New Horizons Academy Trust - Promotional Brochure

EVERYBODY MATTERS EVERYBODY SUCCEEDS

New Horizons Academy Trust is a multi-academy trust created to ensure that every child, has every chance, every day to realise their full potential.

EVERYBODY MATTERS, EVERYBODY SUCCEEDS. Founded on moral purpose, the Trust is committed to improving the life chances of all stakeholders, enabling them to become successful, happy and contributing members of society. Our mission, does not stop at the school gates; wherever we have the capacity to make a difference, we do so.

New Horizons Academy Trust

MORAL PURPOSE & WELCOME FROM CHAIR OF TRUST CHAIR OF TRUSTEES’ WELCOME Based in West Sussex, almost sitting on the beach of the stunning South Coast, I would like to welcome you to New Horizons Academy Trust.

New Horizons was founded in 2016 , borne out of the incredibly successful transformation of Seaside Primary Academy from its Ofsted designation of ‘requires improvement’ to ‘outstanding’, in all aspects of our provision, which is focused wholly on ‘Everybody Matters, Everybody Succeeds’.

This mantra has served us well to date; as well as having been DfE approved to sponsor other schools, we are a National Support School, working with a number of schools across Sussex, and further afield, to ensure children’s life chances are enhanced, and every advantage is taken of every potential lifelong learning opportunity. To help us achieve this, we have a sophisticated infrastructure which allows us to use our talented team of leaders to support local schools across all aspects of school provision in their specific local contexts.

We are currently in the process of bringing our latest project to life – New Horizons Bluebell Academy – a state-of-the art, purpose-built free school nearby Durrington, due to open its doors in September 2022, to welcome 420 pupils to meet the ever-growing demand across Worthing for school places.

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We believe we have a corporate and a social responsibility, a moral imperative even, to ensure that our learning provision meets everyone’s needs for the present and for the future and enables all to become successful, happy and contributing members of society.

New Horizons, as a Trust, has its foundation built upon Seaside’s success, most recognised through the use of the acronym DREAMS – this is, and always will be, the central tenet of all academies we have the privilege of leading and is embodied through the values of: Diligence, Resilience, Enthusiasm, Aspiration, Motivation and Self-Belief.

In realising that DREAMS do come true, all our children are supported to achieve this through their participation and immersion in our ‘Exploring New Horizons 118 Curriculum’ – 118 experiences that we believe all children are entitled to make memories in before they leave us at 11 years of age. This is the driving force behind all we do.

I very much hope that you would like to find out more.

You can do this via newhorizonsacademytrust.co.uk or seaside.w-sussex.sch.uk With my best wishes, Simon Wood Chair of Trustees

A LIFE SPENT CHASING DREAMS IS A LIFE WELL SPENT. Dr R Rotella

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VALUES & VISION VALUES - DREAMS.

VISION.

At New Horizons, our Knowledge Led Curriculum is designed to enable our children to achieve their dreams by developing these key values.

At New Horizons, everyone feels safe, included and valued. Everyone believes in themselves, creating relationships that develop them personally, socially and emotionally. Everyone makes progress and feels that learning and school are fun.

DILIGENCE:

I always work hard.

RESILIENCE:

I stay positive when things get tough.

ENTHUSIASM: I am interested in all I do.

ASPIRATION: I want to be the best I can be.

MOTIVATION: I stay focused on my goals.

SELF-BELIEF: I believe in myself.

Not only does our curriculum enable our children to demonstrate these qualities in lessons but, more than that, we believe that these values form the basis of our wider-school ethos. We develop children who are able to meet the challenges of all aspects of primary school life and who are equipped with the knowledge, skills and personal qualities they will need for the next steps of their academic journey.

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Relationships are based on honesty, trust and respect. We value each other as individuals.

Everyone is optimistic and proud of their achievements and those of others, in all aspects of school life. There is a strong sense of belonging and identity in the trust, school and wider community.

Children and adults take advantage of all possibilities for learning. Essential life skills are developed through first-hand experience to enable them to become lifelong learners. Learning meets everyone’s needs for the future and enables them to become successful, happy and contributing members of society.

MEMBERS

FINANCE, AUDIT & COMPLIANCE COMMITEE

New Horizons Academy Trust is an exempt charity and company limited by guarantee, not having share capital.

Its governance model consists of a group of Members, a Board of Trustees and Local Governing Bodies.

