We feel really proud of our schools and we would welcome the chance for you to come and see how we work and what we can offer your child. It is so important to visit a school during the normal school day, to be able to get a real feel of how it runs and for you to see whether our vision, methods and resources are something that your child would enjoy and be able to benefit from in the school years from Foundation Stage to Year 6. Please call the school offices to make an appointment to visit us.


Swanbourne Church of England (VA) School was reopened as a Key Stage 2 school in 2007 to cater for children aged 7-11 from the three villages of Swanbourne, Mursley, Little Horwood and Drayton Parslow, but we have a significant number of children who come to the school from Milton Keynes and surrounding villages. Mursley CE School and Drayton Parslow Village School both cater for children aged 4-7. Kingfishers Preschool based in Mursley is managed by the school and accepts children between 2 and 4 years old.


The schools work in collaboration to benefit from complementary use of staff, teaching resources and existing facilities. This also allows the schools to provide the type of services and facilities a larger school could provide, for example group school trips (including residentials) swimming lessons, hot school meals and wrap around care, while still retaining an enviable small village school feel.


The schools are situated in Swanbourne, Drayton Parslow and Mursley, small villages between Milton Keynes and Buckingham. The buildings are a mix of old and new with classrooms, libraries, a music room and group rooms. The school have playgrounds, grassed areas and a playing field at Mursley. The school utilises the village facilities including sports pitches, a swimming pool, Astroturf, village halls and churches.


Drayton Parslow Village and Mursley CE Schools accept children in the year that they are five, all applications are through Buckinghamshire Local Authority and the office managers can provide further information and paperwork. Swanbourne CE School admits children in the year that they are eight. For in-year 7+ admissions, please contact the school. Applications for places at Kingfishers Preschool are made through the manager Mursley CE School who administer the Pre-School. 


Parents who are considering the schools for their children are encouraged to call us and arrange a visit before making their final decision. All schools deliver the national curriculum in different ways and have different resources and visions for your child. It is advisable to make preferences known as early as possible, particularly for those living outside of the reserved area.

Below are some usefull links regarding Bucks County Council and school admissions


Drayton Parslow Village and Mursley CE School are divided into two classes, Foundation Stage and Key Stage 1. We ensure that the classes are well supported with teachers and teaching assistants. The admission number for each site is 15 children. Swanbourne CE School is divided into four classes which correspond to each year group; the admission number is 30 children.  Both lower and upper key stage children at Swanbourne are divided into groups for numeracy and literacy, the smaller size sets allows more intensive lessons pitched at an appropriate level of challenge.



The schools follow a topic based curriculum. We feel it is really important to allow the children to be involved in their learning by helping the staff come up with potential topic ideas, then providing suggestions based on what they feel they already know and what they would like to learn. The teachers then work closely together to plan lessons that are appropriate for the age and abilities of all children across all subject areas and within the remit of the national curriculum. Teaching assistants work alongside the class teachers. Within each class there is a mixture of class, group and individual teaching, as well as children working independently. Teaching is differentiated across abilities to ensure that all children are engaged in their learning and able to make excellent progress at all ability levels.



The school colours are purple and grey at Mursley and Swanbourne, navy blue and grey at Drayton Parslow. We are proud of our appearance as a school and have high expectations of the children to always wear correct uniform. Children are expected to wear a purple/navy sweatshirt or cardigan and a white polo shirt, shirt or blouse. Girls may wear a grey skirt or grey trousers, or a purple/blue gingham dress in the summer. Boys may wear grey trousers or grey shorts in the summer. Jeans or combat style trousers are not considered uniform. Shoes should be black and without a heel for health and safety, boots should not be worn. No trainers should be worn, except for P.E.


For P.E. children wear a royal blue T-shirt printed with the three school names, black “shadow” self stripe shorts and/or a black tracksuit printed with the school names along with plimsolls or trainers for games. Collar length hair should be tied back at all times and if possible plaited with hair ties of uniform co-ordinating colours.


School cardigans and sweatshirts, P.E. t shirts, shorts and tracksuits as well as caps, book bags and P.E. bags are available to purchase from school. Please ensure that all uniform is labelled clearly with your child’s name, otherwise it is difficult to return if lost around school.

The School Day

Gates open at 8.40am (8.50am Drayton Parslow), school begins 9.00am

The school gate is opened by a member of staff at 8.40am, who is happy to take messages on your behalf for any of the other teachers. We like to be approachable as a staff; however, we do request that appointments are generally made to meet with teachers as the end of the school day as mornings can be a busy time setting up ready for lessons. The children make their own way to their separate classrooms, where a morning task will be available for them to complete before registration promptly at 9am.


