the teacher;
how the pupil will remain part of whole-class teaching;
what progress towards independence looks like.

The Education Endowment Foundation’s guidance on supporting pupils with SEND in mainstream schools places high-quality teaching at the centre of provision while recognising that some pupils will also need targeted and specialist support.

Check whether provision is ready

If a plan mentions assistive technology, visual resources, specialist furniture or adapted materials, confirm that these are actually available.

A provision map may say that a pupil has access to a laptop, but the device may not have been charged, configured or transferred to the new class. A pupil may be expected to use coloured overlays, a hearing system or specialist software that the new teacher has never seen.

Ask for guidance before the first lesson rather than waiting for the pupil to explain the system in front of classmates.

Further classroom ideas can be found in the AllSchools guides to neurodiversity in the classroom and creating a sensory-friendly classroom on a budget.

Use attainment data as a starting point, not a verdict

Previous attainment information can help teachers pitch initial work and identify areas that may require review. It can also create false certainty.

A single score rarely explains how a pupil learns. It may reflect their knowledge at a particular moment, the type of assessment used, attendance, language, anxiety, access arrangements or the support available on that day.

Understand what the data actually measures

Before relying on a score, ask:

When was the assessment completed?
What content did it cover?
Was it teacher assessed or externally standardised?
Were normal classroom adjustments used?
Was the pupil present for the full teaching sequence?
Is the score consistent with classroom work?
Has the pupil changed schools, language or curriculum?
Were there circumstances likely to affect performance?

A reading age, standardised score or judgement such as “working towards” is one piece of evidence. It is not a complete curriculum plan.

Look for patterns rather than labels

Useful previous information might show that a pupil:

understands concepts orally but struggles to record them;
reads accurately but has difficulty with comprehension;
performs well during guided work but lacks independence;
has secure knowledge but works slowly;
struggles to retrieve previously taught content;
avoids tasks when unsure;
needs vocabulary taught explicitly;
responds better to models and worked examples.

These patterns are more actionable than a broad statement that a pupil is “low ability” or “behind”.

Gather your own baseline evidence through teaching

The beginning of the year does not have to involve a long battery of formal tests.

Teachers can gather useful information through:

low-stakes retrieval questions;
discussion;
short reading and writing samples;
worked examples;
observation during independent practice;
questions designed to expose misconceptions;
review of previous work;
carefully selected diagnostic tasks.

Before assessing, decide what teaching decision the information will support. Data collection that does not influence teaching, intervention or support is unlikely to be the best use of the opening weeks.

The broader AllSchools guide to the first two weeks back at school explains how assessment can sit alongside routines, relationships and meaningful curriculum teaching.

Understand attendance before absence becomes entrenched

Attendance information deserves attention from the beginning of the year, particularly where a pupil has experienced persistent or severe absence.

Teachers are not solely responsible for solving attendance difficulties, but they are often among the first to notice a pattern or change.

Review more than the overall percentage

An annual attendance figure can hide important detail.

Look for patterns such as:

absence on particular weekdays;
absence from particular subjects or activities;
frequent lateness;
repeated absence immediately before or after holidays;
attendance that deteriorated during a particular term;
periods linked to health, anxiety, bullying or family difficulty;
partial timetables or reintegration arrangements;
previous prolonged absence.

These patterns may help the teacher understand why a pupil has curriculum gaps or appears anxious about particular parts of the school day.

Know which pupils may find returning difficult

A pupil with previous school avoidance may require a planned arrival, a named adult, a predictable first lesson or additional support during transitions.

Find out what the school has agreed with the pupil and family. A classroom teacher should not unknowingly contradict a reintegration plan or publicly challenge an arrangement that has been approved.

Make the classroom worth returning to

Teachers cannot remove every barrier to attendance, but classroom experience matters.

A pupil returning after absence may already feel behind, conspicuous or embarrassed. Avoid greeting them with a public demand to explain where they have been.

A quiet welcome and a clear route back into the lesson can help:

“It is good to see you. We are working on this section today. Start with these two questions, and I will come over in a moment to help you catch up.”

Attendance processes can continue through the appropriate staff without making classroom return more difficult.

The Department for Education’s Working Together to Improve School Attendance guidance emphasises early action, understanding barriers and working with families. AllSchools also has a practical guide to attendance strategies that improve persistent absence.

