Children of military personnel, often referred to as service children, face unique challenges compared to their civilian counterparts. These include frequent family separations due to deployments or training, as well as regular relocations that can disrupt schooling and social connections. Research indicates that moving schools often can affect academic performance. In the UK, the Armed Forces Covenant is a policy aimed at ensuring service families are not disadvantaged by their circumstances. However, for children with special educational needs and disabilities (Send), these challenges are amplified. Moving frequently can disrupt access to familiar support systems and relationships, and children may need to re-negotiate their support plans. Education, health and care plans (EHCPs), which outline the support a child needs, can be difficult to transfer between areas. Delays in assessing a child’s needs can lead to families moving before their support is secured. When service children join new schools mid-year, the schools must quickly adapt to the complex Send system, which can result in learning gaps due to differing curriculum structures. In response to these challenges, the schools around Catterick Garrison in North Yorkshire, the largest British Army base, developed the Garrison Assist Project (Gap). Funded by the Armed Forces Covenant Trust Fund, Gap aims to provide more consistent and responsive support for service children with Send. The project has facilitated shared training for staff, collaboration among special educational needs coordinators, and a platform for parents and carers to share experiences. Evaluations of the project emphasized three key elements: effective communication, high-quality teaching tailored to individual needs, and strong, trusting relationships. Parents and teachers both highlighted the importance of proactive and empathetic engagement with families. Collaborative discussions between staff at different schools helped them understand challenges better and share effective strategies. Access to expert training also played a role in building expertise, but maintaining open communication with families remained essential. High-quality teaching that adapts to each student's needs was seen as crucial, especially by older students who valued when teachers knew them personally and maintained consistent, respectful behavior standards. Trust and strong relationships were identified as the foundation of effective support. While some parents expressed concerns about potential biases or judgments from professionals, they appreciated when schools went the extra mile to support their children. Schools must demonstrate consistency and empathy to build trust. While schools cannot single-handedly fix the broader Send system, the experiences of Catterick Garrison's schools show that a collaborative, responsive approach can strengthen support for military families. This aligns with the goal of the Armed Forces Covenant, which aims to ensure service families face no disadvantage.