Fairfield Park Lower School

Inclusion for all

"A Rising Tide Lifts All Ships”

 Joseph Renzulli – Director of National Research Centre on the Gifted & Talented


‘Nurture, develop and stretch pupils’ talents and interests’. Pupil Premium funds allow schools to provide support for highly able pupils from disadvantaged backgrounds. Ofsted



Statement of Intent


Fairfield Park Lower School (FPLS) values the individuality of all pupils; we are committed to giving pupils an equal opportunity to achieve the highest standard of education and have access to the full curriculum. We intend to provide education that meets the specific needs of all individuals and groups of pupils, with the aim to eliminate discrimination.

The ultimate purpose of inclusion is to enable pupils to flourish in adult life. Fairfield Park Lower School aims to increase the level and quality of inclusion within school, while protecting and enhancing specialist provision for those who need it.




Gifted pupils are referred to as gifted as the most able academically and will usually, but not always, achieve in the year group objectives above their chronological age by the end of each academic year in academic subjects.


Talented pupils are those considered to possess special expertise in areas such as sport, music, art and drama. They will usually, but not always, spend a significant amount of their free time outside of school working on their area of talent.


More able pupils are those who, at the end of the academic year, are judged to be working in the year group objectives above their chronological age but are not considered to be gifted.  This may be in one or more subjects. We may refer to these children as working across the subject at a Greater Depth.


Dual exceptionality – we also recognise that some pupils have dual exceptionality; they are able and may be gifted but also have a learning need which can mean it is more complex to identify their ability and to support them in their studies. 


EAL ‘English as an Additional Language’ refers to pupils who have English as an additional language and this is identified by the parent or carer upon joining the school.  Where a child was exposed to more than one language (which may include English) during the first 12 months of their life, the additional language (i.e. not English) is recorded on our new starter form as “first language”. This information classifies children as EAL. Pupils with EAL will face various difficulties throughout their academic life. Pupils’ aptitude for English will vary, but many will face barriers to learning, accessing the curriculum and reaching their full potential. Pupils with EAL must learn in and through another language. In addition, they may come from different cultural backgrounds to their peers and face different expectations of language, education and learning. Research suggests that those new to English will acquire conversational fluency within two years, but will need five years or longer to achieve competence in academic English.


SEND pupil is defined as having SEND if they have a:

  • Significantly greater difficulty in learning than most others of the same age.
  • Disability or health condition that prevents or hinders them from making use of educational facilities used by peers of the same age.

Under the Equality Act 2010, a disability is a physical or mental impairment, which has a long-term and substantial adverse effect on a person’s ability to carry out normal day-to-day activities. 

The school reviews how well equipped we are to provide support across the following areas:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and physical needs





Please click on the link below to view the Inclusion Policy.

Inclusion Policy