Read behaviour information without inheriting a reputation

Behaviour information can help teachers anticipate support needs and understand serious risks. It can also cause pupils to enter a new classroom carrying a reputation they have no realistic opportunity to change.

A statement such as “watch out for him” may tell a teacher more about an adult’s frustration than about the conditions in which the pupil succeeds.

Separate incidents from identity

Instead of asking whether a pupil is “difficult”, ask:

What behaviour occurred?
How often did it occur?
In which lessons or situations?
What tended to happen immediately before it?
Was the work accessible?
Were particular peers involved?
Did transitions create difficulty?
How did adults respond?
Which responses helped?
Was there an unmet SEND, pastoral or safeguarding need?

Specific information helps a teacher plan. Character judgements do not.

Find out what successful lessons looked like

Previous records tend to preserve incidents more reliably than ordinary success.

Ask former teachers or support staff:

When was the pupil most engaged?
Which routines worked well?
Did seating make a difference?
How did the pupil respond to private correction?
What helped them recover after an incident?
Which interests encouraged participation?
What strengthened the relationship?

This creates a more balanced and useful picture.

Offer a genuine fresh start

A fresh start does not mean pretending serious incidents never happened or ignoring necessary risk information. It means allowing current behaviour to influence current judgement.

A pupil should not be corrected more quickly, watched more suspiciously or excluded from responsibility solely because of last year’s reputation.

Explain expectations clearly and respond consistently. Let the pupil discover that the new classroom is predictable rather than waiting for them to prove that every warning was correct.

Learn about communication, language and literacy needs

Pupils may understand much more than they can easily express. Others may speak confidently while struggling to understand academic language, extended instructions or written text.

Communication needs affect participation across the curriculum, not only English lessons.

Identify pupils learning English as an additional language

Find out:

which languages the pupil speaks;
how long they have been learning English;
whether they have been educated continuously;
what they can understand and express in their first language;
which subjects reveal their strengths;
whether interpretation or translated communication is used with home;
which classroom strategies have been effective.

Early-stage English should not be confused with low cognitive ability. A pupil may understand sophisticated concepts while lacking the English vocabulary to demonstrate that understanding.

Use visuals, modelling, concrete examples, structured talk and explicit vocabulary teaching without reducing the intellectual ambition of the lesson.

Know who has speech, language and communication needs

A pupil may find it difficult to:

process lengthy spoken instructions;
find the words they need;
understand figurative or ambiguous language;
organise an explanation;
follow rapid classroom discussion;
interpret social communication;
ask for clarification.

These difficulties can be mistaken for inattention, rudeness or lack of knowledge.

Give concise instructions, pause for processing and check understanding through a specific task rather than asking only, “Do you understand?”

Review reading and writing access

Know which pupils may struggle to read instructions, copy from a board, spell key vocabulary or organise written work.

This does not mean lowering the conceptual demand. It may mean changing how pupils access or record the task.

For example:

read instructions aloud;
pre-teach essential vocabulary;
provide a model;
break writing into manageable stages;
allow planning through talk;
use appropriate assistive technology;
reduce unnecessary copying;
check whether handwriting is masking understanding.

The AllSchools guide on supporting pupils who struggle with writing without lowering expectations provides further examples.

Know the family and transition context that affects school

Teachers do not need detailed knowledge of every family circumstance. They do need to know when a change or arrangement affects the pupil’s safety, communication or emotional experience of school.

Check collection, contact and communication arrangements

In primary and special settings particularly, teachers may need to understand:

who is authorised to collect the pupil;
whether legal or safeguarding restrictions apply;
which adults receive school communication;
whether parents live separately;
whether translated or accessible communication is needed;
whether the pupil uses school transport;
what happens when normal arrangements change.

Follow the school’s approved records and procedures. Do not rely on a pupil, sibling or informal message to authorise a significant change.

Be aware of major recent changes

Relevant information may include:

bereavement;
parental separation;
a change of care placement;
recent migration or displacement;
housing instability;
serious illness in the family;
the birth of a sibling;
a move between schools;
a parent being deployed, imprisoned or absent for another reason.

This information should not lead teachers to interpret every action through the family event. It can, however, help them respond sensitively when a pupil’s behaviour, concentration or emotional state changes.

Understand the transition the pupil is making

A new class may include pupils who are:

starting school for the first time;
moving between key stages;
joining secondary school;
entering from another country or curriculum;
returning from alternative provision;
moving from a specialist to mainstream setting;
joining midway through the year;
returning after prolonged absence.

