AppointmentInformation Pack

Vacancy Behaviour ManagerLocation New Horizons SchoolStart date October 2017Closing date & time 6th September 2017 at 12 noonSalary range £22,793 - £25,754Return application to kate.westwood@newhorizonsap.org.uk

Recruitment timetable

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Closing date: 6th September 2017 at 12 noon

Interviews: Friday 8th September 2017 (all day)

New Horizons detailsAddress New Horizons School,

Fallowfield GrovePadgate, WarringtonWA2 0QQ

Telephone 01925 818516Email kate.westwood@newhorizonsap.org.ukWebsite www.newhorizonsap.org.uk

Letter from the Acting Headteacher

In and around Warrington

How to find us

Job Description and Person Specification

The selection process

Additional documents

- Vision statement

- School Charter

- Information before making an application

- Latest Ofsted Report

Welcome from New Horizons School2

Dear Applicant,

Thank you for your interest in the post of Behaviour Manager at New Horizons School. I would like to take this opportunity to tell you a little about our school. New Horizons is currently a Pupil Referral Unit/service which is rapidly expanding. Our latest OFSTED inspection in September 2013 culminated in a grading of ‘Good’ with exceptional features at our Vulnerable/Medical Pupils Site. Many of our students have not responded well to the larger secondary school environment and require an alternative and creative approach to education. New Horizons alternative schooling educates all of its students “A Mind at a Time.” Our approach is based upon the latest academic research related to engaging the most disengaged students through education and neuroscientific approaches.

New Horizons is continuing to develop a curriculum which focusses upon subjects/qualifications as well as the attitudes and skills required for socialisation and effective progression. Underlining this, and unique to the school will be outstanding personal support for pupils based upon sophisticated emotional/behaviour management. We have high expectations of what students can achieve and set demanding targets related to subjects, skills behaviour and attendance

Progress is closely monitored against targets and goals on a very regular basis and we are confident that we know how best to track students and, where necessary, intervene. However, we not only expect the best from students, we also expect the best from ourselves as we too set ourselves challenging targets. This commitment to securing the very best pupil outcomes in spite of any learning barriers defines our approach and our ethos.

One of the key reasons for New Horizons’ success thus far has been collaboration with schools and families. In addition, it’s adaptable approach and the ability to think about education for the most vulnerable in a creative way.

The role of Behaviour Manager is key to the success of the school and this post will provide excellent developmental opportunities. The post holder will be instrumental in supporting, pastorally, the specific needs of our vulnerable learners and ensure a multi- agency holistic approach is employed to give all our children the chance to succeed. They will play a significant role in the development of the school and will have the opportunity to shape the role and make a huge impact for the benefit of our pupils and the wider Warrington community.

This post is not for just anyone. We are looking for a creative experienced and knowledgeable professional who has had relevant experience at middle leadership level and has the skills to develop and work with complex people and complex educational issues.

I would strongly recommend that you come to visit us in order to gain insight into the deeply rewarding career that working with our pupils and staff has to offer.

Kind regards

Samantha Rigby-WhiteActing Headteacher

About Warrington

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The pleasant town of Warrington is located in Cheshire on the banks of the River Mersey. It has always been a busy town because of its position on the river, and has been ever since it was founded in the Roman era. The town has seen its fair share of history; the walls of the parish church are pit-marked with dents from civil war cannons. Plus, Oliver Cromwell was said to have stayed near the town centre during the war. Warrington is now a bustling new town that boasts a number of attractions and sites.

Warrington has excellent rail and road links not only to Manchester and Liverpool (with their theatres, museums, restaurants and shops) but it is also only an hour away from the Lake District in the North or Peak District to the East. The M62 and M56 motorways also link to both Manchester and Liverpool airports within 20 minutes’ drive.

Warrington itself boasts a number of shops and boutiques for visitors and locals alike to stock up on clothes, gifts and food. There are a number of shops throughout the town, especially along the high street. One of the best places for shopping in

Warrington is the Golden Square shopping Centre. It has a number of shops, including major high street stores, such as H&M, Marks and Spencer’s, Primark and Debenhams. There are also a number of smaller, local shops that offer great, unique items. The town offers the choice of many restaurants, including ASK, Nandos and Grill on the Square or pick up a coffee at one of the many outlets.

