Bengeworth CE Academy Retains IQM Flagship Status

August 28, 2026

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Bengeworth CE Academy has successfully retained IQM Flagship Status in recognition of its ongoing commitment to inclusion, innovation and ensuring that every child can participate, achieve and thrive. The review highlighted a school where inclusive practice continues to evolve and where leaders remain committed to removing barriers to learning for all pupils. 

Transforming Literacy Through Stories 

This year, the leaders were able to introduce ‘The Literacy Tree Framework’ at Bengeworth. There are two main branches: Reading and Writing. The whole structure is based upon the use of stories. A wealth of texts has been curated, and staff use two of these, each half term, with each year group – one to specifically develop Reading skills and the other as a basis for Writing. One of the major changes has been that children now receive five Reading sessions and five Writing sessions per week. 

Resources are adapted for pupils with SEND. This approach lends itself to the development of a deeper reading experience for children, beyond the acquisition of phonics. Largely, it fosters the basic human connection with ‘stories’ and introduces them to styles, themes, and topics, of which they might otherwise be unaware. Some pupils told the assessor that they have become fond of the work of a particular author or of a specific genre, having been introduced to one at school, and have gone on to read more at home. Others told the assessor that they read now more than they used to, whilst some admitted that although they don’t read much at home, they now enjoy reading more in school. 

Importantly, the gap in attainment between ‘non-disadvantaged’ and ‘disadvantaged’ children is either closing or has closed. 

An Inclusive Culture Where Everyone Belongs 

Leadership of the school is strong. The inclusive ethos and practice are driven by the Headteacher, Senior Team and the Director of Inclusion and Provision for the Trust. A culture of kindness, understanding, compassion and appreciation of diversity underpins all aspects of school life. Pupils feel well supported, confirming the impact of the close analysis of need which takes place, as soon as, if not before, a child joins the school in either Nursery or Reception. This continues through staff’s review, analysis of data and evaluation at regular ‘Removing Barriers Meetings.’ 

The aim is for all children to participate in mainstream classroom learning if at all possible and they are supported in doing so through adaptive teaching methods and personalised resources related to the focus of learning and EHCP targets. Some children who access ‘The ARK,’ are now able to engage in mainstream classes for some or all of the time. Others will continue to access a specific curriculum focussed on individual EHCP targets within the new KS2 provision. Despite this bespoke area, every effort is made to integrate children into the full life of the school and cultivate a strong sense of belonging. 

Broadening Horizons and Raising Aspirations 

Children spoke with enthusiasm and appreciation of the range of trips in which they participate. These are either linked directly to the curriculum or provide opportunities for children to acquire social and cultural capital. Being served a meal in the Dining Hall of Selwyn College at the University of Cambridge and conducting themselves appropriately in such a formal situation, whilst also reading in a Service within Selwyn Chapel, exposes children to an alternative world, requiring specific knowledge, in which they acquire new skills, and ultimately facilitating cultural development and the fostering of aspiration. This is compounded by hotel stays in London, meetings with their MP at The Houses of Parliament and attending top West End shows, prior to performing the same show themselves, back at Bengeworth. 

Developing Responsible Young Leaders 

All pupils are enabled to develop personal skills and demonstrate values of responsibility, respect and perseverance through a wide range of leadership opportunities. Every child is either involved in one of 7 different Leadership groups, designed to have local/national/global impact, or has a House Leadership role in one of the 4 Houses, is on the Pupil Parliament or is a Prefect. Some will have Curriculum Leader roles within the classroom. Children spoke with maturity and pride about their activities. It is clear that they recognise the value and importance of everyone’s contribution to the school, local, national and global communities. 

Find Out More About IQM 

If your school is interested in achieving IQM Inclusive School Award contact the IQM team on 028 7127 7857 or email admin@iqmaward.com. 

To find out more about IQM and request a free information pack, visit www.iqmaward.com.