The same classroom routine may feel ordinary to one pupil and completely unfamiliar to another.

AllSchools’ guide on preparing transition information for September explains what schools and teachers should pass between year groups and settings.

Use seating plans thoughtfully

A seating plan is not merely a behaviour-control document. It can affect access, attention, communication, peer relationships and the teacher’s ability to support pupils.

Place essential needs first

Consider pupils who:

need to see or hear the teacher clearly;
require wheelchair or mobility access;
use specialist equipment;
need a lower-distraction position;
may require quick access to an exit or regulation space;
need adult support without being isolated;
should be separated from particular peers for safeguarding reasons.

These requirements take priority over creating a visually symmetrical arrangement.

Avoid reproducing old assumptions automatically

A previous seating plan may be a useful starting point, but ask why pupils were placed where they were.

Two pupils may have been separated after a temporary disagreement that has since been resolved. A pupil may have sat at the front because of vision needs, because they were easily distracted or simply because the teacher preferred it.

Use previous arrangements as evidence, not instructions that can never change.

Review the plan after observing the class

An initial seating plan should be adjustable.

Observe:

who can work together productively;
who becomes distracted;
who is socially isolated;
who dominates discussion;
who avoids participating;
whether adults can reach pupils who need support;
whether sensory or physical access is working.

Change places when there is a clear reason, and explain changes calmly. Moving a pupil need not be framed as punishment.

Notice strengths, interests and sources of belonging

Schools tend to record problems more systematically than strengths.

A new teacher may receive detailed information about a pupil’s reading gap, behaviour incidents and attendance while learning almost nothing about what the pupil enjoys or does well.

That imbalance matters because strengths often provide the route into learning and relationships.

Find out what pupils can contribute

Strengths may include:

oral explanation;
practical problem-solving;
creativity;
humour;
leadership;
empathy;
subject knowledge;
sport or performance;
persistence;
supporting peers;
knowledge developed outside school.

A pupil who struggles with extended writing may be an excellent verbal reasoner. A child with inconsistent attendance may possess deep knowledge of a particular subject. A pupil known for disruption may respond positively when given genuine responsibility.

Learn interests without forcing disclosure

Use low-pressure opportunities to learn what pupils enjoy.

This may happen through:

ordinary classroom conversation;
choice of examples;
reading preferences;
clubs and activities;
observing what pupils choose to discuss;
short written reflections;
conversations with previous staff.

Avoid making pupils disclose family details or “interesting facts” publicly when they may not feel comfortable doing so.

Know where pupils experience success

Ask colleagues which lessons, activities or relationships bring out the pupil’s strongest engagement.

This may reveal that a pupil who withdraws during abstract discussion becomes highly focused during practical work, or that a child who struggles in large groups contributes confidently in paired conversation.

The goal is not to teach only through pupils’ preferences. It is to use existing success as a foundation for expanding participation.

Protect confidentiality and avoid informal labelling

Pupil information is sensitive. It should be accessed, discussed and stored only through appropriate professional routes.

Use need-to-know information responsibly

Teachers should receive information necessary to perform their role, but should not search through records out of curiosity.

Do not:

leave pupil profiles visible on desks or screens;
discuss sensitive information in corridors or staff social spaces;
send confidential details through personal messaging apps;
save pupil information on unapproved personal devices;
share diagnoses or family circumstances with other pupils;
paste identifiable pupil information into public AI tools.

Follow the school’s data protection, safeguarding and acceptable-use policies.

Challenge vague or prejudicial descriptions

Comments such as “attention-seeking”, “manipulative”, “lazy”, “low ability”, “a nightmare” or “the family is difficult” are not useful professional information.

Replace them with specific descriptions:

what happened;
in which context;
how often;
what support was offered;
what happened next;
what appeared to help.

Precise language reduces bias and helps colleagues act.

Do not make pupils repeat painful information unnecessarily

Good information-sharing means pupils do not have to explain the same difficult need or experience to every new adult.

A pupil should not repeatedly have to justify why they need a movement break, why a family member must not collect them or why a particular topic may be distressing.

At the same time, do not announce that you know private information unless there is a reason to discuss it. Let the pupil retain dignity and control where possible.

Spend the first fortnight testing your understanding

No file, spreadsheet or handover conversation will tell you everything about a new class.