BOARD OF TRUSTEES Supported

by Company Secretary

STANDARDS & PERFORMANCE COMMITEE

DIRECTOR OF EDUCATION

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NEW HORIZONS SEASIDE PRIMARY

NEW HORIZONS BLUEBELL PRIMARY

LGB Appointed by Trustees

LGB Appointed by Trustees

NEW HORIZONS...

LGB Appointed by Trustees

STRUCTURE & GOVERNANCE The Articles of Association, which are approved by the Secretary of State, define the responsibilities of the Trustees and protocols of the Trust.

The Board of Trustees agree a Scheme of Delegation for each of the academies within the Trust. This defines the responsibilities delegated by the Trustees to the academy and may vary for each academy.

BOARD OF TRUSTEES Overall responsibility for the strategic direction of the Trust and its academies lie with the Board of Trustees. They are supported in their work by a Company Secretary.

Key responsibilities include: • Setting the values, aims and objectives of New Horizons Academy Trust; • Agreeing a policy framework for achieving the agreed aims and objectives;

LOCAL GOVERNING BODIES Local Governing Bodies (LGB) are committees of the Trust Board which meet a minimum of 6 times per year. They are delegated responsibility for the conduct of the academy and for promoting high standards. It is the aim of the LGB to ensure that children are attending a successful academy which provides them with a high-quality education and supports their well-being. Aside from the key responsibilities laid out in the Trust’s Scheme of Delegation, they are responsible for:

• The implementation and effectiveness of the policy framework; • Progress towards targets; • The implementation and effectiveness of the Academy Improvement Strategy; • The budget and the staffing structure.

Setting the strategic direction of the Academy by: • Ensuring the values, aims and objectives for the Academy are aligned to those of the Trust; • Implementing the policy framework for achieving the agreed aims and objectives; • Setting statutory targets; • Agreeing the Academy Improvement Strategy which includes approving the budget and agreeing the staffing structure.

• Appointing the Headteachers for all of NHAT’s academies;

Ensuring accountability by: • Monitoring the Academy’s self-evaluation documentation; • Responding to Ofsted reports when necessary; • Holding the Headteacher to account for the performance of the Academy; • Ensuring parents and pupils are involved, consulted and informed as appropriate; • Making available information to the community.

• Defining and delegating responsibilities to the Local Governing Bodies.

First Voyage of Discovery to Terra Australis Incognita, Captain James Cook and the 94 crewmen of HMS Endeavour

Challenging and supporting the Academy by monitoring, reviewing and evaluating:

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To achieve ambitious outcomes for our children, NHAT have developed a complete and scalable educational model for use in its academies - The Component Model. The model has five components designed to inspire and educate children for their future education and careers ensuring essential life skills and learning values (DREAMS) are developed through first-hand experience to enable children to become lifelong learners.

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Dedicated, talented & outstanding teachers

High academic & behavioural expectations

Broad curriculum

NHAT Education Component Model

Parent & community involvement

Ambitious Outcomes

EDUCATIONAL MODEL DEDICATED, TALENTED AND OUTSTANDING TEACHERS NHAT believes believe that, the interaction and relationship between a teacher and a child is vital.

This is why attracting and retaining the finest educators is a top priority for NHAT. We ensure dedicated time is given for collaborative teacher planning, we develop our teachers as professionals through research, targeted instruction through lesson studies and content-related experience.

HIGH ACADEMIC AND BEHAVIOURAL EXPECTATIONS NHAT takes the approach that behaviour often centres on individuals’ attitudes and beliefs; therefore, we base this component on positive working relationships which are immersed in the following NHAT key principles: • Positive Interactions & Relationships • Prevention • Motivation, Achievement & Rewards • Choices & Consequences

AMBITIOUS OUTCOMES FOR ALL

BROAD CURRICULUM

We use a broad range of tools, teacher judgements and standardised test data to make decisions about the children’s learning to ensure they have access to a suitable curriculum which meets their needs.

Our knowledge led curriculum enables our children to develop a sophisticated understanding of the world in which they live. We provide regular opportunities for our children to develop their intellectual curiosity by applying their skills and knowledge to projects that using the local community and surrounding environment as an integrating context for learning.

In line with our ethos, NHAT uses specific strategies to close the gap for our vulnerable groups and improve outcomes, for example, raising pupil aspirations using engagement/aspiration programmes, engaging parents and raising parental aspirations, developing social and emotional competencies and personalised interventions.

