Horizons Academy Bexley

What Ofsted said

From the inspection on 11 June 2026

Pupils develop their resilience, confidence and self-esteem during their time at this school. Their attendance improves, often significantly so. Secondary-age pupils on long-term placements successfully gain a range of qualifications, including in GCSE and work-related courses. These pupils are well supported to find the right next step for when the time comes to leave school. Other pupils who are on short-term placements, such as those in the primary phase, build up the academic and personal development that they need to successfully return to their mainstream school. Pupils across the school make gains in their literacy and numeracy. Teachers know pupils well. Pupils have very positive relationships with the range of staff who work with them. Pupils learn in well-resourced classrooms and teaching spaces, for example to learn construction, hair and beauty and food technology. Teachers generally adapt their teaching, when needed, to meet pupils’ different needs and starting points. Sometimes, pupils who have higher prior attainment from their initial assessments are not challenged in their academic learning as well as they could be. The school’s work to help pupils to make gains in their social, emotional and mental health is something to celebrate. This success can be seen in lots of different ways, for example with primary-age pupils learning how to cooperate and take turns, through to older pupils learning how to develop a more positive mindset. Pupils are well looked after. This includes everyone doing all they reasonably can to keep pupils safe and free from any bullying and/or discrimination. Parents and carers talk positively about how the school helps to identify and meet their child’s needs. The school offers pupils a range of enrichment experiences, such as different trips and activities. Pupils fully benefit from a well-developed careers education curriculum. They hear regularly from, and engage in visits to, a range of employers.

What the school should improve

• Leaders should ensure that staff who work with pupils at key stage 3 have the skills to apply the school’s behaviour approaches consistently so that these pupils are more effectively supported to adapt their behaviour.
• Leaders should ensure that staff have the expertise to adapt their teaching, where required, to better match pupils’ starting points and deepen pupils’ subject-specific knowledge and skills.
• Leaders should further improve pupils’ punctuality for the start of school so that more pupils benefit from the activities and learning that take place at the beginning of the school day.

Read the full Ofsted report (opens in a new tab)