Morning Break

11.00am - 11.15am (Swanbourne)
10.30am - 10.45am (Drayton Parslow and Mursley)

At break time milk can be ordered and purchased in advance from who then deliver milk every few days. Otherwise the children are encouraged to drink from their water bottles at break. At Swanbourne, the school council also sell healthy milk shakes to raise money for school funds as well as holding occasional hot chocolate and cake sales. At Drayton Parslow and Mursley all children receive a free piece of fruit each day through the Government's fruit scheme.


Water Bottles

Research has shown the benefits of drinking water regularly on learning, concentration and health. We ask for the children to bring in a clear water bottle each day filled with unflavoured tap water. Bottles are available for purchase from Mursley and Drayton Parlsow school office. Please ensure that these are clearly labelled with your child's name.


Lunch Break

12.15 - 1.15pm (Swanbourne)

12.00 - 1.00pm (Drayton Parslow and Mursley)

At lunchtime, children may decide to have a hot school meal, packed lunch or go home for dinner. Swanbourne, Drayton Parslow and Mursley Schools, were some of the first schools in Buckinghamshire to re-establish hot school meals at lunchtimes following a decision made over 20 years ago to remove this provision from Buckinghamshire schools. Our hot lunches are prepared off site and provided by The Three Horseshoes Pub at Drayton Parslow. The lunches are delivered daily in insulated containers just before the lunch break and served from the kitchen at school. 

Fresh bread and fruit are provided daily and tap water is available at lunchtime to drink. If your child would like to have hot school meals, an online order form needs to be completed half termly in advance so that the pub can plan the menu and purchase ingredients.  As part of the Government Initiative all pupils at Mursley and Drayton Parlsow Schools have the opportunity to enjoy free school meals.  Alternatively, children can bring a packed lunch or go home for lunch. We request that packed lunches are balanced and healthy and do not include fizzy drinks or sweets. We firmly believe that lunchtime should be a pleasant, sociable occasion where the children may chat quietly and catch up with their friends whilst enjoying their lunch. Children eat their lunch under the supervision of midday supervisors and good table manners are, of course, encouraged.


School ends 3.30pm (3.10pm at Drayton Parslow)






School Clubs

We offer a range of after school and lunch time clubs and activities.  After school clubs run from the end of school until 4.30pm on most days of the week including art, cookery, multi-sports, dance, drama, football, French, choir, karate and netball.


These are organised and led by qualified staff and spaces can be requested termly in advance. For some activities a parent is required for Health and Safety reasons to accompany the club leader, for these activities a rota is put in place so that each parent will only need to help once per club, per term, sometimes less often for larger clubs. Our clubs are very popular as we aim to provide activities that the children will really enjoy so that there is something to suit most children. We are always open to new ideas for clubs and leaders/club providers. Please inform Lisa Bright our club coordinator at Mursley School of any ideas which you may have, which are not already being provided.

Foundation Stage

Kingfishers Preschool and Mursley and Drayton Parslow Foundation Stage classes plan using the Early Learning Goals and cover the following areas of learning:

    • Personal, Social and Emotional Development
    • Communication, Language and Literacy
    • Problem Solving, Reasoning and Numeracy
    • Knowledge and Understanding of the World
    • Creative development
    • Physical development

The curriculum between 2 and 5 years is very practical and planned to cater for the children’s levels of maturity and concentration. The days are divided in adult led inputs and adult led or child initiated activities.  The children are assessed on entry and continuously throughout their time at Preschool and in the Foundation Stage. These assessments are mainly informal but do involve more formal assessments of letter sounds, words etc as age appropriate.

 Key Stage 1 and 2 Curriculum

We firmly believe that the children are the most important part of our school. We therefore aim to provide a child centred, stimulating environment in which they can follow their interests and develop skills and knowledge that will help them grow and mature to participate fully in their future lives. We aim to provide a sense of security through clearly stated expectations of work and behaviour; an environment that is organised, comfortable and structured and an atmosphere that is caring and considerate. Learning should be relevant to children's experiences and interests whilst broadening their knowledge and providing challenges.

To this end the school's curriculum helps children to

  • develop lively and enquiring minds
  • learn to ask questions and express their opinions
  • apply themselves to intellectual and physical tasks
  • acquire knowledge, skills and attitudes relevant to life in a changing and challenging world
  • become literate, numerate and articulate
  • develop moral and spiritual values
  • understand and respect the cultures and religions of other ethnic groups
  • gain knowledge and an understanding of the world in which they live

All curriculum areas are planned and delivered in accordance with the National Curriculum or Foundation Stage Curriculum and agreed school and Local Authority policies. 

