HCAT Academy Trust Information
Unit 4 Great Cliffe Court
Telephone: 01226 100450
Academy Financial information
The Academies Financial Handbook 2020 states that Trusts must publish on their website the number of employees whose benefits exceed £100k. Below is the extract for our Trust.
|Band||No of Employees|
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.
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.
|NAME||GOVERNOR TYPE||LINK AREA(S)/LINK MEMBER(S) OF STAFF||DATE OF APPOINTMENT||END OF TERM DATE|
|Mrs Huddart||Principal (ex Officio)||n/a||–||–|
Health and Safety
Staff workload and welfare
|June 2023||June 2027|
|Ms Gostelow||Local Authority|
L&M overall, including Governance
Staffing and Finance
|June 2023||June 2027|
|Mrs Ledger||Parent||Quality of Education – (Mr Bowden)||June 2023||June 2027|
|Mr Lynch||Horizon Archbishop Holgate Trust||SEND||November 2020||November 2024|
COLLEGE LEADERSHIP TEAM
|Associate Principal||Mr Bowden|
|Associate Principal||Miss Collins|
|Associate Vice Principal – Quality of Education||Mrs Gillatt|
|Associate Vice Principal – Pastoral, Attendance, Safeguarding||Ms Winterburn|
|Associate Vice Principal – Personal Development||Mrs Malson|
|Assistant Principal – Head of Lower School Pastoral||Miss Sheldon|
|Assistant Principal – Head of Upper School Pastoral||Mr Plant|
|Assistant Principal – Head of Upper School Pastoral||Mrs Heskett|
|Assistant Principal – Deputy Head of Lower School||Mr Middleton|
|Assistant Principal SENDco||Mrs Proud|
|Assistant Principal for Safeguarding (DSL), Mental Health Lead and Wellbeing||Mrs Ola-Craig|
|Assistant Principal – Student Engagement / Personal Development||Mr Irving|
|Assistant Principal Head of Support Staff / College Systems||Miss Musgrove|
For Standard admissions at the point of secondary transfer:
Details are available in the Barnsley Metropolitan Borough Council booklet ‘Admission to secondary school – a guide for Parents’ and online by clicking here
If your child is currently in a primary school in the Barnsley area there are two ways to apply:
- Complete the application form and return it to the Headteacher of your child’s primary school.
- Apply online by logging on to the Barnsley Authority website (as per link above) and follow the instructions.
- Horizon Community College provides places for young people between the age of 11-16.
- Our arrangements for selection are handled by the Local Authority
- Our over subscription criteria is also handled by the Local Authority
If you live outside the Barnsley Authority or would like to transfer your child into a year group other than Year 7, or at a time other than at the standard secondary transfer point (ie within year, including Year 7), please contact Barnsley Metropolitan Borough Council’s Admission Department (01226 773677) to obtain the appropriate application form.
Admissions Form 2023
All staff at Horizon Community college have a responsibility to help safeguard students. However, there are key staff who play a specific role in safeguarding students. These are:
In college we have other staff members who have undertaken the designated Safeguarding Lead training.
Designated Safeguarding Lead
Designated Safeguarding Lead
Deputy Designated Safeguarding Lead
Associate Vice Principal
Head of KS3
Head of KS4
Deputy Head of Middle School
College IMPROVEMENT PLAN
COVID 19 RECOVERY PLAN (ARCHIVE)
The updated college Pupil Premium Statement is available here: Pupil Premium (and Recovery Premium) Strategy Statement
The information below outlines how the college is progressing against the success criteria outlined in the strategy for 2022-3.
As of September 2023:
30% of our students are eligible for the Pupil Premium. This is above the national average, which last year sat at just over 27%.
By year group, this breaks down as follows:
Year 7 – 23%
Year 8 – 30%
Year 8 – 33%
Year 10 – 31%
Year 11 – 33%
We also have a cohort of students who are eligible for Pupil Premium Plus funding, due to either being in or having previously been in care, and a further small cohort eligible for the Service Premium.
The information below outlines how the college is progressing against the success criteria outlined in our Strategy Statement for 2022/23.
Success Criteria 1: Our PP students achieve positive outcomes in line with non-PP nationally
Activities outlined in the Pupil Premium statement include reduced class sizes, more curriculum time in Y11, home learning and retrieval, developing metacognitive skills.
At KS4, initial data for 2023 suggests the progress of our PP students will continue to be in line with all students nationally and considerably above that for PP students nationally. This continues a trend seen in 4 of the last 5 years for which validated data has been available. In 2022, Y11 leavers achieved P8 of –0.05, compared to a national P8 figure for all students of -0.03.