Located conveniently in the town centre, Warrington Market has over 200 stalls offering a range of products including clothing and fresh food. There are also a number of items produced by local crafts people.

Warrington offers a number of activities for all the family such as: LA Bowl – Situated on Winwick Quay, LA Bowl provides you with the chance to have a fun game

of bowling with friends or family. As well as bowling, there is also a karaoke bar and dodgems to keep everyone amused. Plus, there’s a bar and restaurant so you can eat while you play.

Cinema – There is an Odeon cinema situated in the Westbrook Centre in Warrington. The chain cinema has several screens and shows all the new releases. Perfect if you fancy catching a film.

Gulliver’s World – A great family day out, Gulliver’s world is a theme park near the town. It has over 90 rides and experiences that suit all ages.

Speed karting Warrington – This go-karting facility has the largest indoor go-karting circuit in the UK. It’s ideal for children and adults alike and has a three story multi-level go-karting area.

Warrington Museum & Art Gallery – The museum has over 200,000 objects and art to see so it will keep you pretty busy. It’s also great for kids as there is an interactive Time Tunnel for them to enjoy.

Walton Hall and Gardens – This Elizabethan style hall is situated in award winning gardens which are open to the public. They’re ideal to visit at any time of year but particularly the summer when the weather is good

Warrington is a pleasant place to live and work, with housing of all descriptions and access to many kinds of sporting and leisure activities.

LOCATION

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New Horizons SchoolFallowfield Grove, Padgate, Warrington WA2 0QQ

Tel: 01925 818516

Job Description & Job Specification5

We are here

JOB TITLE Behaviour Manager – (inc reintegration & restorative approaches)

GRADE 7

LOCATION OF WORK New Horizons AP School

RESPONSIBLE TOHead of Behaviour & Attendance (Close liaison with Head of Student Services)

HOURS OF DUTY 37 hours, term time + 2 weeks

SCOPE OF THE JOB

The Behaviour Manager will be a key member of staff within the New Horizons site and Alternative Provision Behaviour Team. The post holder will play a key role managing school operations, pupils, families and partner schools/agencies in improving life chances and outcomes for pupils with multiple needs. This particular post will include a wider remit related to outreach and reintegration in line with school/service priorities.

The Behaviour Manager will provide a complementary service to teachers and other staff, addressing the needs of learners/families that require help in overcoming barriers to learning in order to achieve their full potential. The post holder will work with a range of learners, schools, agencies and families, but give priority to those who need the most help, especially those experiencing multiple disadvantages. Consequently their role is a significant one within this organisation. The variety of issues covered is vast, ranging from punctuality, absence, challenging behaviour, mental health, abuse, neglect. Their aim is to include as well as improve outcomes in line with school improvement priorities. The post holder will be predominantly based at the Longbarn site but will have a wider remit including families, outreach and the wider community. They will work with children or young adults on a one-to-one basis or in small or large groups as directed by the Head of Behaviour & Attendance Manager and/or Head of Student Services. The Behaviour Manager will perform a wide-ranging role. Duties vary depending on the nature of the job, for example the level of expertise required and complexity of the work expected.

KEY TASKS AND ACCOUNTABILITIESManagement of learning and behaviour improvement:

- To promote positive behaviour throughout school using specialist behaviour improvement strategies in line with the function and nature of the organisation/sector

