Belonging comes first at Fielding: Why attendance matters and how we support it.
At Fielding, we believe that pupils thrive when they feel they belong, when they are seen, heard and valued every day. National research shows a strong link between a pupil’s sense of belonging, the culture of the school, and their attendance and achievement, with the biggest impact seen for pupils from disadvantaged backgrounds and those with SEND. The Department for Education (DfE) also highlights that strong relationships, consistent routines and a positive school ethos are central to improving attendance. At Fielding, this belief isn’t just words, it shapes everything we do.
Why belonging drives attendance
When pupils feel known and understood, they want to come to school. And when they attend regularly, they make progress, socially, emotionally and academically. Our aim is always to make school a place where children feel safe, confident and motivated to learn.
A meaningful, well‑designed curriculum
Pupils are more likely to attend when learning feels meaningful. Our curriculum is carefully sequenced, engaging and fully adapted so that all pupils,including those with SEND and those who are disadvantaged, build strong foundations for success. When lessons feel achievable and purposeful, children return the next day ready for more.
High‑quality interactions and consistent routines
Many pupils need extra reassurance, structure and support. That’s why our routines are predictable and our expectations are high. Consistency reduces anxiety, and clear expectations help pupils feel secure. These conditions, highlighted by the DfE, are proven to support better attendance and engagement.
Success in learning builds confidence. Confidence builds resilience. And resilience helps children develop strong attendance habits.
Our whole‑school approaches that strengthen belonging
Mentoring for Pupil Premium and other Vulnerable Pupils
Some pupils face barriers to attendance that aren’t always visible. Our mentoring programme ensures these pupils have a trusted adult who checks in, encourages them and notices changes early. Feeling accepted and supported is a key factor in boosting attendance and motivation.
Values Baccalaureate
This programme gives pupils pride, purpose and identity. It helps them understand and celebrate the values that make our community strong. For pupils with fragile attendance, feeling part of something bigger can be the turning point.
Ripples of Kindness
Kindness matters. National evidence shows that simple acts of kindness strengthen pupils’ sense of belonging.
Whether it’s a warm welcome, a positive comment, or a moment of patience,these interactions make school feel safe. Kindness begins in the classroom and ripples outward across our school community.
Why this matters for every child
A dip in attendance almost always leads to a dip in progress. But every day, through strong relationships, high‑quality teaching, consistent routines and a values‑driven culture, we are working to make Fielding a place children want to return to.
We ask parents to work with us by noticing when children don’t attend, keeping open communication with us, and celebrating the days they do come in. Together, we can build strong habits that support every child’s learning and wellbeing.
At Fielding, belonging comes first. When children belong, they attend. When they attend, they achieve. And when they achieve, their future opens up.
No child should be left behind, and together, we can make sure none are.
Clare Haines