VISION

To inspire and empower our pupils and our community to be ambitious, fearless and successful.

MISSION
Respect our pupils by offering them the dignity of challenge.

To provide excellent opportunities, innovative practice and motivational teaching which results in exceptional outcomes.

To create an educational environment which provides the best opportunities for individualised learning and personal growth.

For every adult to respect and nurture each pupil’s diverse needs and enthusiastically seek to enrich their lives.

To work with families, sharing good practice that supports better life opportunities.

VALUES

Listen to and advocate for our pupils.

Take pride in our work.

Always strive to be the best.

Value and support each other.

Collaborate with multi-agency teams.

Stephen Hawking School is a primary school for children with profound and multiple learning difficulties. As a primary school, we provide education for children between the ages of two and 11 years.

For pupils to be admitted to the school they need to have an Education, Care and Health Plan, or be placed in the school during the assessment period for a Plan. The criteria on the ECH Plan for admission are:

• A combination of severe learning, health and care needs;
• The need for sophisticated, specialist support in terms of resources and staff;
• A multi-professional assessment which specifies clearly the severe and complex nature of the child’s difficulties.

Stephen Hawking School is rated as outstanding.

All children at Stephen Hawking School have an Education, Health & Care Plan (EHCP). These documents are written following a full multi-professional assessment.

For needs that may not have been identified as part of these assessments or that develop over the pupil’s time in school, we continue to work closely with other agencies such as the NHS and the educational psychology service. We also work closely with parents so that any additional needs that they are aware of can be raised with the school.

When children first enter the school there is a period of assessment by the teacher and class staff. Following this, the teacher meets with other professionals and the parents to set targets for the pupil. Additional special educational needs may be identified during this period.

• All staff have high expectations and aspirations for Stephen Hawking School pupils to ensure they achieve more than they believed possible and instil high expectations in all.
• All pupils are supported to have positive attitudes when learning in whole class lessons, in groups and when working as independently as possible.
• The vast majority of pupils make good progress from their different starting points in Communication, English, Mathematics and PSHE. Assessed using Branch maps on Earwig.

Stephen Hawking School is a special school for children aged 2–11 years old. Our youngest pupils are educated at Stephen Hawking School, St Jude’s Road in Bethnal Green. Our SEND report will be updated annually to reflect changes and plans within the school. This report states the current provisions within Stephen Hawking School Limehouse and Stephen Hawking School, Bethnal Green.

Admissions to both schools are within the admission policy on our website.

Our Ofsted rating for Stephen Hawking School is ‘Outstanding’ in all areas. The most recent inspection was a full Section 5 two-day inspection in October 2019. 

Our vision: Inspire and empower our pupils and our community to be ambitious, fearless and successful.

As our pupils have complex learning disabilities, our vision specifically challenges us, parents, and our local community to ensure everyone sees the potential in our school population. By sharing success, we can demonstrate that preconceived expectations can and must be challenged.

To achieve our vision we aim to:

• Create a happy and secure learning environment where all pupils/students’ needs are met and where achievements and successes are recognised and praised.
• Ensure that all the National Curriculum/statutory curriculum guidance is delivered to all pupils/students.
• Ensure that technology is an essential vehicle to access and enhance the curriculum and communication for pupils.
• Ensure that safeguarding is paramount in keeping all members of the school community safe.
• Provide all staff with training and development opportunities to enable effective practice.
• Promote the pupils/students’ spiritual, physical, and emotional well-being so that they are secure, confident, and well-motivated.
• Help pupils acquire the knowledge, skills, and confidence that enable them to lead as full, interesting, and independent lives as possible.
• Develop the pupils’ personal responsibility and encourage decision-making and choice, communicating through whatever means are appropriate.
• Provide a wide range of age-appropriate learning experiences, which are both exciting and challenging.
• Offer opportunities to work cooperatively alongside others, developing friendships and respect for others
• Provide pupils with experiences of their own and others’ religious and cultural backgrounds and values.
• Foster relationships with parents and other professionals.

