Conversion to Multi Academy Trust status was completed on 01.06.19. HCAT is a growing multi academy trust containing 1 Secondary School and 7 large primary schools, one of which is an outstanding school. HCAT works in partnership with the regional teaching school hub (Exchange) and Tykes Teaching Alliance to support ITT, Early careers and leadership development.

The college initially approached HCAT because their vision and values so clearly aligned with those of Horizon, particularly in terms of moral purpose and focus on Barnsley children. We were also determined that Year 7 students should be in a position to make rapid progress from the outset and build on the very best primary experience. The partnership has also provided an additional layer of challenge and supported improved classroom practice for Horizon, whilst creating greater capacity for the Trust as it expands. A more robust monitoring programme within college has further raised teacher expectations, whilst conversion has also increased our capacity for CPD through formal training, work shadowing, joint training/work scrutiny and the additional expertise of the primary NLE staff.

Across Horizon there is a shared ethos where everyone is valued, supported and respected. This ethos is reinforced with students through our six core values, especially those of respect and kindness. There is highly effective teaching and learning in all subjects, which develops students’ knowledge and skills through an exciting broad and balanced curriculum, providing life-long learning and opportunities for all. This is complimented and underpinned by our investment in a dedicated Careers and Enterprise Team led by a senior member of staff and consisting of 3 specialist practitioners, who provide a planned programme of careers and enterprise events from Y7 onwards to ensure that our students are as prepared as possible for their destinations after Horizon. This is all intertwined and linked in with our ambitious and wide-reaching Personal Development offer to our students, which aims to grow their cultural capital alongside their skills and knowledge. 

Our admission number is 400 students per year group. However, in 3 of the last 5 years, we have had a significant waiting list and initially admitted 420 students into Y7; even with a new free school opening less than half a mile away in 2021, we have continued to be oversubscribed and welcomed 407 students into Y7 in September 2023. Student mobility remains low (5.1% in the academic year 2022-23;) and due to the popularity of the college most year groups remain close to their original admission number. We have a significant cohort of students who have English as an additional language. At least 40 different languages are spoken at home by our students, to differing degrees of proficiency and fluency. New arrivals and those who are still developing their confidence with everyday words and language processing skills are supported by our dedicated EAL team. This support includes 1:1 in-class and out-of-class literacy support, dedicated classroom teaching to develop English skills and the opportunity to study for a GCSE in their home language if they would like and are able to. The college has also been an EAL Champion School for the local authority and has provided bespoke support and CPD to schools both at secondary level and for our feeder primaries.

Challenges

Students have historically joined Horizon with data below national expectations. Since 2017, this profile has gradually changed and students are now joining us with KS2 outcomes broadly in line with national figures. Outcomes are now significantly above national figures in the vast majority of subjects and overall progress figures consistently positive. The percentage of our students in receipt of the PPG is higher than the national average but their progress sits consistently in line with that of all students nationally. Developing quality first teaching for all students remains a key focus for our SIP. MFL is now beginning to make the same progress as the other Ebacc subjects and a huge amount of work has gone into developing an ambitious curriculum that builds on primary experience and is delivered by expert staff in an engaging way. In 2022 the P8 for EBacc subjects was 0.27 while the VA for MFL was 0.66; initial figures for 2023 suggest a P8 for the Ebacc subjects of 0.35 and a VA for MFL of 0.15. In addition, over 60% of students are now choosing the EBacc pathway at Key stage 4.   

IDSR 2022 reports the overall pupil base deprivation indicator to be in quintile 4 (more deprived) of all schools. Our number of LAC students is also considerably above both national and local averages. This context increases the demands for the high-quality support we offer both our students and their families. The reduction to a two-stagger day (8.30am-3.00pm for KS3 and 8.50am-3.20pm for KS4) and a morning ‘meet and greet’ allows a positive start to the day – we ensure students are ready for lessons by providing equipment and uniform where required and the offer of a free breakfast for everyone. We actively encourage all parents/carers to become involved in the journey at Horizon by attending information evenings, online parents’ evenings and enrichment events. The college sits at the ‘heart’ of the community, due to the academic and pastoral support it provides for students and their families (which is real strength) and the outstanding dance shows, competitive sporting events, range of Careers and Enterprise opportunities and the promotion of primary PE and sport through the School Games Organiser role.

Attendance is above the national average, has remained consistently above the LA average for the last 4 years and improved each year between 2019-2021 (with the x code pandemic criteria taken into account for 2020-21). Figures for 2022 and 2023 demonstrate the progress being made back towards pre-pandemic attendance levels. 

Attendance data (September to Easter)

The drive to improve attendance involves robust intervention systems, consistent across all year groups, as well as an unrelenting focus on engaging with families through home visits or invitations to attendance meetings. We were also part of the DfE Attendance Data Trial during the Summer term of 2022. Strong links with the EWS service has strengthened the support offered to Horizon students and their families. Other interventions include awarding achievement points for students maintaining 100% attendance, half termly prize draws for students whose attendance has improved the most and those with 100% attendance, and a Christmas and Easter prize draw for sustaining excellent attendance. Analysis of the previous year’s attendance helps to identify trends and focus initiatives at certain times during the year. Overall, college attendance data shows that interventions and initiatives are continuing to impact positively on the attendance of all groups of students and ensure a return to pre-pandemic attendance levels.

A full curriculum review, quality first teaching, clear structures and high expectations from all adults in college ensure a positive climate for learning. We recognise that we have a number of students with social, emotional and mental health needs; we also support schools in the local authority by accepting a number of permanently excluded students through Fair Access Panel. The different needs of these students are addressed by our wellbeing provision, inclusion offer and SEND support. We prioritise support for students and their parents, drive attendance with year-on-year improvements and promote punctuality and positive conduct using a ‘connection before correction’ approach, so that we enable all students to benefit fully from our learning culture.

Awards and recognition: We were awarded Healthy Schools status in January 2021; we also achieved the Inclusion Quality Mark in July 2021, being recognised as a Centre of Excellence. We gained silver accreditation for the Be Well at Work initiative in May 2023.