- To lead and/or support learning activities throughout the school day as required- To support identified pupils in class with learning - To meet and greet identified pupils each morning - To maintain good behaviour at breaks and lunchtime and deal using specialist strategies

with inappropriate behaviour as per the school Behaviour Policy - To undertake investigations into reported misbehaviour/incidents and implement sanctions

according to school policy - To maintain accurate records by recording information on school systems - To support the re-integration of pupils in line with school strategies- To deal with incidents throughout the day as necessary - To contribute to the recording, investigation and monitoring of bullying - To develop positive relationships with parents, liaising with parents regarding

disciplinary/health/welfare issues

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Management of Academic Performance: - To mentor, counsel and support pupils as appropriate - To be aware of data/evidence and undertake activities, to assist in the monitoring of

behavioural progress and personal, social and emotional needs of pupils - To contribute to tracking the behavioural, attendance and emotional progress of pupils in line

with the schools tracking systems and case load allocated (Longbarn)- To contribute to the school’s strategy to improve the behaviour, attendance and punctuality

of all pupils

Behaviour/Welfare Support: - To meet and greet pupils all pupils within allocated case load daily to ensure there is a

constructive start to the specialist education placement/day offered - To liaise with parents regarding health/behavioural issues which pose a barrier to learning

and personal development- To produce/coordinate appropriate information and contribute to multi-agency education

plans for pupils/families within allocated case load- To produce/coordinate associated pastoral plans including positive handling plans/risk

assessment as required and appropriate- To be a point of contact for all external agencies - To represent the school at CAF, Core and Family Support as directed by the Head of

Student Services- To assist the Head of Student Services and Centre Leads as required appropriate with

pastoral matters- Lead on Restorative Justice and other specialist behaviour management strategies

General Duties: - To assist in the recording & monitoring of pupil progress, problems and development needs - To undertake routine filing and admin tasks - To provide information to line manager/staff as appropriate, to enable them to carry out their

role - To be responsible for health and safety of self and others and adhere to the school health

and safety policy and procedures - To undertake any other reasonable duties, as requested by the Headteacher

The details contained within this job description reflect the content of the job at the time it was created. At some point in the future, some duties may no longer be required and other duties may be gained without changing the general nature of the post or the level of responsibility entailed. Consequently, the governors of New Horizons will expect the Headteacher to revise the job description from time to time and consult with post holders at the appropriate time.

New Horizons is committed to safer recruitment practice and pre-employment checks will be undertaken before any appointment is confirmed. This post is subject to a satisfactory Disclosure and Barring Service (DBS) enhanced disclosure certificate.

PERSON SPECIFICATION

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Knowledge E = Essential

Knowledge, understanding and application of Children in need and Safeguarding procedures.

Knowledge of agency roles and responsibilities in providing co-ordinated services to meet children and young people’s needs.

Knowledge and understanding of behaviour management strategies via targeted programmes.

E

E

E

Skills and Abilities E = EssentialD = Desirable

Highly developed interpersonal skills and communication skills, including both verbal and written, to be able to communicate with a range of audiences in relation to student support

Ability to demonstrate sound decision making based on analysis and evaluation of information.

Ability to develop action plans for children and young people in relation to safeguarding and engagement.

Ability to work in partnership with other agencies to achieve successful outcomes for children and young people to secure their engagement in education.

Ability to provide significant and sometime intense social, emotional and individual support on a regular basis to students

Able to use own initiative and respond to problems in accordance with relevant practises and procedures

E

E

E

E

E

E

Experience E = EssentialD = Desirable

Proven successful track record of working with children and outside agencies.

Experience of using SIMS

Understanding of Inclusion, especially within a school setting.

Working knowledge of relevant policies.

Working with families with issues that impact on a student’s wellbeing (including those who suffer from illness, mental health, physical impairments, drug & alcohol abuse etc.)

Working within a specialist school environment

E

E

E

E

E

E

Qualifications E = EssentialD = Desirable

Literacy/numeracy skills equivalent to 5 GCSEs (inc Maths/English)

NVQ L3 or equivalent

E

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Evidence of successful Continued Professional Development E

Other CircumstancesE = EssentialD = Desirable

Able to work flexibly.

Enhanced DBS Disclosure

High levels of discretion and confidentiality

Resilience and dedication

A full clean driving licence with business insurance

E

E

E

E

E

New Horizons Vision Statement

Developing Character and Currency: Responsible Inclusion

High Quality Alternative Provision needs to be responsive, flexible, cross phase and of the highest quality. The academic and emotional needs of learners are constantly

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changing and we should be in a position to provide the most effective, time limited support as quickly as possible

Priority 1       Achievement

Using high quality and robust data to provide interventions that narrow the gap, deliver reintegration, raise achievement and aspirations and support all learners through a personalised curriculum which offers an entitlement of a minimum of 5 GCSEs or equivalent in the secondary phase.