PARENT AND COMMUNITY INVOLVEMENT NHAT recognises that children are members of a multi-faceted society, which influences and modifies the way they process learning as well as defines the important knowledge and skills that must be acquired to be successful in that society.

In order to develop the whole child, we focus on the role the family plays in a child’s academic and social development and we actively encourage the involvement of our parents and local community.

• Positivity and Well-being

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In addition, we encourage children to participate in an extensive variety of extra-curricular clubs and residential experiences to broaden their horizons, develop their self-esteem, offer new learning opportunities and reinforce positive relationships.

The NHAT is passionate and determined to ensure that every single child achieves their full potential. For children to succeed and flourish it is essential that those that work in schools do so as well. Our model focuses attention on what the children need and we the adults have a responsibility to provide.

The key theme that runs throughout our model is the way in which it exemplifies our values - we believe these are the foundation of any successful organisation.

A Benchmarking against Outstanding G Legacy Review

F Embedding for Impact

All of those striving for improvement in outcomes must share in these our three key principles – Integrity, Honesty and Collaboration - We believe these form the foundation to success.

C Action Planning

E Monitoring for Success

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B Analysis and Contextualisation

D Loading Change

OUR SCHOOL IMPROVEMENT MODEL (SIM) THE 7 STAGES OF THE NHAT SCHOOL IMPROVEMENT MODEL STAGE A- 2 FULL DAYS. BENCHMARKING AGAINST OUTSTANDING As with all good improvement plans it is essential to audit clearly what is in place and how well it is working.

STAGE B- ANALYSIS AND CONTEXTUALISATION The time spent discussing the outcomes of Stage A must be appropriate to the needs identified in the report. It is at this point that Integrity, Honesty and Collaboration must act as the pillars that support the school improvement moving forward.

STAGE C- ACTION PLANNING It is important that all those involved in the SIM are looking in the same direction and seeking to achieve the same goals - actions planned at this point must now move the school forward.

A key objective with any action plan must be ownership - people have to believe in what is planned and have a direct input.

STAGE D- LEADING CHANGE

STAGE F- EMBEDDING FOR IMPACT

Experience and research show, that the best way to lead change is by giving staff a clear sense of ownership over what they are being asked to do. Getting everybody on board for future aspirations for the school, getting them to engage in purposeful change, and then the really difficult part - delivering it!

At this stage the first signs of progress being made have been seen and there is a tendency to think that the improvements will continue to come.

Leaders must remember that progress has only been seen in the short term, for the priorities to be changed it must be clearly proven that an area has been fully addressed and that impacts are embedded across the school.

STAGE E- MONITORING FOR SUCCESS The aim of any SIM is to have an immediate and long-lasting impact, for that to happen it is essential that it is monitored closely in line with the interim milestones and success criteria set out in the action plan. Within months it should be possible to identify improvement in outcomes for pupils and begin to see a shift in culture around the school.

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STAGE G- LEGACY REVIEW For many SIMs the “acid test” is the outcomes at the end of each key stage. For a SIM to have created a legacy it must be seen in both qualitative and quantitative measures, it must also show a significant improvement in the outcomes for all groups of pupils, but particularly the disadvantaged.

EDUCATION IS NOT THE FILLING OF A PAIL, BUT THE LIGHTING OF A FIRE. WB Yeats

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OUR CPD OFFER-INCLUDING TESTIMONIALS It is not only children that need that fire lit, but adults too.

In education there are many ways to learn and acquire new skills. Books, research and attending lectures at University all give us that same experience and grounding. What makes the real difference to the skills we learn once we qualify, are the experiences and people we are exposed to once we start to teach. For new skills and attributes to be learnt and embedded we believe that learning must be placed and undertaken in a real context, with real people, and most importantly real children.

New Horizons Academy Trust provides real educators with real professional development in real schools. They can learn the skills they require from those able to demonstrate and exemplify them in the real world and our Continued Professional Development is based on this idea.

Each of the CPD modules/units is aimed at a variety of audiences. One common theme that runs throughout is the way in which they all come back to achieving the same objective: Improving outcomes for pupils.

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NHAT Academies will identify on their individual SIPs which CPD strands they are going to implement and every school in Trust will get the opportunity to explore each of them at least once every five years, depending on the stage they are at and their priorities, as part of an on-going commitment to continuous school improvement.

Units include: • Leadership and Management - Making and Sustaining an impact.