• All our pupils have SEND or a disability. Therefore, they perform below nationally expected levels. Some of our students also have medical needs.
• At Stephen Hawking School, our pupils’ identified needs will be complex and significant in the area of cognition and learning (severe learning difficulties or profound and multiple learning difficulties) as described in the SEND Code of Practice. Our pupils also have associated needs in the areas of Communication and Interaction, physical and/or sensory difficulties, and emotional, social, or mental health needs.
• All our staff are highly skilled, and we have a multi-disciplinary team based part-time at Stephen Hawking School: Speech and Language Therapists (including Dysphagia specialists), Physiotherapists, Occupational Therapists and school nurses.
• When pupils first join the school, staff conduct a baseline assessment, therapists work with teachers and parents to identify therapy requirements, and all pupils benefit from a SaLT (Speech and Language) programme, an Occupational Therapy Programme, and a Physiotherapy Programme, if they require it. Pupils presenting with further needs, such as social and emotional needs, will also be referred to our Music Therapist if appropriate.
•  All pupils have an EHCP. 

In addition, children needing extra support are identified in a variety of ways:

• Concerns raised by parents;
• Concerns raised by teachers, for example, behaviour or self-esteem is affecting progress;
• Liaison with external agencies, e.g. Educational Psychology Service;
• Health diagnosis through a paediatrician;
• Liaison with previous school or setting, if applicable.

Common barriers to learning in our school

• Complex communication difficulties with cognitive impairments
• Complex physical disabilities alongside cognitive impairments
• Multisensory impairments and cognitive impairments

• As discussed above, all pupils attending Stephen Hawking School will have an ECHP. There may be an agreement with the local authority that a child or young person is placed in our school pending the outcome of an assessment for an EHCP.

Our provision is based on a strong vision that:

• Our school is a place where everyone is treated with dignity, respect and is of equal worth.
• Our vision is to develop a highly effective learning environment.
• We believe that all staff have a responsibility to meet the needs of all pupils at Stephen Hawking School.
• Our key purpose is the delivery and constant improvement of quality learning experiences appropriate to the needs of all our pupils.

• The class teacher meets with parents formally at least on a termly basis (this could be as part of Pupil Progress Meeting or an Annual/ EHCP Review to discuss their child’s needs, support and progress.
• The teachers will update Earwig regularly with information regarding a pupil’s achievements and progress towards their targets.
• The school also hosts a number of events throughout the year to enable parents to see how their child is in class, e.g. “meet your team day”, parent workshops, coffee mornings.
• For further information, Senior Leaders are always available to discuss support in more detail.
• Teachers will write in the home/school contact books to report on your child’s daily progress.

• Our Senior Leaders (Headteacher, Deputy Head and Assistant Heads) – based across both sites oversee all support and progress of all pupils across the school.
• Class teachers will oversee, plan and work with each child regardless of any additional special educational needs or disabilities in their class, to ensure that progress in every area is made.
• All children benefit from IEPs (Individual Education Plans) linked with EHCP outcomes, and recorded and monitored termly via our specific time-limited targets so that it is easy to track progress. This is recorded on Earwig.
• Teaching Assistants work with pupils either individually or as part of a group.

We have a school development plan and evaluate this throughout the year. 

• The Assessment Lead reports to the Governors every term to inform them about the progress of all children: the report clearly identifies trends within key stages, subjects, and category of need (PMLD, SLD). This report does not refer to individual children and confidentiality is maintained at all times.
• The Governors agree on priorities for spending within the special educational needs budget with the overall aim that all children receive the support they need in order to make at least good progress.

• A new curriculum was drafted and is in use since September 2024.
• Classwork is pitched at an appropriate level so that all children are able to access it according to their specific needs, and all the work is individualised and differentiated. 
• The benefit of this type of differentiation is that all children can access a lesson and learn at their own level.
• Staffing levels are enhanced so that pupils are taught in classes of up to 8 pupils with a teacher and at least 3 Teaching Assistants, and, if appropriate, additional Teaching Assistants to meet the needs of the class group.
• The school has Lunchtime Assistants that support the pupils with their personal care and eating and drinking, alongside class staff.

• We ensure that all our pupils are provided for to the best of the school’s ability with the funds available.
• The London borough of Tower Hamlets funds individual places

• Different children will require different levels of support in order to help them make progress and achieve their potential.

