Ormiston Horizon Academy

Inspection of Ormiston Horizon Academy Turnhurst Road, Tunstall, Stoke on Trent, Staffordshire ST6 6JZ

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Inspection dates: 21 and 22 November 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good

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Overall effectiveness Good

The principal of the school is Andrew Fitzgibbon. This school is part of the Ormiston Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tom Rees, and overseen by a board of trustees, chaired by Julius Weinberg. 21 and 22 November 2023

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What is it like to attend this school?

There are high expectations for pupils at Ormiston Horizon Academy. All pupils understand and show the values of respect, resilience and responsibility. Pupils appreciate the positive environment of their school. Teachers treat them as individuals and they welcome this. Pupils spoke to inspectors and talked openly about their positive relationships with staff. Pupils say they can ‘be who they want to be’ in this inclusive community.

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What is it like to attend this school?

The school has high expectations for pupils’ behaviour. Lessons begin and end in a calm and orderly manner. Pupils know they can report any behaviour issues, which staff deal with rapidly. Bullying is rare. When it occurs, staff take appropriate action to deal with it. Pupils know that inappropriate language is not acceptable and report any incidences swiftly.

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What is it like to attend this school?

The school prioritises pupils’ personal development. Staff support and encourage pupils’ well-being and mental health very well. Pupils take part in a range of enrichment activities such as chess, girls’ football and cadets. Pupils represent the community on the local authority’s Youth Council. Pupil reading leaders support younger pupils in school and in a local primary school. Empowering pupils to support and guide younger pupils and be active citizens in the community is working well.

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better?

The school has undergone a significant period of development since the last inspection. There are raised expectations around learning and behaviour. However, despite the school working quickly to improve the curriculum, pupils do not yet achieve as well as they should.

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better?

The school has developed a curriculum that is equivalent to the national curriculum. Teachers consider what they want pupils to learn in their subjects. Teachers build on increasingly complex subject knowledge over time, where the intended learning is more ambitious. However, some teachers do not take opportunities to develop pupils’ knowledge and understanding as fully as they might. For example, some do not always ask pupils in-depth questions to promote discussion. This means that pupils are not able to fully develop their understanding of different topics.

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better?

Most teachers check what pupils know well and ensure that pupils understand what they have to do. Year 9 pupils in English could explain how Shakespeare’s texts discuss power and gender imbalance. They could also link back to their prior learning in Years 7 and 8. However, there are times when teachers do not check pupils’ understanding well enough. This means that some pupils have gaps in their knowledge and struggle to complete their work. This limits the progress they make.

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better?

The school quickly and accurately identifies pupils with special educational needs and/or disabilities (SEND). Teachers provide pupils with the additional support they need. ‘Student passports’ set out the support each pupil needs, and teachers use 21 and 22 November 2023

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these effectively to adapt their teaching. Additional adults also support pupils with SEND well in the classroom.

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The school identifies pupils who need extra support with their reading quickly. Leaders provide appropriate help to improve pupils’ reading skills. This helps pupils become confident and fluent readers. All form groups read age-appropriate texts. Some teachers model reading effectively by highlighting key thematic words. Leaders are considering how pupils can develop more independent reading across the school and at home.

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The school understands the importance of attendance. However, the number of pupils absent from school is higher than it should be. Leaders know this and continue to work with families to address this. Attendance remains a key priority for the school and community.

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Personal, social, health and economic education is well-planned and sequenced. Pupils learn about topics such as healthy relationships, fundamental British values and online safety. Pupils are proud to celebrate individuality and the diverse community in the school and the local area. A detailed careers programme is in place for all pupils. Pupils make effective use of this programme but would welcome more information to help them understand what opportunities are available when they leave.

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The trust has invested time and resources to develop the school. Trustees and governors provide challenge and support. This has helped the academy to improve. The school and governors are mindful of staff workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school has not ensured that teachers consistently check that pupils understand what has been learned and what they can remember. This means that gaps in pupils’ knowledge are not identified and so are not always addressed. The school should ensure that teachers are consistently aware of what pupils know and can do and adapt their teaching accordingly to close any gaps.  Sometimes, opportunities to use more demanding and complex learning activities with pupils are not taken. This means that some learning does not allow pupils to gain a deeper understanding of the subject. The school should ensure that, across the school, different approaches to learning give pupils the opportunities to develop a greater depth of knowledge. 21 and 22 November 2023

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 Too many pupils are absent each day. This means pupils miss too much learning, which limits their progress. The school should further its work with parents and external agencies to secure more regular attendance for all pupils.

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How can I feed back my views?

or to 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). 21 and 22 November 2023

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School details

Number of pupils on the school roll 1,064

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School details

Website www.ormistonhorizonacademy.co.uk

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School details

Dates of previous inspection 6 and 7 March 2018, under section 5 of the Education Act 2005

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Information about this school

 This school is part of the Ormiston Academies Trust, which contains 42 schools.  The school uses four registered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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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. 21 and 22 November 2023

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 Inspectors focused on the following deep dives: English, mathematics, modern foreign languages, history and design and technology. Inspectors looked at leaders’ curriculum planning, visited lessons, looked at pupils’ work, talked with pupils about their learning and spoke to teachers. Inspectors also looked at the curriculum in other subjects.  Inspectors reviewed a range of school documents. These included information about pupils’ behaviour, attendance, the school’s curriculum and improvement planning. The school’s website was also checked.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record and referrals to the local authority; 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. Inspectors observed informal times of the day to evaluate

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safeguarding and pupils’ behaviour.  Inspectors held meetings with the CEO of the trust, governors, including the chair of the local governing board, senior leaders, teachers, support staff and pupils. Inspectors also talked informally to pupils, staff and parents to gather information about school life.  Inspectors considered responses to Ofsted Parent View, including the free-text comments. Inspectors also considered responses to Ofsted’s staff survey and pupil questionnaires.

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Inspection team

Stuart Clarkson, lead inspector His Majesty’s Inspector

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Inspection team

David Hermitt Ofsted Inspector 21 and 22 November 2023

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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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