Our Vision

Every Child Belongs. Every Child Participates. Every Child Achieves. Every Child Thrives.

Inclusion is at the heart of everything we do. It is not a separate programme or something that happens only for children with special educational needs and disabilities (SEND). It is about creating a school where every child feels valued, supported and able to succeed.

Our Inclusion Strategy sets out how we remove barriers to learning, participation and wellbeing for all pupils, including those with SEND, those who are disadvantaged and those who may need additional support at different points in their school journey. 

We recognise that children thrive when they:

• Feel a sense of belonging
• Have opportunities to participate fully in school life
• Develop confidence and independence
• Have their voices heard
• Receive the right support at the right time
• Experience success both inside and outside the classroom 

Our approach is built around six key pillars:

• Belonging
• Participation
• Achievement
• Support
• Partnership
• Capacity Building 

The strategy also reflects national developments in SEND and inclusion. Rather than focusing solely on interventions or labels, we focus on understanding and removing the barriers that may prevent a child from fully participating in school life. 

We are committed to working in partnership with children, families and professionals to ensure every child receives the support they need to flourish.

You can read our full Inclusion Strategy below.

• 2026-27 Inclusion Strategy

Special Educational Needs and Disabilities (SEND)

We are committed to creating an inclusive environment where barriers to learning, participation and wellbeing are identified early and addressed through high-quality teaching, strong relationships and the right support at the right time. [

Our approach to SEND sits within our wider Inclusion Strategy and is built around a graduated response, ensuring that support follows need and helps pupils develop increasing independence.

Our SEND Principles

• All staff are responsible for supporting pupils with SEND.
• Parents and carers are active partners in identifying needs, reviewing progress and planning support.
• We aim to identify needs early and respond quickly to emerging concerns.
• Support is provided through a combination of high-quality classroom teaching, targeted interventions and specialist support.
• We work closely with a range of external specialists and agencies when additional expertise is needed.
• Our focus is not only on academic achievement, but also on belonging, participation, wellbeing, resilience and independence.

How Support Is Organised

Fielding follows a graduated approach to support.

Universal

High-quality adaptive teaching and ordinarily available provision for all pupils.

Targeted

Additional support and short-term interventions for pupils who need more help than can be provided through classroom adaptations alone.

Targeted Plus

We are currently refining our structured specialist-informed support for pupils whose needs are not being fully met through Universal and Targeted provision. This may include support for communication and interaction, social and emotional needs, cognition and learning, or sensory and physical needs.

Specialist

Support for pupils with the most complex needs, including Education, Health and Care Plans (EHCPs) and our Additional Resource Provision (ARP). 

The Four Areas of Need

In line with the SEND Code of Practice, support may be provided across four broad areas:

1. Communication and Interaction
2. Cognition and Learning
3. Social, Emotional and Mental Health
4. Sensory and Physical Needs

Many pupils experience needs across more than one area, and support is always tailored to the individual child. 

Working Together

We know that children make the best progress when school, home and external professionals work together. We actively seek the views of children and families and believe that successful support is developed with families, not for families. 

Our aim is for every child to:

• Feel that they belong
• Participate fully in school life
• Achieve from their starting points
• Develop confidence and independence
• Be prepared for the next stage of their education

The Local Offer

The Ealing Local Offer provides information about services and support available for children and young people (aged 0–25) with SEND and their families.

The Local Offer helps families understand:

• What services are available locally
• How to access support
• What to expect from education, health and social care services

View Ealing's Local Offer:

The School SEN Information Report

This provides information to parents about the ways in which our school will support children with Special Educational Needs and Disabilities.  We update our report annually.

Policies

Please click on the link below for our SEN& D Policy, Equality Statement and Accessibility Policy and Plan

Parent and Carer Drop-In Sessions

We offer half-termly drop-in sessions for parents and carers, usually online, to provide a space for informal conversations and support. Some sessions may also be held in groups when a visiting specialist is available.

You can speak with:

• Mrs Chadwick (SENDCo) – Oversees support for children with special educational needs.
• Mrs Reehal (Learning Mentor) – Supports children facing barriers to learning or social challenges.

These sessions are a chance to share concerns, ask questions, and explore support options—without needing a formal meeting.

“Drop-ins offer a listening ear and helpful advice, whether the concern is about home or school.” – Mrs Chadwick, SENDCo