Priority 2       Teaching

Delivering outstanding academic, social and emotional learning which enables learners to become successful and thoughtful lifelong learners who are respectful of alternative viewpoints and ideas.

Priority 3       Behaviour and Safety

Ensure a safe and stimulating learning environment across the service and use robust systems of Behaviour and pastoral support, as well as neuroscience based strategies, to deliver effective well-being for all.

Priority 4       Leadership and Management

Specialist leaders of school improvement and inclusion within the school and within Warrington’s educational landscape.

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‘Maximising achievementand making a difference

– for all pupils.’

By securing our commitment we will ensure that our pupils

Have independent and collaborative learning

skills

Are independent, resilient and respectful

of selfand others

Have high aspirations and are ready for the next steps in learning

and life

Want to improveand know how to

improve

Achievement for all :

Responsible inclusion

Feel safe and secure to take risks and make

mistakes

Are tolerant and open-minded

Have high expectations of self

Are happy and confident

Are proud of their community and know how to contribute to it

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CharterNew Horizons Commitment is exemplified through our Charter which outlines the expectations for everyone. The Charter can be seen like pieces of a jigsaw that fit together to ensure that we get the best outcomes for every child. There are five pieces to the Charter jigsaw.

1. We expect leaders (including governors) to: be ambitious for the success of the school, showing relentless determination; model effective behaviours and values; ensure that teaching maximises progress; hold staff to account for their practice and the outcomes the pupils reach; take responsibility for the success of the school; strategically deploy resources to maximise progress; challenge, support and develop people; work with integrity and respect; value diversity and equality; work in partnership with the community; and Value both effort and excellence.

2. We expect parents and carers will: ensure that their child has excellent attendance; ensure that pupils arrive at school on time; are able to support their child with home learning; attend meetings with their child’s teacher; and Support the work of the school.

3. We expect teaching and the curriculum to: challenge, excite and engage; be creative and adaptable be based on prior assessment in order to be appropriately pitched and differentiated for all pupils; provide well targeted feedback which leads to action and improvement; and Embed secure basic skills which are used and applied.

4. We expect staff to: take responsibility for pupil outcomes; demonstrate high expectations of behaviour, personal development and academic progress; create safe and secure learning environments where pupils feel secure to make mistakes and

have a go; value and reward both effort and excellence; model respect and tolerance; have a go and try new things; enjoy working with children; want every child to be the best they can be; adopt an aspirational, no excuse, approach to their work; ensure learning is challenging for all pupils; ensure that parents and carers are treated as partners in learning; be proactive, take responsibility and keep up to date; and Make a difference to the academy.

5. We expect CPD to: specialist and based upon the latest research be well matched to need; be of high quality; be differentiated (where relevant); lead to action and improvement; challenge thinking and learning; and Provide excellent value for money.

Behaviour Manager Selection Process Guidance12

Our aim is to ensure that we recruit the right person for the job. We will ensure that the selection process is fair and without discrimination for or against any candidate based on age, ethnicity, sex, marital status, or sexual orientation. The person specification sets out the criteria used to assess candidates through the selection process.

We are committed to safeguarding our pupils and will assess the candidate’s suitability for working with children as part of the selection process. We will check the accuracy of all information and investigate any perceived anomalies. We take up references prior to interview and use these to verify the information you have given us. Firm offers of employment are never made without satisfactory references. All potential employees are subject to an enhanced disclosure form the Disclosure and Barring Service.

Before making an applicationBefore applying for a post within New Horizons you should be fully aware of the following points.

Equality of opportunityNew Horizons is an equal opportunity employer, dedicated to a policy of non-discrimination in employment on any basis including age, gender, race, colour, nationality, ethnic origin, disability, gender, religion, age, marital status, sexual orientation and/or medical condition.

Equal opportunities monitoring formAll job applicants are expected to complete the monitoring details on the form to assist us in complying with statutory requirements. Please note that this form is not seen by any members of the shortlisting or appointment panel.

