Hatton Special School

What Ofsted said

From the inspection on 8 July 2025

Hatton Special School is a nurturing and thoughtful community. Pupils' complex needs are known well. The school has a clear vision for its pupils. It wants every pupil to learn as much as they can, in a way that meets their needs. Staff understand pupils' complex needs and are determined to provide the best possible education. This helps to build trusting relationships and means that pupils learn well and feel safe and understood. Routines are clear and well established, helping pupils to understand the school day. Staff work patiently and calmly to support pupils when they are anxious. Staff offer reassurance, structure and space so that pupils can re-engage when they are ready. While some pupils find it more difficult to regulate their behaviour, staff respond in ways that are sensitive and attuned to each pupil's needs. The school environment is calm. Pupils learn to take turns, share their likes and dislikes and build their independence over time. Pupils' achievements are celebrated through shared assemblies, displays of work or simple day-to-day interactions. Many pupils show delight when praised, or when joining in with familiar songs and stories. Pupils enjoy experiences that help them to understand the wider world. They take part in charity events, performances and cultural activities. The school ensures that all pupils, regardless of need, are included in these joyful moments.

What the school should improve

• Occasionally, the design and delivery of teaching are not closely aligned to pupils' developmental stages. As a result, some activities do not support pupils' next steps in learning which can cause some to become frustrated or disengaged. The school should ensure that teaching approaches and tasks are carefully matched to pupils' individual needs and stages of development.
• Assessment information is not consistently used to inform teaching across the curriculum. This means that, in some subjects, there are instances where activities do not build securely on what pupils already know or can do. As a result, pupils' progress through the curriculum is not as strong as it could be. The school should ensure that assessment is used more precisely to shape teaching and support pupils to build their knowledge over time.

Read the full Ofsted report (opens in a new tab)