dear€¦ · web viewfriday, 30 march 2012 dear applicant, i am delighted that you have shown an...

Sunday, 21 May 2023

Dear Applicant,

I am delighted that you have shown an interest in the post of Deputy Principal at Freebrough Academy. This is a really key strategic post in the academy structure and the successful candidate will play a major role in transforming education for the young people in this community.

The academy is well supported by ambitious and committed sponsors who want to use their skills, expertise and vision for education to ensure young people have opportunities to access the best possible provision and achieve outcomes that are outstanding.

The specialism of Business and Enterprise drives the “can do” culture and ethos across the Academy as well as curriculum developments in all phases of learning.

The role of Deputy Principal is key to transforming teaching and learning, leading on innovative curriculum developments and personalising educational provision for all students in the Academy.

If successful you will lead a team of Assistant Principals to revolutionise pastoral support across the four “small schools”. You will help shape the vertical tutoring system to raise standards across the full age and ability range.

In September 2012 the Academy has the opportunity to recruit its first cohort of Year 12 students who will benefit from purpose built accommodation in the form of our new “Enterprise Centre”, and from exciting curriculum developments based on our Business and Enterprise specialism, delivered in partnership with sponsors.

The Academy has recently been designated as a regional hub for the Peter Jones Enterprise Academy. This brings exciting and unique opportunities for the students and the community.

This is a fantastic opportunity for an existing or aspiring senior leader who has proven leadership skills and a vision for education in the 21st Century.

The young people at Freebrough have high expectations of the Academy. If you have the skills, passion, energy, ambition and drive to make a real difference to their life chances and want the opportunity to be appointed to an exciting and forward thinking organisation then this is the job for you.

I am more than happy to speak to you about the post, talk to you about developments in the Academy and plans for the future. If you wish to contact me, please email [email protected]

I look forward to hearing from you.

Linda Halbert

Principal

BACKGROUND INFORMATION ON THE ACADEMY SPONSORS

Freebrough Academy is sponsored by Teesside University (lead sponsor), Prior Pursglove College (co-sponsor) and Redcar and Cleveland Local Authority (co-sponsor).

Teesside University’s mission “Providing Opportunity, Promoting Enterprise, Delivering Excellence” and its vision sets out the primary importance of contribution to community, social inclusion and raising standards, and is thus fully aligned with the purposes and principles of this partnership and Freebrough Academy. As the local University of the Tees Valley with more than 28,000 students, there is a concentration of resources and expertise which contribute to many aspects of Freebrough Academy such as governance and management; finances and procurement; personnel and legal; ICT systems; library and learning resources. Within the specialism of Business and Enterprise, the University has subject expertise to doctorate level and research capability. The University operates the regional centre for the National College for School Leadership and hosts the TDA North East Regional Centre. From its education research base the University can offer evaluation studies to support evidence-based pedagogical practice. The University is a national leader in raising aspirations and is able to deliver sustained and coherent programmes throughout the secondary years to enhance classroom activities. This includes the provision of student mentors and student ambassadors as role models.

Prior Pursglove College in Guisborough is a sixth form college of some 1,600 students aged 16-19 offering 50 A/AS level and BTEC courses, the International Baccalaureate , new Diploma lines and a level 2 provision of 20 intermediate subjects. The curriculum is supported by a pastoral system providing personal guidance, careers advice and a finely balanced framework of institutional control and individual self-discipline. It is one of only a handful of institutions in the North-East to become a Careers Academy with a dedicated Business and Enterprise programme. Prior Pursglove College also has an effective community education programme for post-19 learners consisting of a full and accessible Skills for Life programme regularly offered in outreach centres (including a number in primary schools and village centres in East Cleveland), support for Sure Start provision in schools, LearnDirect on-line courses and training programmes in Health and Business, in addition to the traditional leisure and recreational programmes offered in the evenings, weekends and vacations on the College campus.

Redcar & Cleveland is a small Local Authority which, in 2008, was the fourth most improved at Key Stage 4 in the country. There is a strong emphasis on monitoring, supporting and challenging schools. The National Strategies believe that ‘Redcar and Cleveland is well-placed to meet these challenges through its effective school improvement service’. The Local Authority provide support for all the Every Child Matters outcomes through multi-agency working with, for example, the Primary Care Trust. Multi-agency working has produced significant improvements in reducing overall and persistent absence. The Local Authority has a clear focus and drive on narrowing the gap between the performance of boys and girls and underachieving groups and in securing improvements in the proportion of pupils making two levels of progress in English and mathematics at the end of both Key Stage 3 and Key Stage 4. Freebrough Academy is a significant partner in the Local Authority family of schools and the Local Authority continue to provide nationally acknowledged effective support to meet Freebrough Academy’s challenging targets.

The Sponsors

• Lead sponsor Teesside University

• Co-sponsors Prior Pursglove Sixth Form College

Redcar & Cleveland Local Authority

• Named education partner Redcar & Cleveland College

These organisations represent a breadth of expertise in the local educational community and all share the same aspirations for the academy students. The partnership offers experience with diverse student populations and places the service of the academy, facilitating the nurturing of entrepreneurial talent and promoting greater participation in post-16 and higher education. Moreover, the sponsors are well placed to heighten community engagement, support community regeneration and promote the delivery of the ‘Every Child Matters’ agenda.

Their understanding of education and the pathways to achieving economic wellbeing, coupled with the input from industry and business partners, will help to raise aspiration levels and to provide a more relevant education for students.

