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Ofsted Reports
In April 2024, Horizon Primary Academy received a Section 8 inspection. This means it was an ungraded inspection, therefore our grading did not change from good.
During the inspection, we received the highest possible outcome, meaning that if it were a section 5 inspection, we might be outstanding. Throughout the inspection, our practice was deemed exceptional.
OFSTED says:
Pupils achieve exceptionally well. By the end of key stage 2, many pupils achieve the highest standards in reading, writing and mathematics. Pupils thrive due to excellent relationships and a shared commitment by staff to ensure that all lessons have a strong impact on pupils’ learning.
Disadvantaged pupils, including pupils with special educational needs and/or disabilities (SEND), are very well prepared for their next stage of education. The school’s approach to promoting pupils’ good attendance is exemplary. Leaders use innovative approaches that build a determined culture of prioritising attendance at the school.
Pupils feel safe and are happy. Staff have high expectations for pupils’ behaviour. They manage this skilfully, with a focus on rewards that helps pupils to be successful. Bullying is taken seriously. The school acts quickly to ensure that any issues are resolved. Pupils are passionate about their learning and support each other wonderfully.
They contribute positively to each other’s well-being. Pupils love the responsibilities they have, for example as school councillors, language leaders and members of the ‘safety squad’ who help with issues such as promoting online safety. Pupils build a sense of belonging through whole-school initiatives, such as performing songs in Makaton or running lunchtime sports clubs that all pupils can attend.
The school is highly ambitious for all pupils. The curriculum equips pupils with the essential knowledge and skills that they need. For example, the teaching of phonics and early reading helps to unlock education for children from the start of Reception effectively. Mathematics teaching helps pupils to solve increasingly challenging problems in fluent and efficient ways.
In foundation subjects, the school precisely identifies core knowledge to help staff construct clear, connected sequences of lessons. Pupils start strongly in Reception and build their knowledge cumulatively over time. In subjects such as art and design, pupils study artists and learn about drawing techniques, including the use of line, tone and patterns, in increasingly sophisticated ways. Pupils’ work in books is consistently of a high quality. Pupils use subject-specific vocabulary confidently. Staff constantly check how well pupils have learned the curriculum and help any pupils who have gaps in their learning to catch up quickly.
The school places reading at the heart of the curriculum. One pupil summarised what was often repeated by others, ‘Reading is the most important thing here.’ Pupils develop a love of reading through engaging texts and a focus on books that goes across the whole school community. Staff use library visits imaginatively and successfully. The school celebrates ‘reader of the week’ through assemblies, and pupils find the school’s book vending machine rewards highly motivating. In phonics, pupils read books that are matched to the sounds that they have learned. Staff support any pupils who are at risk of falling behind. Pupils learn to read quickly and fluently. Reading books reflect the wide range of diverse cultural backgrounds at the school. This diversity is respected and valued and enables the school to deliberately celebrate each child’s unique reasons to come to school.
Staff have secure subject knowledge across the curriculum. The school and the academy trust help staff to develop and refine their teaching approaches expertly. Staff receive regular updates to their professional development, for example training in phonics and how to support pupils with SEND effectively. The school ensures that pupils with SEND have their needs identified quickly so that they receive appropriate support. Where necessary, the school works closely with external agencies, such as speech and language specialists and education psychologists.
The school develops pupils’ talents and interests in an exemplary way. Pupils with SEND and pupils from disadvantaged backgrounds consistently benefit from opportunities, including learning musical instruments, gardening and taking part in sports events. Lunchtime clubs, such as art, ukulele, guitar and basketball, give pupils the chance to build their confidence further and learn new skills. Leaders state, ‘No child misses out on a club that they want to take part in.’ This is widely appreciated by parents and pupils.
The school has a rich programme of educational visits that helps to make learning memorable. For example, Reception pupils enjoy visiting a farm when learning about life cycles, and older pupils visit The London Eye linked to their English work.
The school is led and managed courageously and through a shared commitment to excellence. Governors know and understand the school’s priorities. They focus routinely on the workload and well-being of all staff. The staff are extremely proud to work at the school. Parents are highly supportive. One parent captured the thoughts of many when they said, ‘Horizon invests so much energy into teaching to our children, I could not ask for more.’