• OfSTED - Getting to Good • Spotting and Growing Talent - Emerging Leaders • Leading the Curriculum - Making the Jigsaw Fit Together • EYFS - Way Beyond Play • Pupil Premium Reviews - Closing the Gap • Inclusion - Every Child needs a Champion • Teaching Assistants - The Extra Teacher in the Room.

OUR CENTRAL OFFER Our central offer to schools at this time matches the size of our Trust. We utilise key service level agreements with local providers and ensure that the transition to becoming a school within New Horizons is smooth.

OUR HR OFFER TO SCHOOLS Alongside providing our academies with a comprehensive and up to date suite of HR-related policies, ensuring consistency in approach and staff welfare, our Trust team provides these additional services to its academies: • General Support

OUR PREMISES AND COMPLIANCE OFFER TO SCHOOLS Not only do we provide a comprehensive and up to date suite of health, safety and compliance-related policies, but the Trust’s Shared Services Team also provide a range of support and services for its academies including:

• Sickness Absence

• Premises

• Recruitment

• Compliance

• Payroll and Pensions

• Health and Safety

• Disciplinary and Capability Procedures Furthermore, alongside managing your school budget, purchasing, ensuring staff and contractors are paid, we offer these additional services to our academies from the Trust team: • MAT level budgeting and accounting • Reporting and analysis for SLT and board

WHY DO WE FOCUS OUR CENTRAL OFFER IN THESE AREAS? The answer is really very simple-by taking the lead in these areas it enables those joining us to focus on the key priority in all of our academies-the children.

• MAT level ESFA reporting & third-party returns • Pre-Audit Preparation • Benchmarking guidance & analysis

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HOW TO JOIN THE TRUST Are you the Headteacher or the Chair of the Governing Body of a ‘Good’ or ‘Outstanding’ primary school, thinking now about the next steps for your school?

Are you the Chair of Trustees of a Standalone Academy Trust, thinking about the future direction your Trust could take?

Is joining a Trust an option you are considering, but the idea of the school you are proud of becoming just another clone in a large multi-academy trust holding you back?

THE ROLE OF THE DIRECTOR OF EDUCATION. The Director of Education is responsible for ensuring that learning and teaching are highly effective across all New Horizons academies and that all children achieve their full potential by: • Ensuring that the Mission, Vision and Values are promoted throughout the Trust.

• Providing dynamic and strategic direction and support for all teaching and learning.

• Ensuring that all Trust and Academy policies and procedures are followed.

• Ensuring that high standards are maintained and raised in all New Horizons academies.

• Ensuring that leadership is effective and puts the children first in all New Horizons academies.

COULD NEW HORIZONS ACADEMY TRUST BE THE PARTNER YOU ARE LOOKING FOR? Right now, we are actively looking for successful schools or Standalone Academy Trusts, graded ‘Good’ or ‘Outstanding’, with leaders and governing bodies who have the educational vision, desire, determination and drive to become genuine partners in creating something new, something that will give all stakeholders the opportunity to have a positive impact on the lives of children across several schools rather than just one individual primary school.

• Ensuring equal opportunities for all.

• Ensuring that all resources are deployed to maximum effect.

• Ensuring that all relevant legislation is complied with.

• Ensuring financial regulations are met and value for money is achieved.

• Ensuring and supporting the purposeful and effective appraisal of head teachers and the central team.

• Support and challenge leadership teams regarding the outcomes in their schools.

• Identifying and setting appropriate budgets with head teachers and the trust finance lead.

• Ensuring that the Trust grows strategically and sustainably.

• Ensuring that leadership potential is recognised and realised within the Trust’s academies.

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BENEFITS OF JOINING THE NHAT WE HAVE A CLEAR MISSION, VISION AND VALUES.

WE ARE NOT LOOKING TO CREATE CLONES. LOCAL SCHOOLS AND LOCAL COMMUNITIES NEED A LOCAL SOLUTION THAT MEETS THEIR NEEDS, NOT A ONE SIZE FITS ALL.

WE CARE WHAT HAPPENS TO OUR FAMILIES AND SEE OUR ACADEMIES AS THE HEART OF THE COMMUNITY WE SERVE.

WE ARE PASSIONATE THAT OUR SCHOOLS ARE FOCUSED ON CHILDREN – PARTICULARLY THE DISADVANTAGED.

WE ARE LOOKING FOR A SCHOOL TO BECOME A PARTNER, NOT A PROJECT.

