A school has received two national awards recognising its commitment to inclusion and working with parents and carers.

The Hamble School in School Road, Hamble, was awarded the SEND Inclusion Award in October 2024 for improving the outcomes of students with special educational needs and disabilities (SEND).

The award recognises the school's efforts in removing learning barriers through early identification, inclusive teaching, and adaptive teaching.

The award verifier praised the school, stating that "the inclusion provision has been completely transformed over the last 18 months" and that "the headteacher leads an 'inclusion by design approach'."

Chair of governors, Mrs Craggs, said: "The last Ofsted made it clear that the school needed to make rapid improvements in key areas. It has been a privilege to be a part of the transformational change that has taken place since then.

"The cultural shift has been recognised by Hampshire Improvement & Advisory Service (HIAS) and governors during monitoring visits and I am delighted that the hard work that has gone into the improvements has now been awarded national recognition."

Headteacher of The Hamble School, Miss Cambridge, said: "We have worked extremely hard over the last 18 months to transform the school and work in collaboration with the community. We are delighted that this has been recognised through the SENDIA and Leading Parent Partnership Award.

"The school is thriving and these prestigious awards further validate our position as the High Performing Local School of Choice. I would like to take this opportunity to thank the students, Parents/ Carers, staff, governors, the Local Authority and the community who have been integral to securing these awards."

Parents during the award verification process stated there has been an "absolute culture shift" and the community is now involved in the life of the school.

In November 2024, the school received the Leading Parent Partnership Award, recognising its partnership with parents and carers.

The school said it believes effective relationships between school and home lead to improved student progress, punctuality, attendance, and behaviour.