|Name||TBAP New Horizons AP Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 September 2013|
|Address||Fallowfield Grove, Padgate, Warrington, Cheshire, WA2 0QQ|
|Religious Character||Does not apply|
|Number of Pupils||6 (83% boys 17% girls)|
|Percentage Free School Meals||20%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
New Horizons is a Pupil Referral Unit (PRU) which provides alternative schooling on two sites for students who have been permanently excluded from mainstream school education. Intervention and support is provided for those students at risk of exclusion because of their behaviour, or who have poor attendance records or who have missed significant parts of their education. The PRU took a high number of students in 2013, particularly at Key Stage 4. Students join the PRU at any age from 11 to 16 and at any time during the school year. At the time of the inspection, there were six students attending the PRU full time and 30 students attending the PRU and their mainstream school for part of the week. It delivers some education on the Orford Hub site, opened in September 2012, for students who cannot attend mainstream schools on a full-time basis and who need a quiet environment in order to make progress. Students come from a range of social and cultural backgrounds: the vast majority are White British. The majority of students are supported at school action or school action plus because they have a special educational need. Two students have a statement of special educational needs. The proportion of students known to be eligible for pupil premium funding (additional funding from the government introduced in 2011 for those students known to be eligible for free school meals and for students have been looked after continuously for more than six months and for the children of service families) is higher than average. However, New Horizons receives pupil premium direct funding only in respect of the students who are single-registered with it. In the last year, there have been significant changes to the senior leadership team, with three new senior leaders appointed, one currently in an acting capacity. A number of students spend some of their time in alternative provision settings following courses in construction at Cornerstones and hair and beauty and child development courses at UExpand.
Summary of key findings for parents and pupils
This is a good school. Students make good progress overall. The most-able students achieve well above national averages. Older students gain a number of qualifications at GCSE or equivalent. Most move on successfully to further education, training or employment. Effective teachers use interesting topics and competitive activities in their lessons so students listen carefully and want to succeed. Teachers plan lesson activities carefully at the correct level so students complete tasks that are not too easy or too difficult. Individual students who are not skilled readers make good progress as a result of additional teaching arranged for them. There is an excellent range of well-planned support for students who have personal needs and they make exceptional progress as a result. Students feel safe. Behaviour is good overall and has improved over time as a result of a carefully planned system of rewards and clear consequences. The headteacher, senior staff, teaching and non teaching staff fully share ambitions for each student to succeed. As a result, teaching and achievement are better than at the last inspection. Governors have a good range of expertise and understand the challenges in the school. They support leaders in striving to improve. It is not yet an outstanding school because : Teachers do not always offer regular opportunities for students to practise and improve literacy skills in all subjects and this limits some students’ progress. Students’ mathematical understanding is not always secure as there are few activities for students to apply mathematical skills in all lessons. Students’ written work is marked regularly but students have few opportunities to assess their own learning or to talk to teachers about their work. Teachers do not always ensure that pupils understand what is expected of them and reflect upon their learning.