SafeguardingNew Horizons is committed to the safeguarding and promoting of welfare of all children and young people. There is an explicit expectation that all employees share this commitment and adhere to all safeguarding policies and procedures. Applicants should be aware that the recruitment process will include an assessment of your suitability to work with children.

Dress codeWe expect all staff to dress professionally and appropriately for the roles undertaken. We pride ourselves on the high standards of dress of both our pupils and staff; these standards are led by our staff who we expect to set an example.

PoliciesNew Horizons have a range of policies and handbooks that help to make clear our expectations and ways of working. These are always shared openly with staff and are accessible to everyone. There are several policies that prospective employees should be aware of when making an application. All members of staff will be asked to sign a declaration as part of the induction process to acknowledge that they have read and understand some of the key policies, e.g. Child Protection, Health and Safety, Acceptable use of IT.

Making an applicationTo apply for this post you need to:1. Read this information pack and decide whether you have the skills and experience to meet

the demands and requirements of the role.2. Complete the application form in full.3. Complete letter of application in line with the person specification– no more than 2

sides of A4 detailing how your skills apply to the role, what impact you would have on the school/ service and what makes you unique in terms of leadership and making a difference to young people. (Arial 11 font)

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4. Complete the equal opportunity monitoring form.5. Return your (i) application form, (ii) letter of application and skills profile, and (iii) equal

opportunity monitoring form by the closing date and time.

Completion of applicationThe information requested on the application form is important in assessing your application. Please complete the form in full. Please write/type in black ink. CVs are not accepted as part of the application process. If you have a disability that prevents you from completing the application form, please contact us to discuss further.

Short listingThe decision to short list you for an interview will be based solely on the information you provide in your application. We will not make any assumptions about your experience, knowledge, skills and ability to do the job.

Person specificationThe person specification describes the essential knowledge, experience/professional qualifications which you will need in order to do the job as described in the job description and specification. You need to demonstrate that you have these skills and that you understand and are committed to equality and diversity.

Right to work in the UKUnder the Asylum and Immigration Act 1996, it is a criminal offence to employ anyone who is not entitled to live or work in the United Kingdom. Applicants can expect us to ask for proof of this at interview stage, where you will be asked to provide some original documentation to confirm that you are eligible to work within the UK. Photographic proof of identity will also be required.

Validation of qualifications and identityAll shortlisted candidates will be asked to bring original certificates or relevant qualifications and identity documents to interview. These will be photocopied and kept on file and, if appropriate, may be confirmed as genuine with the relevant awarding bodies. The copies of the successful candidate will be retained on their personnel file. The copies of unsuccessful candidates will be treated as confidential waste and disposed of appropriately.

ReferencesIf you are shortlisted, we will take up references before the interview date. One of your referees must be your current or most recent employer. Two satisfactory references must be received before we can confirm any offer of an appointment. The information we request will relate to salary, length of service, skills and abilities, suitability for the job, disciplinary record and suitability to work with children. Copies of references or open references will not be accepted. On receipt of references, your referees may be contacted to verify any discrepancies, anomalies or relevant issues as part of the recruitment verification process.

Previous employment sectionInclude any relevant work experience, including part time or work undertaken on a voluntary basis in this section, starting with your most recent experience. Ensure you put in full details of dates, names and addresses and your job title. You must explain any gaps in your employment.

Disability

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To comply with the Equality Act 2010, we are legally required to consider making reasonable adjustments to ensure that disabled people are not disadvantaged in the recruitment and selection process. We are therefore committed to meeting, wherever possible, any needs you specify on the application form. Please contact the academy if you need to discuss this in any detail. We will consider any reasonable adjustment under the terms of the Act to enable an applicant with a disability (as defined under the Act) to meet the requirements of the post.

Disclosure of a criminal recordEmployment in this role is subject to an enhanced check with the Disclosure and Barring Service (DBS). Checks will also be made against the lists showing people barred from working with children. All checks must be satisfactory before any offer of employment can be confirmed and before commencement of work can take place.

