Context: This study emerges from a focus on inclusion and special educational needs and disability (ISEND) within a mainstream primary school setting. The research investigates the effectiveness of Pupil Passport reviews, which are utilised to facilitate communication and planning for individual student needs. Aims: The main aim of the research is to explore the effectiveness of Pupil Passport reviews in enhancing the educational experience of children with special educational needs. Specific attention is devoted to identifying conditions that improve these reviews, such as the presence of familiar educators and access to detailed learner materials. Methods: The research employs an action research framework consisting of two cycles. Initial steps involve constructing a plan that refines the research question, followed by careful implementation (DO 1), where Pupil Passport reviews are conducted. Data collection is noted down meticulously by a second adult to ensure comprehensive documentation. Ethical consent is obtained from participants to anonymise the results during the publication process. Findings: The study identifies that Pupil Passport reviews are most productive when conducted with a trusted teacher, along with the availability of learners' workbooks and the Pupil Passport itself. The involvement of a second adult for note-taking enhances the overall process by ensuring detailed accounts of the feedback and discussions that take place. Implications: The findings suggest that creating a familiar and supportive environment for children during review sessions can lead to more effective communication and understanding of their needs. This indicates that educators may benefit from considering the settings and structures in which they engage with pupils requiring additional support, fostering a more collaborative approach towards special educational needs. Other teachers might learn from the emphasis on preparation and dual-support strategies during review processes, which could enhance the efficacy of inclusive education practices.