riers to attendance and attainment. How practitioners should achieve this outcome in practice • Practitioners use strength-based approaches to build trusted relationships that help children, young people, and families, working with them to identify what is working well in their lives and how their strengths could support them in other areas too. Practitioners are confident to identify the needs of disabled children and support families to meet their needs. • Practitioners manage their first interactions with families carefully, clearly explaining their roles and the help that is available. Practitioners prioritise understanding the whole family and building relationships with all of the family network, from the outset. Practitioners understand that different families may have different relationships and a family network is not confined to relatives. • Practitioners understand that stigma can be a barrier to children, young people and families asking for, and responding to, help that is available. Practitioners recognise that disabled children and their families, or families where a child provides care for a family member, may face barriers in coming forward to access support. Practitioners adapt their practice to overcome barriers for individual children, young people, and families, taking account of their needs and preferences for how they receive support. • Practitioners work confidently and respectfully with children, young people, and families from diverse socio-demographic groups. They engage sensitively with families, respecting different models and attitudes to parenting and care. • Practitioners are mindful of the importance of challenging their own and others’ hypotheses about what is happening in families, recognising how their own beliefs and experiences can 