Declaration – relatives and other interestsIf this applies to you, please give the name of the employee, the department they work in and the relationship e.g. partner, daughter.

Visits to the school

Visits to the school are strongly encouraged however, you will not be disadvantaged if you are unable to visit. Please contact Rose Izzard, PA to the Headteacher, on 01925 818516 to arrange a time for your visit. The visit will give you an opportunity to ask questions about the role and the school to assess if this is somewhere you would like to work.

Time line

Closing date 12 noon on Wednesday 6th September 2017

Interviews Friday 8th September 2017

Thank you for taking the time to read this information pack.We wish you every success in any application you may make.

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School report

New HorizonsFallowfield Grove, Padgate, Warrington, WA2 0QQ

Inspection dates 11–12 September 2013Overall effectiveness

Previous inspection: Satisfactory 3This inspection: Good 2

Achievement of pupils Good 2Quality of teaching Good 2Behaviour and safety of pupils Good 2Leadership and management Good 2

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.

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Inspection report: New Horizons, 11–12 September 2013

Information about this inspection The inspector observed 12 teaching sessions across two sites. Discussions took place with the headteacher and senior leaders about teaching,

attendance, behaviour and safeguarding. The inspector also talked to the acting deputy headteacher about assessment and students’ progress, two groups of students and the headteachers of two local mainstream schools who work closely with New Horizons. Meetings were also held with the Chair of the Governing Body, the governor for curriculum and pastoral matters, a representative from the local authority, the school’s external adviser, a group of five parents and an ex-pupil from the school.

The inspector scrutinised a range of written work, data from assessments and school records to measure improvement in behaviour, teaching and the curriculum. Safeguarding documents were reviewed and the inspector looked closely at the school’s evaluation of its work and plans for further improvement.

The inspector visited the Orford Hub, observed three lessons, met with a music therapist to discuss her support for students in the school and with a group of older students, including two who attended courses at an alternative provider.

The responses of 17 staff to the questionnaire were considered and the inspector took into account the school’s records of parent and pupil views. There was insufficient response to the on-line questionnaire (Parent View).

Inspection team

Nell Banfield, Lead inspector Additional Inspector

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Inspection report: New Horizons, 11–12 September 2013

Full reportInformation 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.

What does the school need to do to improve further?

Improve achievement by: ensuring that all teachers plan literacy activities regularly in all subjects so all students make at least good progress in their reading and writing extending students’ mathematical skills by making sure that in all lessons they have opportunities to apply their mathematical knowledge and understanding.

Improve teaching further by: planning more explicit activities and encouraging students to reflect on what they have learned discussing the written marking and feedback given to students further with them so they understand clearly what they need to do to improve.

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Inspection report: New Horizons, 11–12 September 2013

Inspection judgements

The achievement of pupils is good

A large proportion of students arrive at the school with standards well below those expected for their age. Nevertheless, they make up lost time rapidly and achieve well at GCSE or equivalent, and in vocational subjects.

A proportion of students attend the school’s second site, the Orford Hub, having missed some time in mainstream school. They catch up rapidly because the school provides the right environment to ensure that they settle to work and achieve high standards. A small number achieve well above national standards expected for their age.

A large proportion of students at Key Stage 3 who are at risk of exclusion from their mainstream school continue to attend their main school but spend some of each week at New Horizon’s first site. This is especially beneficial for the most able, who take part in their main school’s lessons and so make good progress and do not get left behind.

For Years 10 and 11 students, the wide range of choices available means they can follow their interests and talents and pursue vocational and academic subjects. The vast majority of students gain at least one qualification in Year 10 so they enter Year 11 having already gained confidence.

Most groups of students, including boys and girls, those with English as an additional language, those registered at a mainstream school as well as at New Horizons and those with a statement of special educational need, make good progress.

Students supported by the pupil premium funding, including those known to be eligible for free school meals, achieved levels in 2012-13 at GCSE or equivalent which were lower than the main group of students in English and in mathematics, but above the levels of similar students nationally. School monitoring of this group of students indicates they are set to narrow the remaining gap. This is evidence that the school strongly promotes equality of opportunity to achieve well.