• By reviewing children’s targets via Earwig, observations and Annual Reviews ensuring they are being met. Education, Health, and Care Plans are also reviewed annually to ensure the provision we offer remains appropriate.
• By ensuring that each pupil is making progress academically against our new curriculum framework. Pupils’ progress is also discussed at progress meetings with senior leaders and teacher’s meetings.
• Verbal feedback from the teacher, parent, and pupil.

• We believe that our staff should work in partnership with parents, therefore we aim to communicate with families regularly. Teachers write daily in the home/school books, or share information via class dojo and may phone to discuss anything further.
• You will be able to discuss your child’s progress at parent consultations, Annual Reviews and EHCP reviews.
• You are welcome to make an appointment at any time to meet with either the class teacher or Senior Leaders and discuss how your child is getting on.

• We run regular workshops, led by teachers, senior leaders, or therapists on a variety of topics: PECs, communication (PODD), RSE, Behaviour, Independence and self-care, sensory processing, etc.
• A formal meeting takes place annually with parents and therapists to review your pupil’s progress.
• All children with an Education Health Care Plan (EHCP) will have an Individual Education Plan (IEP) which will have individual targets.

• As a school, we measure children’s progress through branch maps (our Curriculum is a continuum of three levels in Cognition, Communication, Physical Development, and Personal and Social development. Each area is further divided into more discreet subject areas as appropriate according to individual needs and rate of progress). The class teacher continually assesses each child and notes areas where they are improving and where further support is needed via Earwig.
• We track children’s progress from their admission through to Year 6, using a variety of different methods.
• Children who are not making expected progress are identified through the Deputy Head’s termly Analysis. Where needed, a discussion will take place with teachers, MDT and parents about those pupils experiencing difficulties and what further support can be given to aid their progress.
• When a child’s targets are reviewed, comments are made against each target to show what progress has been made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress. The goals set at EHCP reviews, which link to the pupils’ over-arching aspirations, are recorded and monitored within our documents as detailed above. The goals are set in partnership with therapists and progress against these goals is analysed termly.

• We have a caring, understanding ethos and are an inclusive school; we welcome and celebrate diversity, and believe that high self-esteem is crucial to children’s well-being.
• The class teacher has overall responsibility for the pastoral, medical, and social care of every child in their class. If further support is required, the class teacher liaises with other professionals for further advice and support. This may involve working alongside outside agencies such as Health and Social Care Services.
• Our school nurse is available, as are our therapists, and parents can make appointments to see them as they require.

• We have a policy regarding the administration and management of medicine in school.
• All pupils requiring medication onsite will have a Care Plan written by the school nurse and agreed by parents.
• Staff has regular training regarding conditions and medication affecting individual children so that all staff can manage medical situations if the need arises. A large number of our pupils have epilepsy, all staff are trained in administering specific epilepsy rescue medication. They are also trained in Epi-pen administration and Enteral Feeding.
• Most of our pupils require personal hygiene care: this is managed by staff.

• We have a positive approach to behaviour management, with a clear Behaviour policy that is followed by all staff and modelled to all pupils. The attendance of every child is monitored on a daily basis by the attendance officer. Lateness and absences are recorded and reported to the Head Teacher and Governing Body.

• We work very closely with external agencies that we feel are relevant to individual children’s needs within our school.
• These include GP, School Nurse, Clinical Psychologist, Wheelchair services, Orthotics, Speech & Language Therapist, Occupational Therapist, Educational Psychologist, the Child and Adolescent Mental Health Service (CAMHS), DCOS and Social Services.

• Stephen Hawking School is highly committed to ongoing training of staff.
• All staff have clear job descriptions which detail the required qualifications for each post in the school.
• All staff have a core training programme related to their work. Training is specifically related to the needs of children in our school and also as required by statutory guidance.
• We continue to commit to having qualified trainers in school for courses such as Signalong and Moving and Handling Safeguarding and PREVENT training is delivered by the borough or our DSL.