Pupil Premium attainment has also increased between 2019 and 2023: In 2019 average attainment 8 was 39.7; this has increased to an initial figure of 40.2 in 2023.
Year 10 data suggests this upward trend will continue in 2024.
At KS3, the progress of our PP students against their target grades (set using national transitional matrices) is in line with their non-PP peers.
Success Criteria 2: PP attendance is better than the overall national figure
Activities outlined in the Pupil Premium statement include Parental Engagement workshops, attendance interventions (including First Day absence priority calls), attendance incentives and rewards, increased Safeguarding and Wellbeing provision.
PP students accounted for 32% of all students across the 2022/23 academic year. Their attendance figure of 89.4% was just below the national attendance figure of 90.3% for all students but slightly above the figure for our PP cohort in the 2021/22 academic year.
Success Criteria 3: The improved engagement of our PP students within lessons and during unstructured times.
Activities outlined in the strategy include Character in the Classroom, Additional Student Provision strategy, Parental Engagement workshops, Free School Breakfast, increased Safeguarding and Wellbeing provision, etc.
Up to the end of the 2022/23 academic year, in terms of rewards, 28.5% of all achievement points were awarded to PP Students (cohort size = 32%), whilst 52.5% of PP students achieved their Bronze Award (100 achievement points), compared to 69.5% of non-PP students; 25% achieved their Silver Award (200 achievement points), compared to 36% of non-PP students; and 10% achieved their Gold Award (300 achievement points), compared to 15% of non-PP students.
In terms of sanctions, PP students accounted for 51% of all Parking sanctions and 57% of all On-call sanctions.
Success Criteria 4: An increase in participation figures for PP students, as measured through extra-curricular uptake, so that this in line with figures for all students
Activities outlined in the strategy include our Enrichment Strategy, the Additional Student Provision strategy and Personal Guidance Interviews. These are in addition to the whole college Personal Development Strategy.
Across the 2022/23 academic year, 45% of PP students engaged with enrichment activities across college in comparison with 55% of all students. In April, the college introduced a senior leadership role to further increase student engagement, with a specific focus on our key cohorts including PP students.
In 2022, 99.5% of Y11 PP leavers Education, Employment or Training places in 2022, compared with 88% nationally.
All figures will be and the Strategy reviewed once 2022-3 data is finalized.
THE SEND VISION
To support the College in ensuring that all students have the skills and knowledge to be school ready, work ready and life ready. SEND processes are integrated across the college to ensure that additional needs are met but also identified in a timely manner and targeted with appropriate interventions with shared goals between teaching staff, students and parents. We aim for students to leave us as happy and successful individuals who understand their needs and have the ability to self-advocate when required.
AT Horizon we are very proud of our inspection reports
Horizon’s most recent inspection by OFSTED took place in October 2023. OFSTED described there has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.
OCTOBER 2023 Report (SECTION 8)
June 2018 Report
July 2014 Report
February 2013 Report
TEACHING AND LEARNING STRATEGY
BEHAVIOUR FOR LEARNING
|Year||% Attendance||% PA|
EXCLUSIONS ANd Suspensions
|Year||Number of Fixed term Exclusions||Number of Permanent Exclusions|
|Year||Number of Suspensions||Number of Permanent Exclusions|
OFSTED PARENT VIEW
2022 performance Figures
|Progress 8 score||0.31|
|Percentage of pupils entering Ebacc||43%|
|Ebacc average point score (APS)||4.5|
|Pupil destinations 2022 (Percentage of students staying in education or employment after key stage 4)||99.5%|
|Attainment in English and Maths (Percentage of pupils achieving a grade 5 or above in GCSE English & Maths)||50%|
|Attainment 8 score||51.5|
2019 performance Figures
Due to the impact of the COVID-19 pandemic, most exams and assessments did not take place in the 2019/20, or 2020/21 academic years. The government also announced that it would not publish school or college level results data or compare school and college performance (also commonly referred to as school and college performance tables) in autumn 2020 or autumn 2021, and that this data would not be used to hold schools and colleges to account. The government have also made clear that results data from 2020/21 will not be used in school and college level performance measures in future years. We have set out further information on school and college accountability for 2019/20 and 2020/21 academic years which can be downloaded below.
|Progress 8 score||0.1|
|Percentage of pupils entering Ebacc||57%|
|Ebacc average point score (APS)||3.87|
|Pupil destinations (Percentage of students staying in education or employment after key stage 4)||94%|
|Attainment in English and Maths (Percentage of pupils achieving a grade 5 or above in GCSE English & Maths)||34%|
|Attainment 8 score||45.1|