Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Sarah Nevison Interim Head teacher The Horizon School, Hartlepool C.E.T.L. Brierton Lane Horizon School, Cetl Hartlepool Cleveland TS25 4BY

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Urgent inspection of The Horizon School, Hartlepool

Following my visit with John Lucas, His Majesty’s Inspector, to the school on 9 May 2024, I write on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills, to confirm the inspection findings. Thank you for the help you gave me and the time you took to discuss the school.

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Urgent inspection of The Horizon School, Hartlepool

This inspection was conducted under section 8 of the Education Act 2005 and in accordance with Ofsted’s published procedures for urgent inspections. The inspection was carried out because His Majesty’s Chief Inspector wished to determine the effectiveness of safeguarding arrangements at the school and was concerned about pupils’ well-being and the effectiveness of leadership and management in the school (including governance) as concerns had been raised with Ofsted.

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Urgent inspection of The Horizon School, Hartlepool

We do not give graded judgements on urgent inspections. However, if we find some evidence that overall standards may be declining, but where no serious concerns have been identified, then the next inspection will normally be a graded inspection, which will be carried out under section 5 of the Act and be brought forward. If we have serious concerns, we will deem the urgent inspection as a graded inspection immediately.

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Evidence

We met with the interim headteacher, executive headteacher, the business manager, co- ordinator of alternative provision, safeguarding and attendance leader, designated safeguarding leader (DSL) and deputy DSL. We met with the local authority’s director of children’s services and assistant director of education. I spoke with the chair of the governing body by telephone. We also talked to a range of staff both formally and informally. We visited lessons, walked around the school site, visited one alternative provider and observed pupils during social times. We spoke with pupils both formally and informally.

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Evidence

We reviewed a wide range of documents including school policies, attendance records, risk assessments, staff training records, safeguarding incidents and physical intervention records. We reviewed the minutes of governing body meetings. We scrutinised the single central record and other documents relating to safeguarding and child protection arrangements.

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Evidence

Having considered the evidence, I am of the opinion that at this time:

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Evidence

Arrangements for safeguarding are effective.

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Main findings

There has been significant turbulence in leadership and management, staffing and governance over the past eight months. Most leaders, half of the staff and some governors, including the chairperson, are new to their roles since September 2023. The local authority has been pivotal in securing new senior leaders, who have quickly forged a close team and exhibit a clear vision of high expectations, which is shared by staff.

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Main findings

The recently formed senior leadership team reviewed and adapted the leadership and management systems so that all staff are clear on, and consistent with, their roles and responsibilities. This includes the review and implementation of policies and practices and the recording of pupils’ attendance. Leaders are continually striving to improve the attendance of some pupils whose medical requirements or special educational needs result in regular absences. Leaders liaise closely with the local authority and mainstream schools where some pupils have a dual registration. Leaders collaborate with the local authority, who commissions pupil places in 11 alternative provisions, aiming to educate pupils in a provision that best meets their needs. For example, some older pupils attend local colleges and other pupils attend vehicle maintenance provision to support with communication and skills development. Some pupils attend ‘The Haven’, which is the

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Main findings

school’s ‘home and hospital’ facility, and a small proportion of pupils access ‘outreach’ provision in their own homes. Leaders carry out welfare checks and communicate regularly with professionals from all settings involved. School leaders work closely with the leaders of these provisions to monitor pupils’ attendance and ensure that pupils are safe.

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Main findings

Despite the significant turbulence in staffing, all staff have been determined to minimise disruption to learning for all pupils. Staff know the pupils well and have established positive relationships and purposeful interactions with them. Pupils are cheerful and speak positively about their school experience and preparation for examinations. They respond well when staff provide instructions or guidance. Leaders implement a bespoke programme to reintegrate pupils back into their mainstream schools. They ensure that staff and pupils understand the process and can contribute their views to how successfully this programme is working. Pupils’ well-being, safety and learning are of paramount importance and central to all leadership decisions.

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Main findings

The chair of governors has a secure understanding of the strengths and school improvement priorities. Although there has been turbulence in governance, he is ensuring that the statutory functions of governance are met. The governors have up-to-date safeguarding training, understand that they have a responsibility to safeguard pupils and they have ratified the relevant safeguarding policies. There has been a skills audit to ensure that any vacancies are filled with governors who have the skills and relevant experience to further strengthen the skill set of the governing body. Governing body meeting minutes show that governors provide challenge to leaders on safeguarding and pupils’ attendance rates.

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Main findings

Leaders have implemented a programme of regular safeguarding training for all staff. This includes training to use the new or amended leadership systems such as recording of safeguarding concerns or registering pupils’ attendance. Training includes raising awareness of the local contextual safeguarding risks to pupils in the local area, and staff use this information to recognise the signs of pupils at risk of harm. Twice-daily safeguarding briefings enable staff to raise concerns promptly about pupils’ well-being or risks to their safety. The school site is secure. Staff understand the whistle-blowing policy and would not be afraid to act in line with this policy to safeguard the pupils.

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Main findings

All staff understand that safeguarding is the responsibility of everyone and that any concern should be reported, no matter how small. They know that leaders will act swiftly on any concerns that they raise. Leaders are tenacious in their record-keeping and reporting of safeguarding incidents and child protection processes. Records show that leaders take timely action, and this had a positive impact on pupils’ safety, attendance and well-being. Leaders work successfully with external agencies and relevant professionals, such as the police, children’s social care and the youth justice service. There is compelling evidence of where this has supported families and kept vulnerable pupils safe. Pupils who shared their views with inspectors indicate that they are safe and feel safe. They say that there is always a trusted adult to speak to if they are worried, with some pupils articulating clearly how their mental health is well supported by adults.

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Main findings

Senior leaders provide a targeted and strategic approach to create stability and further change. Leaders are making decisive and effective informed decisions to ensure that safeguarding pupils is the highest priority. Leaders at all levels, including governors, are aware that there is more work to do to ensure that all new and amended leadership systems in place are fully embedded.

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Additional support

The local authority acted swiftly to broker effective senior leadership, including a new chair of governors, at the beginning of the period of staffing turbulence. The local authority and school leaders work closely together, ensuring that pupils’ well-being and safety remain the highest priority. All leadership and management systems have been reviewed and are quality assured regularly by the school management committee and the local authority. A commissioning officer from the local authority works closely with the school’s alternative provision co-ordinator to ensure that the commissioning agreements and process are in place.

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Additional support

I am copying this letter to the chair of the board of governors, the Department for Education’s regional director and the director of children’s services for Hartlepool Borough. This letter will be published on the Ofsted reports website.

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