We also recognise that children are individuals. They develop at different rates and so their needs vary as they progress through the school. Children’s progress is constantly assessed and reviewed in order to ensure that they are working at an appropriate level for their stage of development and lessons are planned and delivered according to every child’s needs.


English is broken into the areas of speaking and listening, reading and writing. The children are encouraged to listen carefully and respond appropriately in a range of situations. They are all taught the skills and strategies they need to become fluent readers and to understand and enjoy reading. Clear and well-formed handwriting is encouraged from the outset. Children will experience writing for a wide range of purposes: factual, descriptive and imaginative - with the emphasis on communicating ideas and developing grammatical and correctly spelt English.


The children are taught to become numerate and to understand and use mathematics in everyday life. They will learn how to solve mathematical problems using the concepts of number, place value, shape, spatial relationships and symmetry, using the appropriate language. 


Each term's work is based on a topic, in which science plays an important part. Children observe, classify and investigate the natural and man-made world. They are encouraged to become curious about the world around them, to ask questions and find answers by carrying out experiments and observations. They learn to explain and communicate their ideas and findings in writing, drawings and charts. We have a close relationship with the Royal Latin School in Buckingham and at various stages throughout the school the children are able to attend Science Fairs at other partner schools and, on occasion, visit the Royal Latin itself to help instil a real thirst for the scientific world!

 Personal, Social and Health Education

In PSHE, children learn about how they are growing and changing as individuals and as members of their family, school and community. We aim to enable children to explore their feelings and learn how to share and respect the feelings of other people as they grow and mature. We are keen to instill a sense of self confidence in all of our children and to help them to take responsibility for themselves and become more independent along the way. At the upper end of the school, we want to prepare them for their transfer to secondary school with support, care and encouragement. 

Information and Communication Technology

The world of technology is advancing all the time and with this in mind, we are constantly updating our ICT equipment and the provision of ICT education in school. We have Windows laptops linked to a central server loaded with Microsoft Office alongside a range of other educational software. All laptops are linked to colour printers and have internet connection. Each classroom is equipped with an interactive whiteboard and other ICT equipment is used in school including digital cameras, flipcams, webcams, Roamers and visualisers. Children are also taught skills in word processing, creating presentations in PowerPoint, finding information and data handling. We use this equipment and software during specific ICT lessons, but it is also regularly used to reinforce and develop learning in literacy, mathematics and other areas of the curriculum.

History and Geography

These subjects are taught as an integral part of topic work, so that apart from being taught in separate defined lessons, humanities subjects can also be taught alongside other subjects such as Literacy. We aim to develop in our children a strong sense of time and place, both past and present. The children learn about the recent and more distant past and how people’s lives have changed over time. The school, villages and surrounding area are studied to learn about homes, communities and the importance of caring for their environment. The children also learn about different kinds of localities and communities, learn to read and make maps and develop a geographical vocabulary.



Music and Drama

In music, the children learn to sing and use percussion instruments to develop a sense of rhythm, pitch and tempo and experience the enjoyment and excitement of making music together. Their ability to listen to and appreciate music is fostered by hearing a variety of types of music and by  experiencing different music genre from the Charanga music scheme.  Children have the opportunity to learn musical instruments as a class, including everything from the common descant recorder, to the more exotic African djembe drums. Every year the children participate in a Christmas production, Carol and Easter Services as well as other  musical and dramatic performances at other times across the year.

We also organise our own bank of quality peripatetic music teachers so that the children may learn to play a musical instrument at Swanbourne. Currently some of our children are learning guitar, violin, drums, piano, flute, clarinet and saxophone. However, teachers are also available to teach other string and woodwind instruments. There is a charge per term for these lessons, currently £100 per term for ten lessons (as at September 2014). Our music subject leader runs a school band, which those children learning a musical instrument are encouraged to join.

Physical Education

All children are encouraged to develop their physical skills with a view to all children finding a sport which they can participate in and enjoy. Teacher work with the children weekly in team sports and all children participate in swimming lessons for a term block, with a specialist qualified teacher. Dance and gym are taught by the class teacher as units of work from the national curriculum. The school uses local village facilities for P.E. including Astroturf, recreation grounds, a swimming pool and village halls. We are an active member of the local schools sports partnership group and the children participate in local sporting events and competitive games against other schools. We also aim to provide a number of sports not readily available in school time through After School Clubs, including hockey, netball and dance.

Art, Design and Technology

Our art specialist teacher delivers exciting and innovative art lessons to really engage the children and give them experience of different types of creative work, including model making, sewing and modelling with clay, as well as painting and drawing, using a variety of media. Design and Technology helps to develop the children's skills in planning, designing and making models using a range of materials and tools.

