ner) We also found that, for some, whilst not using the NEET model itself for identification purposes, it’s used as an additional tool to support or substantiate other processes within schools for identifying vulnerability: “It's incredibly useful to make sure that our model is matching the information that is held within the TFE” (Secondary School practitioner) In terms of use in practice, those we spoke to described how identification of students who are potentially at risk can then support further inquiry with a family. As a Social Care manager notes: "The NEET indicator again is quite helpful… it kind of leads on to conversations with the families or discussions of their education." Having said this, of the 85% of respondents who noted that the TFE (which includes the NEET model) had a positive impact on their work, only one respondent mentioned the NEET model when prompted to qualify why it had a positive impact. This may be explained by its lack of use by school Social Finance Limited +44 (0) 20 7770 6836 87 Vauxhall Walk, London SE11 5HJ socialfinance.org.uk 45 staff, with 24% of survey respondents indicating they use the NEET model, 50% not using it, and 26% of respondent saying they haven’t heard of it. As with the TFE more generally, many of those working in primary schools noted that it didn’t feel relevant for them: “I feel like potentially the [NEET model] would probably come in more to play like secondary education because there's a lot of school refusal.” (Primary School practitioner) This was similarly the case for those working in SEND settings, who said that higher staff to student ratios enabled a better understanding of needs across the student population, which meant that such a tool was less needed. In the words of one Headteacher from a SEND schoo