Hatton School and Special Needs Centre has achieved the Inclusive School Award with Centre of Excellence status.
Extremely Inclusive School
Hatton School and Special Needs Centre is an extremely inclusive school which respects each pupil as an individual with their own needs and personality. Inclusion is at the very centre of all of the school’s work. This is reflected in relationships with parents and staff, the curriculum, individualised support for pupils and the school’s links with the wider community. It was a great pleasure to see the school in action and see and hear about all of the inclusive practices. The inclusive ethos permeates throughout the school. Everyone spoken to was overwhelmingly positive about the school.
The highly experienced Senior Leadership Team (SLT) lead by example and is passionate about its work and strives to make sure that all pupils, whatever their starting points are, get the best offer possible.
Pupils get their individual needs met. The school has different curriculum pathways and structures for pupils so that all pupils can achieve their full potential. A very comprehensive transition programme means that class teams know how to support the new pupil before they start at the school; everything is put in place to ease the transition.
The school has very high expectations of staff and uses the PROUD acronym, understood and followed by all staff, to represent these expectations as follows: Professional, Respectful, Organised, Understanding and Dedicated.
High Respect for the School
The Co-chair of Governors spoke about the local community’s high level of respect for the school which is seen as a beacon for inclusive practice in the Local Authority. 
Staff are very supportive of each other with the SLT paying special care towards staff’s wellbeing and mental health. The school is a very happy and supportive environment.
The school has two satellite classes in local primary schools. The main school’s staff make sure that these staff are still part of the school. They return to the school for their training needs and other celebrations to keep that sense of all working for the same organisation.
Parents Love the School
Parents love the school. They speak about how welcoming and committed the staff are towards them. They feel that the staff understand their children’s needs and that they are considered as equal partners in their children’s education. Parents spoke about how reassuring it is that the school accepts their children to the school even if they are not potty trained or have significant needs or concerns. Staff do their best for each child.
The school has an ethos of never suspending or excluding a pupil. No matter how challenging the circumstances may be, the school always finds a way round any situations as part of their pledge to the families. This is admirable.
It was great to meet with staff who weren’t classroom based as well as teachers and support staff during the visit. One of the Human Resources (HR) staff and one of the school caretakers spoke about how they feel included and not outsiders as they are not classroom based. One person said they feel like the school has evolved with world events. She gave the example of “what have we learnt from Covid?” post-its in the staffroom on the anniversary of the first lockdown.
Staff wellbeing is at the forefront of the school’s work since the school values the staff and knows that they are the school’s greatest asset.
Occupational Therapists and Speech and Language Therapists (SALTs) have a permanent base in the school. They feel welcomed into classrooms and that their advice and support is listened to and acted upon. The school is a learning community where people bounce ideas off each other. Many of the staff have worked at the school for many years and will act as buddies for new members of staff to help them settle in.
Very Professional and Organised
Staff report that the SLT asks what staff want and what staff need so that staff give of their best to the pupils. They feel the school is very professional and organised. They spoke about how much they value the training opportunities and that they feel well equipped to perform their individual roles in the school.
Support staff feel that they are fully informed about each lesson and can also lead the lesson when needed. They feel that everyone is involved in decision making and all have a voice. 
Pupils respond well to the clear structures and routines in the school setting. Pupils said they like coming to school to see their friends and have their birthdays. One child spoke about the trip to the theatre to see Rapunzel which had made a lasting impression on that pupil.
The bespoke, well thought out curriculum meets the needs and interests of all pupils which leads to focussed teaching and good outcomes for the children.
The school’s expertise is valued within the local community and the school offers training sessions and support to a range of neighbouring schools. People from other settings come to the school to see the curriculum in action to further develop their own practice.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: [email protected] for further details.
Want more information on the IQM Award? Click here to request your free IQM information pack.