Religious Education

The children learn about religious beliefs, festivals and celebrations from a range of faiths and cultures in line with the national curriculum. We endeavour to develop the children's moral values and to cultivate an understanding and tolerance of different customs and beliefs. The school's daily assemblies are predominantly Christian and allow us to meet as a school, or occasionally as a class to reflect and consider our lives and responsibilities to each other. Canon John Saunders regular provides assemblies in school, we also hold regular celebration assembly at St. Swithun's church in Swanbourne for Key Stage 2 children.

We also invite visitors into school to enhance our topics; these have included an artist, a publisher, author, deaf and blind man and visitors from different countries and cultures.

Residential Visits

During their time at Swanbourne, we like to take the children on a residential visit. These start in Year 4 and have visited such areas such as Cornwall, Norfolk and Staffordshire escalating in nights away from two nights to four, depending on the Year Group. This has proved to be a very beneficial experience for all the children, with the emphasis on team building and outdoor activities. The time spent away from home depends on the age group and full written information is provided a long way in advance of the event. All educational visits are recorded with county and full risk assessments completed.

Special Educational Needs

The SEN Code of Practice sets out the statutory duties and responsibilities of Local Authorities, schools, health and social services towards children who have special educational needs. A child is deemed to have special needs if he or she has a significantly greater difficulty in learning than the majority of children of the same age and therefore needs special educational provision to be made. We want all children to be able to achieve to their full potential and so the procedures used by the school to assess children and monitor their subsequent progress ensure prompt identification of special educational needs. Good adult to pupil ratios provide children with help and support within the classroom, enabling them to receive a broad, balanced and relevant education, appropriate to their needs and to the National Curriculum.

Gifted and Talented

We also recognise that some children have special educational needs in that they require further provision in order to stretch them to reach their potential too. To this end the lessons are carefully differentiated and planned to ensure an achievable challenge for all children.


Our teachers use assessment results and information from each child's feeder school when they join us, alongside their own assessments to provide a baseline from which to plan work for your child when they start school. Informal assessment is an integral part of every lesson when teachers are working with the children to ascertain their understanding of a subject, planning is then altered and updated accordingly to ensure that each child has an achievable challenge to suit their ability. At regular periods throughout the academic year specific activities are designed to assess particular aspects of the curriculum.

We even assess our teachers through regular lesson observations and monitoring children's books by the headteacher, an additional dedicated member of staff, as well as external assessors from County to ensure that our teaching remains at a very high standard.

Children are assessed in Year 2 and 6 in accordance with the legal requirements of the National Curriculum, using standard tests (SATs). Detailed records are kept to monitor every child's progress through the school and to help us ensure that every child achieves their best.

As a Buckinghamshire school, it is also possible for your child to sit the 11+ test in Year 6, to assess their eligibility for grammar school.



Our Relationship With You 

Parental Contact

The school values close and informal contact and good relationships with parents. The teachers are available to speak to parents informally on most days at the end of school where they can let parents know about children’s particular achievements and successes. If any difficulties are being experienced, parents are told promptly at the time. If there is a need for a more extended discussion, an appointment can be made with the head teacher and teachers concerned. We want parents to feel able to discuss freely any concerns or anxieties if they arise so that we can work together to resolve them.


Reporting to Parents

Formal meetings are arranged twice a year when you may meet with your child’s teacher to discuss the work they have been doing in school, the progress they are making and to give ideas and feedback on how you can help your child at home. Written reports are sent home each Spring and Summer Term.


Safeguarding Statement

There are occasions when it is necessary for us to contact you during the school day.  It is therefore important that we have up to date emergency contact details in school. Please advise us as soon as possible should you change your telephone number or e-mail address, or if you change or add any emergency contacts who we should telephone in your absence.


 Parent Contact Details

The health, safety and well-being of every child are our paramount concern. We listen to our pupils and take seriously what they tell us. Our aim is for children to really enjoy their time as pupils in our schools. We want to work in partnership with you to help your child to achieve his or her full potential. On rare occasions if we have concerns about a child, this could mean that we need to consult other agencies even before we contact you. This procedure has been laid down by the Buckinghamshire Area Child Protection Committee and the school has adopted a Child Protection Policy in line with this, for the safety of all.  If you would like to know more about our procedures or policy, please speak to the head teacher, your child’s class teacher or read the policy on our website.


School Terms and Dates

These are displayed on the website at least a year in advance to help you to organise family holidays outside of school term time. The school governors have agreed that all family holiday taken in term time will be unauthorised. Work is planned in blocks and work missed cannot easily be caught up or recovered.


