St Hugh's Special School

Inspection of an outstanding school: St Hugh’s Special School Bushfield Road, Scunthorpe DN16 1NB

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Outcome

St Hugh’s Special School continues to be an outstanding school.

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What is it like to attend this school?

Pupils are extremely happy to attend this remarkable school. Staff ensure that pupils are supported, encouraged and cared for at all times. The school’s values of being ‘resilient, respectful, aspirational and kind’ underpin all aspects of its work. Pupils embody these values each day. They are guided to develop their independence progressively. As a result of the personalised support they receive, pupils are exceptionally well prepared for their next steps.

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What is it like to attend this school?

This is a calm, orderly and happy school. Staff go above and beyond to help each pupil. Pupils support each other and praise their friends for the achievements they make. Over time, pupils are increasingly able to self-regulate their feelings and behaviour. Pupils are confident that staff will act quickly to address any concerns they have.

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What is it like to attend this school?

The school supports each pupil in developing a broader understanding of themselves and the wider world in remarkable ways. Pupils show pride in representing their peers through the school council. Some enjoyed a recent trip to the Houses of Parliament, where they navigated the Underground and trains, describing Big Ben as ‘amazing’. This is just one of many experiences that broaden pupils’ horizons, enhance their confidence and equip them with valuable life skills for the future.

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What does the school do well and what does it need to do better?

Leaders have initiated transformational changes to ensure that pupils benefit from a continually improving quality of education. Staff enthusiastically embrace these changes, recognising their role in achieving them. All staff share a unified vision: to provide an exceptional experience for every pupil, a vision that is fully realised. The curriculum has been significantly revised to ensure that each pupil can develop and excel in their chosen path. Planning for each subject is ambitious, creative and thoughtful. Staff meticulously outline the essential knowledge and skills that pupils need to learn in manageable steps. At the same time, they consider how this will build pupils’ character and emotional 18 and 19 June 2024

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development. Every opportunity is taken to help pupils meet the targets on their education, health and care plans.

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Teaching staff know the challenges faced by pupils and their families, adapting their approach to meet each pupil’s unique needs. The school carefully checks how well each pupil is making progress, adjusting teaching and support as needed. As a result, the great majority of pupils meet their targets and are ready for their next steps.

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Every pupil’s voice is valued, and their needs are comprehensively understood and met through tailored adaptations and interventions. Some pupils use assistive technology, while others are helped to communicate through signs and symbols. Pupils who are at the early stages of learning to read are guided by well-trained staff to learn their letters and corresponding sounds. These efforts ensure that all pupils can actively engage and contribute meaningfully to the school community.

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Pupils understand that some of their friends may struggle with their emotions. Peer mentors offer support to other pupils during lessons and times of crisis. Older pupils help younger ones to settle into school life. There is a real sense of family here. Due to careful interventions and personalised plans, behaviour incidents are rare. Leaders rigorously evaluate and adjust support strategies as needed, ensuring a supportive culture where every pupil can thrive.

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The school has an unwavering commitment to preparing pupils for their future success. A comprehensive careers programme enriches classroom learning by showcasing diverse career paths. Year 10 pupils particularly enjoy their work experience days. Transitions are carefully planned, and even those who were initially anxious about leaving for college are now quietly confident about taking those next steps. This is testament to the exceptional support they have received throughout their time at school.

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Staff are well supported, trusted and valued by leaders. Embodying the school’s values, they have empowered staff with a strong belief in their impact on pupils. Staff know that leaders prioritise their well-being and have their best interests at heart. Governors act as ‘critical friends’, ensuring that this supportive environment is maintained. Together with guidance from the local authority, this collective commitment has transformed the school into a place where pupils thrive and make significant progress – both academically and personally.

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Safeguarding

The arrangements for safeguarding are effective. 18 and 19 June 2024

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Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be outstanding in September 2013.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 18 and 19 June 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 12 September 2018, under section 8 of the Education Act 2005

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Information about this school

 This school is a special school for pupils who have a range of learning difficulties, including moderate learning difficulties, severe learning difficulties, autism spectrum disorders, profound and complex needs and language and communication difficulties. All pupils who attend the school have an education, health and care plan for their needs.  Since the last inspection, new leaders have been appointed. The current headteacher formally took up position in September 2023. A new chair of governors and other governors have been appointed.  The school does not use any alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical qualifications and apprenticeships. 18 and 19 June 2024

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other school leaders. Discussions were held with members of the governing body. An inspector met with a representative of the local authority.  Inspectors carried out deep dives in mathematics, creative arts and early reading. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. An inspector listened to some pupils read. Inspectors also reviewed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central

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Information about this inspection

record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The views of staff were considered through formal and informal meetings with them and through their responses to Ofsted’s staff questionnaire. Inspectors took account of the views of parents through their responses to the Ofsted Parent View questionnaire.  Inspectors considered the views of pupils through formal and informal discussions.

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Inspection team

Eleanor Belfield, lead inspector His Majesty’s Inspector

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Inspection team

Jill Bowe Ofsted Inspector 18 and 19 June 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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