Swanbourne Church of England VA School continues to be recognized as a good school following its inspection on May 1, 2024. Pupils express enjoyment in attending this friendly and welcoming environment where they feel safe and happy. They trust the adults in the school to address their concerns seriously, which contributes to a positive atmosphere. The behavior of pupils is commendable, both in lessons and during break times, where they engage in kind play and utilize various activity zones effectively. The school promotes good behavior and rewards students for embodying its core values of honesty, respect, forgiveness, and love.
The school maintains high expectations for all pupils, including those with special educational needs and disabilities, as well as other disadvantaged students. Most pupils achieve well across the curriculum, particularly in reading, writing, and mathematics. The school has identified a small number of pupils who require additional support to reach equally high standards. Leadership roles are taken seriously by pupils, who are elected to represent their peers and share their views with school leaders. Parents overwhelmingly support the school, with many expressing appreciation for its caring and supportive environment.
The school is ambitious for all its pupils, including those with special educational needs and a small number of disadvantaged pupils. Staff have carefully sequenced learning to build knowledge over time and design tasks that enable most pupils to succeed. The positive achievements of pupils are evident in their work and the high results in reading and writing at the end of Year 6. However, there are areas for improvement, particularly in ensuring that teachers consistently check pupils' prior knowledge before introducing new concepts. This inconsistency can hinder some pupils from building their knowledge effectively.
The school has effective arrangements for identifying pupils who may need additional support with their learning. Staff collaborate well with parents and external agencies to ensure that pupils with special educational needs receive appropriate assistance. By the end of Year 6, pupils typically read fluently and confidently. Nonetheless, the support for early-stage readers requires refinement, as not all staff are sufficiently trained to provide the precise help needed for weaker readers, resulting in some pupils not developing their reading skills as quickly as possible.
The school sets high expectations for pupil behavior, with all adults modeling the conduct they expect. This approach fosters positive responses from pupils, leading to respectful relationships throughout the school community. In lessons, pupils engage fully and demonstrate good concentration, which enhances their enjoyment of learning and overall attainment. The school encourages regular attendance and works closely with parents to improve attendance for those who fall below expectations, resulting in high overall attendance rates.
Pupils are encouraged to appreciate the diverse world around them, sharing knowledge about their cultures and religions, which strengthens respectful relationships. The school offers a wealth of experiences, including sporting activities, ensuring that all pupils, including those who are disadvantaged, benefit from these opportunities. Pupils learn about healthy relationships and understand how to maintain physical and mental well-being through various initiatives.
Leaders at all levels are aware of their responsibilities and roles in ensuring that pupils achieve well. Staff receive support from considerate leaders who take their workload and well-being into account, enabling teachers to design effective lessons that promote successful learning. The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils. Overall, while the school excels in many areas, it must focus on enhancing support for early readers and ensuring consistent checks on prior knowledge to further improve educational outcomes.