Pupil Absence

If your child is absent from school for any reason please inform us by telephone or email on the first day of absence. We are required by law to provide information about attendance in the last academic year.



The Friends Association is a group run by parents of Drayton Parslow, Mursley and Swanbourne schools as well as parents from Kingfisher Pre School. All parents of the schools and members of the villages are welcome along to meetings even if they do not wish to join the regular committee. The Friends Association supports the schools by providing financial and moral support through its social and fundraising events. The money raised is used to provide equipment for the children to use at school and to subsidise the cost of travel for school educational visits. Recent purchases have included two minibuses and a playhouse at Mursley. Events include children’s discos, fetes, an annual firework display and Christmas bazaar as well as intermittent sponsored events.


Book bags go home daily and children are expected to practise their reading, tables, spelling and handwriting. Homework tasks are expected to be completed and returned to school by the arranged date. We encourage the children to take pride in all work including that completed outside of school. Children receive their homework directly from their class teacher during the week. Whilst this is also reiterated on the weekly information bulletin, it will have been discussed in detail in the classroom beforehand as the children's independence in taking responsibility for themselves and their homework is encouraged. The weekly bulletins are written to update you weekly with any information you may need to know, but are primarily aimed at the children directly. 


School Rules

Our school rules are kept to a minimum and are based on safety and consideration for each other – they are called the Golden Rules. The reasons for these rules are emphasised through frequent and informal discussion.

If a problem arises, parents are always involved from an early stage. Our emphasis is on rewarding children's good manners, behaviour and effort and on encouraging them to feel pride in doing their best.

This is reinforced in a variety of ways - e.g. praise, certificates, displaying work, informing their parents.

"The head teacher's clear vision, passion for improvement and commitment to achieving the best possible outcomes are shared by the whole school community. Good communication is a key factor in ensuring that improvement is driven forward at a brisk pace."

(OFSTED Swanbourne 2011)


Golden Rules

We are gentle.
We don't hurt others.

We are kind and helpful.
We don't hurt anybody's feelings.

We listen.
We don't interrupt.

We are honest.
We don't cover up the truth.

We work hard.
We don't waste our own or others' time.

We look after property.
We don't waste or damage things.


One parent commented on the rapid progress that pupils make in their learning when stating, "The school has been fantastic for my son and he is progressing very well". Pupils' personal development and well-being are also first class. Commenting on this another parent wrote, "My daughter's confidence has grown beyond my expectations". The school has become a magnet for parents from nearby urban areas who value the excellent education.(OFSTED Drayton Parslow 2008)


Pupils benefit from specialist teachers in music and physical education. They are consulted to ensure that topic themes reflect their interests. This, together with close links with the local church, forest school sessions and pupils' caring attitudes towards one another, promotes their good spiritual, moral, social and cultural development. Gardening is a highlight. Pupils are particularly proud of the vegetables and fruits they have grown, harvested and sold to parents and carers to raise funds to buy sporting equipment. (OFSTED Mursley 2011)


The warm welcoming, stimulating environment where pupils feel safe, secure and ready to learn is reflected in pupils' outstanding behaviour and above average attendance. Parents and carers appreciate this care. (OFSTED Swanbourne 2011)


All pupils appreciate opportunities to take part in extra-curricular clubs with pupils from the partner schools. Pupils in Years 1 and 2 benefit from joint lessons with pupils from the partner infant school in science, physical education and at the forest school outdoor site. Consequently, they enjoy friendships across the partner schools, promoting their good social skills and preparing them well for transition to the partner junior school. (OFSTED Mursley 2011)


One pupil said, "I learn something new every lesson; I joined in Year 4 and now I am in Year 5 my levels have gone up loads.' Another pupil said, "Everyone tries their best.' As this is a small school every cohort differs, but all have made good or better progress from their starting points. Teachers have high expectations and are enthusiastic. As a result pupils are motivated and want to do well. Lessons are interesting.Pupils work and play harmoniously. They are adamant that they feel safe and say "Teachers are really supportive and all the children are friendly.' They are consistently very well behaved, show high levels of engagement in lessons and involvement in their learning. They are extremely good at managing their own behaviour and are emphatic that they feel very safe and that there is no bullying. They are confident that if anything should ever occur, the school would deal with it quickly and successfully. (OFSTED Swanbourne 2011)



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Designated Persons for Child Protection are the Headteachers, Ms Carol-Anne McCollum and Mr David May

Deputy Designated Persons for Child Protection are Mrs Featherstone, Mrs Heidi Martin and Mrs Rebecca Chapman-Hill