Students who need individual help to improve their reading from a low level make good progress. Progress in improving literacy for all students could be greater if all teachers planned activities in all subject lessons to give students extra practice. This was done effectively in a science lesson when the key words ‘environment’, ‘habitat’ and ‘adaptation’ were repeatedly displayed and students were questioned to make sure they understood what these terms meant and could remember them in the future.

Students make slower progress in improving their mathematical skills. Too few activities in different lessons help them to apply these skills with confidence and understanding.

Students following additional vocational courses away from the school make good progress Exceptional monitoring by the school ensures that they are safe and make very good progress which prepares them well for future employment.

The quality of teaching is good

Students make good progress as a result of well-planned lessons. School monitoring of teaching demonstrates that there has been a steady improvement in the last two years.

In the vast majority of lessons, students are engaged and keep their interest throughout the lesson because interesting materials are carefully chosen and presented with enthusiasm. Good subject knowledge introduced into the lesson often intrigues students and develops their interest further. In a horticulture lesson, students quickly searched for and identified leaves to match the illustrated examples they had been given, and as a result developed their observation skills.

In the majority of lessons, teachers question students continuously so they have to think for themselves. They plan work that is matched accurately to ability so

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students are challenged to achieve their best work. Although many tasks are short and require brief answers that enable students to be successful they also complete extended writing tasks and develop their skills in

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Inspection report: New Horizons, 11–12 September 2013

writing sentences and paragraphs. Students learn exceptionally well in the main teaching room on the second site

because teachers have the facility to project moving images and sound effects on the full expanse of the walls around the classroom. In a history lesson, students’ imagination was captured by seeing and hearing soldiers running into battle in World War 1 and by listening to a song and a series of camera shots which captured the dying dreams of a soldier. This supported their spiritual development well.

Teachers mark daily class work regularly but briefly. Extended pieces of writing are marked in detail. Some teachers ask questions and make requests to students, for example, to complete work, but there is not yet an expectation that students will respond. As a result students do not have an opportunity to assess and discuss what they have mastered and what they need to do next to improve.

Teachers do not always make it explicit to students what they are expected to learn and at the end of a lesson students do not have the chance to reflect and identify their understanding of new learning. As a result, teachers do not always have an accurate view of students’ learning when planning the next lesson.

The behaviour and safety of pupils

are good

Behaviour is generally good in lessons and around both school sites. Teachers quietly correct any students who begin to misbehave and students respond well. They appreciate the recognition through the school’s rewards system for managing themselves well.

Very few incidents of inappropriate behaviour were observed during the inspection and it is rare for learning to be disrupted. Relationships between students and staff are very good. Students help each other and are polite to visitors. The school’s records show there has been a steady reduction of exclusion of students over time.

Staff support good moral and social development in lessons and in all their interactions with students in school. The curriculum and general conversations around school supports students well in understanding how others may live differently or have different beliefs. Opportunities abound to experience food and customs in other countries and in the wider UK. A recent visit to London gave students the chance to compare a different UK community with their own.

Students said they feel safe at all times. Students on the school’s second site who have personal and individual needs spoke in glowing terms of their confidence and trust in staff to support them whatever the issue. One student said ‘Coming here feels like it’s been my saviour.’

Parents spoken to describe the school’s support in extremely positive terms. All agreed that their son or daughter had made exceptional progress following their arrival in the school. They also agreed that their child was safe and exceedingly well cared for.

Students understand all types of bullying. The school’s records indicate that bullying is rare and promptly dealt with if it occurs. Students understand very clearly as a result of lessons and discussions with staff,

what constitutes risk and know how to ensure they are safe when using social networking sites and mobile phones.

Attendance rates vary because of the changing needs of the intake and are somewhat lower than last year, lower than the attendance of students nationally but higher than similar schools nationally. The school is well-supported by the local authority and access additional external resources and take all available steps, including prosecution, to make sure students arrive in school as often as possible. Several students who had not attended their mainstream school at all, or who persistently refused to attend are now spending increasing time in school and beginning to increase their progress.

