|Name||Ormiston Horizon Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 March 2018|
|Address||Turnhurst Road, Tunstall, Stoke on Trent, Staffordshire, ST6 6JZ|
|Number of Pupils||1000 (50% boys 50% girls)|
|Number of Pupils per Teacher||15.6|
|Academy Sponsor||Ormiston Academies Trust|
|Percentage Free School Meals||21.8%|
|Percentage English is Not First Language||2.6%|
|Pupils with SEN Support||16.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Ormiston Horizon Academy is an average-sized secondary school. Since the previous inspection, the number of pupils has grown from 599 to 983. The school is now over-subscribed and will be operating at full capacity from September 2018. From September 2019, the school will no longer offer 16 to 19 programmes of study and will operate as an 11 to 16 school. The school is a sponsored academy of the Ormiston Multi-Academy Trust. Governance is delegated by the trust to the local board of governors through the Ormiston Academies Trust scheme of delegation. The vast majority of pupils are White British. The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of pupils who are eligible for support through the pupil premium is well above the national average. The school uses three alternative providers: Sporting Stars, the Bridge, and Phoenix. All three are part of the Stoke-on-Trent local authority ‘Learning Pathways Board’. The school meets the current government floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 11.
Summary of key findings for parents and pupils
This is a good school The principal is determined that the school should provide the best possible education for pupils. He sets high expectations for staff and pupils. He is working relentlessly to establish a culture of high aspirations and achievement for all. The vice-principal, senior leaders and middle leaders support the principal’s vision and initiatives effectively. As a result, there is a strong sense of purpose and direction across the school. The intake of pupils has grown considerably since the school opened in its current building. The expansion has been managed well. Leaders continue to develop the breadth of the curriculum to ensure that it offers a wide range of learning opportunities for pupils. Provision for pupils’ spiritual, moral, social and cultural development is effective. Governors are skilled and knowledgeable. They have a clear understanding of the key issues the school needs to address to maintain a good standard of education. They hold leaders to account and support them effectively. The school provides a safe environment for pupils. The vast majority of pupils behave well and enjoy their school life. The school has implemented a comprehensive programme of professional development for staff. As a result, teachers are better equipped to deliver courses that match the new requirements of GCSE qualifications. Effective induction programmes for new staff have helped to sustain the overall good quality of teaching at the school. Even so, with a much larger staff than at the time of the previous inspection, there are more inconsistencies in teaching quality. Although pupils’ outcomes were broadly average in 2017, progress was weak for groups of pupils in English, mathematics and science. The school’s strategies to develop pupils’ literacy are having a positive impact on their reading and writing skills. However, there is not enough focus in the school on developing pupils’ speaking skills. Since it opened, the school has not been successful in attracting sufficient numbers of learners to its 16 to 19 study programmes. The school will no longer offer these programmes from September 2019. Despite some positive changes to provision, learners are still not making sufficient progress, and the 16 to 19 study programmes require improvement.