WE HAVE A VERY CLEAR EDUCATIONAL MODEL AND CURRICULAR DESIGN, INCLUDING INTENT, IMPLEMENTATION AND IMPACT.

WE ARE A SMALL, PERSONAL TRUST WHICH OFFERS NEW PARTNERS THE OPPORTUNITY TO BE PART OF SOMETHING THAT IS EVOLVING AND GROWING.

OUR VALUES AND EXPERIENCE CURRICULUM HAS BEEN CREATED TO ENABLE NEW PARTNERS TO BRING THEIR STRENGTHS AND PASSIONS TO THE SCHOOLS IN WHICH THEY TEACH.

WE BELIEVE THAT IN EVERY SCHOOL, REGARDLESS OF THE INSPECTION GRADING, OUTCOMES ARE BEING ACHIEVED WITH PUPILS THAT ARE EXCEPTIONAL – THESE ARE OFTEN NOT MEASURED IN A TEST!

OUR CAPACITY TO SUPPORT AND WORK ALONGSIDE PARTNERS IS WELL ESTABLISHED AND HAS PROVEN POSITIVE OUTCOMES.

WE ARE LOCAL. WE KNOW THE COASTAL STRIP AND THE CHALLENGES IT PRESENTS.

WE HAVE STRONG SETS OF TRANSFERABLE SYSTEMS TO SHARE WITH PARTNERS AND SUPPORT IS GIVEN TO IMPLEMENT THEM.

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WE HAVE A CLEAR SCHEME OF DELEGATION THAT DEMONSTRATES OUR BELIEF THAT LOCAL GOVERNING BODIES HAVE A SIGNIFICANT ROLE TO PLAY IN THE SUCCESS OF OUR SCHOOLS.

OUR TRUST LEADERS ARE 100% COMMITTED TO NHAT AND ITS STAKEHOLDERS. THEY FEEL COMPELLED BY A MORAL PURPOSE TO SEE OUR ETHOS “EVERYBODY MATTERS, EVERYBODY SUCCEEDS” BECOME A WORKING REALITY.

WE HAVE A PROVEN TRACK RECORD OF IMPROVING OUTCOMES IN DEPRIVED AREAS, WITH THIS IMPACT BEING SUSTAINED OVER EXTENDED PERIODS OF TIME.

WE HAVE SIGNIFICANT FINANCIAL EXPERTISE THAT WILL ENABLE A PARTNER SCHOOL TO BE FULLY SUPPORTED DURING THEIR TRANSITION INTO THE TRUST.

WE HAVE A FIRM COMMITMENT TO CPD AT ALL LEVELS AND ENSURE THAT ALL STAFF RECEIVE THE TRAINING THEY REQUIRE TO PROGRESS IN THEIR CAREERS.

WE HAVE STRONG, HONEST, OPEN AND TRANSPARENT GOVERNANCE THAT IS BASED ON A BROAD AND EXPERIENCED BOARD OF TRUSTEES. ALL TRUSTEES HAVE BEEN APPOINTED BASED ON THE SKILL SET THEY BRING TO THE BOARD. NOT ONE IS PAID AND NONE HOLD ANY BUSINESS INTEREST IN THE TRUST.

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WHY OUR STAKEHOLDERS CHOOSE NHAT OUR CHILDREN are always more than just a name and number. Our staff

OUR CURRICULUM is a very clear Knowledge Led Curriculum, carefully

take great pride in the way we get to know all of our children and we are proud of how polite, well-mannered and hardworking they are. They make fantastic progress be it academic, personal or social. Most importantly, our children love coming to school – just watch them racing in through the gate each morning!

designed to ensure that your child has access to well-planned, well-resourced and engaging lessons across the full breadth of the National Curriculum.

OUR 118 EXPLORING NEW HORIZONS ENRICHMENT ACTIVITIES, all of

which are offered to all children during their time with us, from holding a sparkler at our Bonfire Night to learning to body board on our Year 6 residential in Cornwall. These are commemorated in a glossy bound book for the children to keep as a treasured memento.

OUR ETHOS, which we are passionate about turning into an everyday reality.

We are a highly inclusive Trust. We focus on all of our children and have excellent and robust provision in place for those children with a whole range of SEND and those who are from disadvantaged backgrounds.

OUR FAMILIES mean a great deal to us and we see our academies as the

heart of the community we serve. We are a highly approachable team and work tirelessly to support our families in helping to provide the best possible outcomes for our children.

