Hatton School and Special Needs Centre

About Hatton School and Special Needs Centre Browse Features

Hatton School and Special Needs Centre

Name Hatton School and Special Needs Centre
Website http://www.hattonspecialschool.co.uk
Ofsted Inspection Rating Outstanding
Inspection Date 12 February 2015
Address Roding Lane South, Woodford Green, Essex, IG8 8EU
Phone Number 02085514131
Type Special
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 189 (83% boys 17% girls)
Local Authority Redbridge
Percentage Free School Meals 36.6%
Percentage English is Not First Language 61.9%
Persisitent Absence 25.4%
Pupils with SEN Support 2.1%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

The school provides for pupils with mild or severe learning difficulties. The great majority of pupils have an additional diagnosis of autistic spectrum conditions and sometimes related complex speech and language difficulties. There are 19 children in the early years part of the provision. There are four times as many boys as girls. A few pupils are White British, while the great majority of pupils are from different ethnic groups, primarily South Asian and Black African. The majority of the pupils speak English as an additional language. There is an above average proportion of pupils eligible for the additional government funding known as the pupil premium, given for pupils who are eligible for free school meals or who are looked after. The school also receives the additional government funding for primary sport. The school operates an outreach service for local mainstream primary schools.

Summary of key findings for parents and pupils

This is an outstanding school. Teaching is almost always outstanding. Teachers and other adults, through close teamwork and regular training, demonstrate excellent skills in providing for the individual learning needs of pupils. Adults use communication aids consistently and very successfully. These promote pupils’ understanding. They help overcome barriers to learning experienced by many pupils with complex communication difficulties and autistic spectrum disorders. Teachers set clear and challenging targets for pupils, both academically and in their personal development. This is underpinned by precisely adapted activities tailored for each pupil. These are rigorously and continuously checked to ensure pupils are making the best progress possible. Pupils throughout the school, including in the early years, make outstanding progress. The majority of pupils make better progress than that expected of pupils with similar learning difficulties. Pupils throughout the school make excellent progress in communication, reading, writing and mathematics and in their personal development. The subjects pupils study are exceptionally well adapted to the abilities and learning needs of each pupil. Leaders of various areas of the school make regular checks on the curriculum and its effectiveness for individuals. This ensures that the pupils are properly supported to develop their skills extremely well. Adults manage the pupils’ behaviour highly effectively. They know the pupils very well. They use carefully developed and appropriate procedures consistently for each pupil, ensuring they are free from anxiety and can learn without distractions. Pupils enjoy school and feel safe and secure. They are relaxed and happy, and they attend well because of the high quality of provision. The experienced headteacher has built outstanding teams of senior and middle leaders. These have been exceptionally effective in building on previous success and in consistently improving the levels of pupils’ progress and the quality of teaching. Governors provide very strong levels of challenge and support to the school. They have detailed knowledge of the school’s work and have direct influence on the school’s development.