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Inspection report: New Horizons, 11–12 September 2013

The leadership and management are good The headteacher leads the school with determination and imagination. She is

thorough in searching out any activity, training or resource that will improve the progress of students. She and the governors have recruited very able senior leaders and staff who are challenging students effectively. Staff are proud to be members of the staff and are unanimous that the school does all it can to support pupils both personally and academically.

Teaching is closely monitored and support provided so only a few aspects remain needing attention. Recognition and reward of staff who support student progress is built into the school’s performance management processes. These are rigorously applied so staff recognise that students’ progress is paramount.

Managers have improved the accuracy of assessment and the school’s assessment leader has worked with a partner secondary school to improve the analysis of assessment measures so students’ progress can be followed closely. Students are given additional help to improve if they fall behind and school leaders check that they catch up with their learning.

Leaders evaluate the school’s performance accurately and have acted decisively and successfully to improve areas that have not supported students’ learning effectively in the past, such as behaviour and attitudes to learning. Actions in the school’s plans for further improvement suggest that this pattern of improvement is set to continue. The targets for improvement help leaders to check the school’s work is successful and ensure that they continue to improve weaker aspects including application of literacy and mathematical skills.

Leadership of the school’s second site has resulted in exceptional progress for the students who had difficulties attending school prior to arriving at New Horizons. The local authority understands the school’s context well and provides good support

to the school’s actions to improve. In addition, the partnership arrangements with local secondary schools have provided exceptional opportunities that have been used well by New Horizons to support better transition for students and productive professional development opportunities for staff from all the partnership schools. The partners work very effectively together in using resources to support the progress of those students who attend both New Horizons and a main school.

Arrangements to ensure the safety of students and staff meet statutory requirements.

The governance of the school: Governors bring a range of valuable experience and skills to the school. They do not

always take advantage of opportunities to ensure that they are fully up to date with changes including the use of the pupil premium funding. However, leaders ensure that governors are informed about pupils’ progress and they understand the school’s use of the funding and know that it has supported improved progress overall. The governing body supports the headteacher well and governors are very much aware of her drive to keep them informed of how the school is moving forward. They are aware that teaching has improved over time and what steps have been taken to do this. They have supported the review of performance management arrangements and have taken the necessary steps to ensure that staff who support students’ progress effectively have been, and will continue to be, rewarded. Governors challenge the headteacher and identify they could do this even more effectively if they were more aware of recent changes.

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Inspection report: New Horizons, 11–12 September 2013

What inspection judgements mean

School

Grade Judgement Description

Grade 1 OutstandingAn outstanding school is highly effective in delivering outcomesthat provide exceptionally well for all its pupils’ needs. This ensuresthat pupils are very well equipped for the next stage of theireducation, training or employment.

Grade 2 GoodA good school is effective in delivering outcomes that provide wellfor all its pupils’ needs. Pupils are well prepared for the next stageof their education, training or employment.

Grade 3 RequiresA school that requires improvement is not yet a good school, but it

improvementis not inadequate. This school will receive a full inspection within24 months from the date of this inspection.

Grade 4 InadequateA school that has serious weaknesses is inadequate overall andrequires significant improvement but leadership and managementare judged to be Grade 3 or better. This school will receive regularmonitoring by Ofsted inspectors.A school that requires special measures is one where the school isfailing to give its pupils an acceptable standard of education andthe school’s leaders, managers or governors have notdemonstrated that they have the capacity to secure the necessaryimprovement in the school. This school will receive regularmonitoring by Ofsted inspectors.

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Inspection report: New Horizons, 11–12 September 2013

School details

Unique reference number 133572

Local authorityWarrington

Inspection number 426056

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Pupil referral unitSchool category Pupil referral unitAge range of pupils 11–16Gender of pupils MixedNumber of pupils on the school roll 22Appropriate authority The governing bodyChair Sue DoddHeadteacher Karen ThomsonDate of previous school inspection 28 February 2012Telephone number 01925 818516Fax number 01925 850964

Email addresshorizon_ head@warrington.gov.uk

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.Piccadilly Gate Store St Manchester M1 2WD

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