The first two weeks should be used to compare previous information with current observation and identify where your understanding needs to change.

Observe pupils across different situations

A pupil may appear very different during:

teacher explanation;
independent work;
group discussion;
practical activity;
unstructured time;
transitions;
reading aloud;
formal assessment.

Avoid drawing strong conclusions from one lesson or one type of task.

Check whether planned support is helping

Ask:

Is the pupil accessing the same learning goal?
Is the adjustment reducing the intended barrier?
Is adult help promoting independence?
Are instructions understood?
Does the pupil know how to request help?
Is the seating position appropriate?
Are routines creating unnecessary difficulty?
Does the pupil feel included?

If support is not working, discuss it with the pupil where appropriate and consult the relevant colleagues. Do not continue an ineffective strategy indefinitely simply because it appears in an old document.

Update records with useful evidence

When you learn something important, record it through the correct school process.

Useful information is specific and actionable:

“When instructions were given verbally in three stages, Maya began only the final stage. She completed the task independently when the steps remained visible on the board.”

This is more helpful than:

“Maya does not listen.”

Allow your first impression to change

The quiet pupil may become confident once routines are familiar. The pupil who appeared highly capable during discussion may need substantial writing support. A child described as disruptive may respond well to clear expectations and a fresh relationship.

Good teachers use previous information, but they remain willing to revise their understanding.

Frequently asked questions

What information should a teacher receive about a new class?

Teachers should receive information relevant to safeguarding, medical needs, SEND, classroom adjustments, attendance, attainment, communication, behaviour and significant transition or family circumstances. Information should be proportionate, accurate and shared through approved school systems.

Should teachers read previous behaviour records?

Relevant behaviour records can help teachers understand serious incidents, risks and strategies that have worked. However, they should be read carefully and should not cause a pupil to be treated as though previous behaviour is inevitable.

How much safeguarding information should teachers know?

Teachers should know the information necessary to keep the pupil safe and perform their role. They do not necessarily need access to the pupil’s full safeguarding history. The designated safeguarding lead decides how information is shared on a need-to-know basis.

Should teachers know every pupil’s diagnosis?

Teachers need to know diagnoses or needs when these affect teaching, safety, access or support. More importantly, they should understand the pupil’s strengths, barriers and practical adjustments. A diagnostic label alone is not a teaching strategy.

Can a teacher change a recommended seating plan?

Usually, an initial plan can be reviewed, but essential medical, accessibility, SEND or safeguarding requirements must be preserved. Consult the relevant colleague before changing an arrangement whose purpose is unclear.

How reliable is previous attainment data?

Previous data is useful when the teacher understands what was assessed, when it was collected and what circumstances may have affected it. It should be combined with current classroom evidence rather than treated as a permanent judgement.

What should teachers know about pupils with poor attendance?

Teachers should understand relevant absence patterns, missed curriculum content, agreed support or reintegration plans and any information needed to welcome the pupil safely. Attendance and safeguarding teams should provide additional guidance where necessary.

Should pupils receive a fresh start every year?

Yes, in the sense that they should be judged on current behaviour and given the opportunity to build a new relationship. A fresh start does not require teachers to ignore serious risk, safeguarding information or support needs.

What should a teacher do when pupil information is incomplete?

Prioritise immediate safety and access, contact the appropriate colleague and record unanswered questions. Do not rely on rumours or ask the pupil to disclose sensitive information publicly.

How can teachers avoid forming biased first impressions?

Use specific evidence, separate behaviour from identity, look for strengths, observe pupils in several contexts and remain willing to change your interpretation. Avoid accepting vague labels from previous staff without asking what they mean in practice.

Should teachers ask pupils directly about their needs?

Where appropriate, pupils can provide valuable information about what helps them learn. Ask respectfully and privately, without requiring them to explain a diagnosis or disclose personal details. Existing plans and professional guidance should still be followed.

What is the most important thing to know about a new class?

The most important information is anything that affects immediate safety, access to learning and the pupil’s ability to participate. After that, teachers should understand strengths, barriers and successful strategies while remaining open to learning more through direct experience.

Knowing a new class does not mean reducing every pupil to a profile, score or list of incidents.

It means arriving prepared enough to keep pupils safe, remove obvious barriers and begin teaching with sensible expectations. It also means leaving enough space for pupils to surprise you.

Previous information should help teachers begin well. It should never prevent a child from becoming more than the version recorded last year.