Our Christian Vision supports our commitment that all children can flourish and shine in our care. We have a strong track record in supporting children with additional needs  and we base this success on having high expectations, on being fully inclusive, offering bespoke support, early intervention and drawing on specialist services from external agencies. 

We ensure that our children with special education needs access all subjects and receive their additional support in class, with adaptions made so they can access the full curriculum.  Interventions outside class are minimised and only provided for specific, evidence-based programmes that are specialist in their remit. 

Our latest SEN report can be found below 

Special Educational Needs Co-ordinator for the Three Schools 

SENCO - Mrs Rebecca Chapman-Hill 

Phone - 01296 720295 

Email - senco@threeschools.org

Inclusion Quality Mark (IQM) 

We are thrilled to announce that in April 2025 we were recognised as a achieving the criteria to receive the Inclusion Quality Mark, following an assessment through the IQM process. 

On April 23rd we were assessed under the IQM framework.  The assessor looked at our values, leadership, curriculum, teaching and learning, assessment, behaviour, parents and community and recommended that we should be in receipt of the IQM for our inclusive practice. We are thrilled to share with you some of the feedback we received:

In April 2025, Swanbourne CE School was inspected for the IQM award and we are absolutely delighted in receiving the Inclusion Quality Mark. This is a fantastic recognition of our dedication to inclusion for all as it is a highly sought after and not easily achieved award.

The Inclusion Quality Mark provides schools with a nationally recognised framework to guide their inclusion journey.

The IQM team helps schools evaluate and measure how they are performing; empowering them to improve and grow and when they’re successful, we recognise their achievement through a system of highly valued awards that provide external validation of their inclusive status.

Inclusion promotes equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. It pays particular attention to the provision made for, and the achievement of, different groups of pupils within a school.

At Swanbourne CE School, we strive to ensure the needs of all children are central to all that we do.

Please find a copy of the IQM report below.

Myself and the team are very pleased that the report and inspection allowed us the opportunity to demonstrate all the wonderful things we are doing at Swanbourne CE School and across the Three Schools.

The report provides an insight into what it is like to attend Swanbourne CE School, whilst also offering us some areas to develop to ensure we can continue to provide excellent opportunities to enrich the personal, social and academic potential of every child to ensure they can persevere, succeed and shine.

We are particularly pleased with the IQM report, some highlights include;

• Swanbourne is proud to be an inclusive school where everyone can feel valued and supported.
• It is a warm and friendly school that plays a central part in its local community and staff, parents and pupils alike celebrate this.
• The school’s motto is: ‘with Love, Honesty, Forgiveness and Respect, we persevere to succeed and shine’. It is clear from discussions and evidence seen during the assessment day that these values are embedded into everything the school does for the members of its community.
• The school as a ‘strong community’ that focuses on working with ‘pupils and their families to develop children and to meet their specific needs’. He described the strength of the school as being knowledge - that he and his staff team ‘know the local area and families very well’ and work together to provide ‘what is best for Swanbourne children’.
• All staff work together towards the shared goal of ‘making children feel valued and supported, ensuring sure that school is their happy place’.
• The school has created a culture of high expectations to promote a positive school ethos and learning environment. Pupils’ behaviour and levels of engagement in classrooms observed during the visit were excellent.
• Pupils respond positively to staff’s high expectations and to the routines that are in place.
• The caring environment and positive relationships pupils enjoy with adults ensure they feel safe at school.
• Pupils socialise together well, and this adds to the very strong community/family ethos at Swanbourne.
• In lessons, there is a calm and focused learning atmosphere with all pupils engaged in their learning.
• Technology is used in various forms to enhance learning, and as an adaptive strategy to enable pupils with additional needs to access learning.
• Adaptive strategies including scaffolding and support from teaching assistants, wobble cushions, fidget toys and coloured overlays are embedded in classrooms and used with confidence by pupils in their learning.
• In recognition of inclusivity and diversity, the school has purchased a wide range of diverse books for the library which promote discussion and challenge stereotypes.
• Pupils are introduced to literature which represents different cultures and backgrounds in lessons and assemblies to develop empathy and a wider understanding of the world around them ‘outside the Swanbourne bubble’. This is particularly important as the school has a predominantly White British community and leaders are keen to ensure pupils at Swanbourne are aware and appreciative of the diversity within the wider community and wider world.
• Leaders describe how the children understand differences and in an interview with pupils, one pupil told the assessor how he understands how ‘everyone is different’.
• In a meeting with a parent, the parent explained to the assessor how all staff at the school worked together with parents and children saying, ‘we are a family, a small community’. She described how happy her children are/had been at the school and described communication as ‘excellent’ with senior leaders operating an ‘open door’ policy. She went on to say how parents and carers she knows feel they can approach any member of staff because of the trust and positive relationships staff have fostered with families and with the local community.
• The staff at Swanbourne feel ‘valued’ and ‘supported’ by their colleagues and by the leadership team.
• Leaders’ commitment to CPD and staff personal development contributes to a positive working environment with staff members saying, ‘communication is excellent’ and how ‘teamwork’ is central to the support they provide for pupils.
• From discussions with leaders and with the SENCO, it was clear that the school works in partnership with the LA and with providers of alternative provision where appropriate to secure the best support for pupils with additional needs and for their families.

Swanbourne Church of England School is a delightful school where high standards and expectations together with caring and inclusive approaches, support pupils to become successful learners and active members of the school and local community.

Thank you to the school community at Swanbourne for such a welcoming and informative day. I am of the opinion that the school fully meets the standard required by the Inclusion Quality Mark's Inclusive School Award. There are only minor areas requiring development and the school is aware of these.  I recommend that the school be awarded the Inclusive School Award and be reassessed in three years’ time.

We are very pleased with this award and we will continue annually to be reviewed through the IQM criteria as we continue to enhance and develop our work around Diversity, Equality and Inclusion

Once again, thank you to all of our parents and carers for your amazing support, your ongoing support really is appreciated

We are so pleased to have obtained this accreditation, and look forward to working alongside other IQM schools in the future.