OUR TEACHERS put the children first – our dedicated teaching team go

above and beyond their work in the classroom to offer your child a wealth of cost-free after-school interest clubs and extra-curricular activities, accompany your child on our residential trips and so much more.

FINALLY….we believe that walking around a New Horizons Academy is probably the best way of seeing why we are different.

OUR TEACHING SUPPORT STAFF are highly trained and deployed to meet the needs of our children; the children are never grouped to satisfy the needs of the staff. We have our own Speech and Language specialists and Learning Mentor. ALL of our children benefit from working with our teaching assistants.

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OUR CHILDREN ARE ALWAYS MORE THAN JUST A NAME AND NUMBER.

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LEE IS GENEROUS WITH HIS TIME AND EXPERTISE. Kate Crees, Headteacher St Peters Catholic Primary, Shoreham.

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TESTIMONIALS FROM PARENTS, GOVERNORS & STAFF I just wanted to email you and thank you again! I had the pleasure of watching my child in the Christmas nativity, she was incredible, and she actually sang all the words and was doing the actions. NONE of this would be possible without you all! The biggest compliment I can pay you as a school is that no-one in that audience would have sensed my child’s additional needs. This isn’t just the work that has gone on for the play, this is the work that each and every one of you do every day to build a relationship with my child, for her to trust in you, every 1:1, every group, every interaction. Really – thank you all so much again!

Working as Teaching Assistants in Year 6 at New Horizons Seaside has provided us with fantastic opportunities to develop and improve our skills through training courses provided by the school. We are made to feel included and valued as equal members of the team.

Kay and Sharon, Year 6 Teaching Assistants

Becoming an academy was a daunting and difficult choice. Having made that choice some five years ago now, I know that it was the right choice for our school and our community. We have not looked back once. We have been able to improve year on year, maintain fantastic outcomes and develop a genuine and truly unique provision for all our stakeholders. I am immensely proud of the brave decision we took as Governors.

Parent

New Horizons Seaside Primary has a professional, positive and supportive environment for both the children and staff and is somewhere I am proud to say I work. There are regular opportunities for staff to work collaboratively together to provide support and impart knowledge. As well as this, professional development opportunities are regularly provided to teachers through training, clubs, residentials and courses. The staff’s drive to continuously want to develop as practitioners is what makes working at Seaside such a rewarding job.

Susan Main, CoG New Horizons Seaside Primary

Lee is generous with his time and expertise. He appreciates the difficulties we face but also challenges us to think about proactive solutions. I have greatly benefitted from his advice on standards and development. His no-nonsense approach is greatly received. We would welcome the opportunity to continue to work with New Horizons in the future.

Charlotte, Year 5 Leader

Kate Crees, Headteacher St Peters Catholic Primary, Shoreham.

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WHAT OUR CHILDREN THINK YEAR R

YEAR 5

School is fun. We do loads of awesome stuff!

I find school hard, but I’m not giving up. I know that everyone here cares about me and I have always got someone that I can talk to. When I have been really struggling and horrible, I thought people would give up on me-they never have, not once. I still need to do better, but I know I can do it.

Ruby Year R

YEAR 2 I love my school! I love my teachers and I love my friends! We are always doing fun things in lessons. I learn lots of things and I tell Mummy and my little baby brother things when I get home.

Barry Year 5

YEAR 6

Dylan Year 2

I will be really sorry to leave school this year to go to secondary school. I have had an amazing time here with some amazing teachers. My best memories are the three residential trips to the Isle of Wight, the New Forest and Cornwall but I really enjoyed all the other bits too. My school has taught me to be a really good DREAMS learner - I know I will do well at secondary school but I will always miss it here!

YEAR 4 My school is the best school because the teachers are all really good and teach you loads and if you get worried about something they will help you. I like maths best because it's really hard and I am good at it and I really like the 118 activities too. The best one was 'Ride On A Steam Train' because I love steam trains and I did this on the Isle of Wight trip.

Phoenix Year 6

Destiny Year 4

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EVERYBODY MATTERS EVERYBODY SUCCEEDS

Design & Print : blueappleeducation.com

12800/04/2021

The voyage of the Beagle, Charles Darwin and the Beagle’s crew

New Horizons Academy Trust

Freshbrook Road, New Horizons Seaside Primary School, Lancing, West Sussex, BN15 8DL  01903 876300 |  echristie@wsgfl.org.uk |  newhorizonsacademytrust.co.uk