Learning computing and computational thinking is now a mandatory part of the primary curriculum of many countries and there are a range of different approaches to introducing the subject to young children. These early experiences of computing are important for motivating and engaging pupils and, at their best, can spark a life-long interest in the subject. However, some pupils struggle to learn computing and computer science and risk becoming disengaged – avoiding this happening is a key challenge for school teachers. This paper explores some pedagogical features that show promise for enabling all pupils to succeed in computing, particularly those who find it most challenging. The paper discusses a case study of computing education for pupils aged 7-9 where the pupils were taught using the constructionist ‘Computing with Emil’ scheme. It cites observation, interview, work sample and formal assessment evidence to discuss features of the approach that were most successful in helping those pupils who struggle the most to learn computing. These included setting accessible and motivating activities, providing opportunities for collaboration, ensuring frequent experiences of success, and using multiple methods of recording.