In addition:

• Members of staff have ongoing training in delivering Speech & Language programmes from Speech & Language Therapists, Physio programmes from Physiotherapists, and sensory diets from the Occupational Therapist.
• A number of staff are ‘Teamteach’ trained to safely support children demonstrating unsafe behaviour (these incidents are always recorded).
• All staff (teachers and our teaching assistants) have had training in communication strategies and aids, such as Makaton, PODD and Pecs.

• At Stephen Hawking School, we are committed to ensuring that anything which is planned can include all pupils, regardless of their individual needs (including access needs).
  • Activities outside of the classroom are part of Stephen Hawking School’s curriculum.
  • Specialist facilities onsite include a hydrotherapy pool, a soft play area, a sensory room, outdoor areas with 4 separate playgrounds (with accessible play equipment and sunken trampolines).
  • All pupils join in school-wide activities, including expressive arts, celebrations and events and physical activities.
  • Children and young people at Stephen Hawking school use the local community for learning, visiting local shops, playgrounds and other amenities.
  • Children and young people at Stephen Hawking benefit from educational visits to places of interest in our local area.

• Any trip or events are organised on this basis, with appropriate support put in place to ensure that this can happen safely.

• All trips organised are carefully risk assessed with support from our Educational Visit Coordinator (EVC) and senior leaders, and venues were chosen so they can cater for all our pupils.

• The school is a purpose-built building and is fully accessible.
• The school has a disability and accessibility plan and Stephen Hawking school and St Jude’s Road are completely accessible to wheelchair users.

• All families and their children visit the school prior to starting with us.
• Staff conduct a home visit prior to starting school and a starting school meeting in the first half-term of a child starting.
• When young people are preparing to leave us for other schools, we work with the next setting to arrange a series of transition visits and activities for them.
• We liaise closely with staff when receiving and transferring children to different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
• In addition, we will hold regular coffee mornings and workshops to share any relevant strategies.

•  Students are supported to develop their knowledge, skills, and understanding that are useful in day-to-day   living throughout the school day.
• We aim to ensure that all our pupils, throughout their whole time in school, have opportunities to fulfil their potential and to achieve as much independence as possible with a curriculum adapted to meet their needs.
• Student timetables should provide opportunities for students to develop skills that are a particular priority for the individual and will be weighted differently for different students.

Stephen Hawking School is committed to ensuring outcomes for children and young people who are “looked after” are as successful as their peers.

• • We work closely with virtual schools, which promote the progress and educational attainment of children and young people who are “looked after” so that they can achieve educational outcomes comparable to their peers.
  • Our partnership with virtual schools enables us to receive advice, support, and training for key staff to improve access to established specialist services for all our children and young people who are “looked after”.  
  • We place a focus on progress within a framework of high expectations and good teaching and learning, with close monitoring of their academic, social and personal progress.
  • We ensure our children and young people who are “looked after” can be involved and successful in all learning activities, including those taking place outside the classroom.
  • We ensure unified but low-profile support in school for each looked after child so that they are not made to feel different from other children.
  • We adapt swift and early interventions if a problem emerges.
  • We encourage and facilitate the successful engagement of carers and parents wherever possible.
  • We recognise that individual pupils will have different learning needs and through assessment and securing information about prior learning, we can identify each pupil’s needs and develop learning plans and learning tasks to closely match them.
  • Rigorous target-setting and monitoring of progress made by our “looked after” pupils focus on academic progress as well as emotional well-being, behaviour, and attendance.
• Through assessment and securing information about prior learning, we can identify each pupil’s needs and develop learning plans and learning tasks to closely match them.
• Rigorous target-setting and monitoring of progress made by our “looked after” pupils focus on academic progress as well as emotional well-being, behaviour, and attendance.

• We have parent workshops that give parents the opportunity to see and participate in their children’s learning.
• Parents are invited to offer their comments and opinions via an on-line questionnaire or face to face sessions.
• Parents are also invited to regular workshops and school special assemblies and Summer Tea party.

• The first point of contact would be your child’s class teacher to share your concerns.
• You could also arrange to meet with the Headteacher or Senior Leaders.

• Contact the Headteacher to arrange a meeting and tour of the school.
• Contact the SEN department at Tower Hamlets Council.

Click here for The Tower Hamlets Local Offer.