Rationale for the Academy

“To inspire success and excellence.”

Our primary aim is to transform the lives of every student by developing the skills, knowledge, qualities and strengths that they will require in order to be successful. We wish to transform aspirations, taking parents and the wider community with us and encouraging them to become more ambitious for our students’ success, as well as becoming a real source of positive support and motivation to the academy community.

To ensure that positive outcomes for all students are realised, the academy will become a centre for world-class learning and teaching, particularly in the specialisms of Engineering and Business & Enterprise. In order to raise attainment, we also:

Work closely with feeder Primary Schools to manage the Y6 to Y7 transition more effectively.

Improve teaching and learning through strong leadership and high quality professional development of staff.

Increase opportunities for personalised learning, irrespective of age.

Provide flexibility in curriculum design.

Ensure multi-agency involvement for learners and their families.

Implement a step-change in the use of ICT for teaching, learning, tracking and parental engagement.

Make a commitment to ensuring the highest standards of behaviour.

Generate a ‘can do’ and praise culture which permeates throughout the Academy community.

The Vision and Ethos

As education sponsors we have agreed a set of values which inform the Vision and Ethos of Freebrough Academy. These include:

Excellence - the achievement of the highest educational standards for all students.

Opportunity - the raising of students’ aspirations.

Respect and inclusivity - for all members of the academy community and in the academy’s work with external groups and organisations.

Empowerment - of students as learners, and of teachers as professionals.

Partnership - to ensure that the academy is fully integrated with the communities it serves and the ‘family’ of schools to which it belongs.

The aim is to balance Challenge, Care and Contribution by:

Setting challenging goals;

Expecting the highest standards of achievement;

Raising aspirations;

Celebrating progression;

Becoming a caring and inclusive school community;

Creating a happy and fulfilling learning environment where everyone gives their best;

Contributing to the immediate community;

Collaborating with local schools;

The sponsors’ vision - underpinned by the ethos of Challenge, Care and Contribution - will drive the transformation of learning and will help the academy to achieve the following outcomes:

Ensure all students fulfil their potential

A broad and flexible curriculum;

Personalised learning opportunities;

Effective home-school liaison.

Raise aspirations

Enthuse, stretch and challenge all learners;

Begin the journey in feeder Primary Schools.

Create a purposeful learning environment

A strong emphasis on the quality of teaching, learning and assessment;

A clear focus on student behaviour for learning.

Be an inclusive academy

Show respect and tolerance for all;

Provide a proactive pastoral support system.

Promote healthy lifestyles

Seek support from all possible agencies;

Pay particular attention to the personal development of young people.

Value staff

Especially their expertise, commitment and professionalism;

Create excellent career development opportunities.

Support the regeneration of the local community,

Take pride in the academy’s achievements and its place in the local community;

Actively engage with relevant projects.

Foster an enterprising ‘can do’ culture

Develop confident and creative students;

Enhance the predecessor school’s business partnerships.

Across all of these outcomes, it is essential to retain close engagement with the academy sponsors and key partners, to ensure that maximum benefit in securing the highest standards of achievement can be gained from their experience and expertise.

Job DescriptionDeputy PrincipalResponsible to: Principal/Chief Executive

Responsible for: APs Heads of School (x4), AP SENCO, and Library Resource Centre Manager

Job purpose:

To deputise for the Principal in all aspects of the role as required. To be a strategic, highly professional and supportive member of the Leadership team of the Academy, playing an important role in the development of the new Academy as it becomes an innovative, high performing, and emotionally intelligent organisation. To have responsibility for the strategic direction and leadership of the team of Assistant Principals, lead on developments to secure outstanding learning and teaching, as well as developing the Academy strategy for literacy. The role carries a specific responsibility to increase the number of learners in the Academy through an increase in admissions.

Professional responsibilities:The post holder will be required to exercise his/her professional skills and judgement to carry out, in a collaborative manner, the professional duties set out below:-Strategic Direction and Development

Lead specific areas of improvement and development and make a significant contribution to the strategic development of all aspects of the Academy, whether or not holding a direct responsibility for the strategic area. (Strategic responsibilities will be reviewed regularly according to the strengths of Leadership team members and in support of professional development needs).

Support the development and maintenance of Academy policies and practices that promote high achievement and inclusion through effective teaching and learning

Play a key role in creating a positive culture and ethos within which the students and staff develop and maintain positive attitudes towards each other, the environment, the community and teaching and learning.

Provide a regular and wide range of opportunities for students to work in teams, develop independence and grow in confidence in preparation for adult life

Use national, local and Academy data effectively to monitor, evaluate and analyse student progress; planning and implementing effective intervention to support all students to achieve highly, to develop self-esteem and to inform Academy policies and practices, expectations and teaching methodologies.

Contribute to the Academy Improvement Plan and the annual cycle of related documentation.

Liaise effectively with all stakeholders including parents, governors, feeder schools, secondary schools and colleges, business and community partners, and the wider community as appropriate, all in line with Academy strategic objectives.

Be involved in networking with other Academies, innovative and high achieving schools and other relevant networks; in order to learn more about the ways that other institutions are effecting change and transformation.

Direct ResponsibilitiesResponsibility for the strategic direction and leadership of the team of Assistant Principals:

To ensure the team is led and managed in line with the Vision and Ethos of the Academy. To ensure their leadership and management is embedding ambition and driving improvements at all

levels across the Academy. To take the lead to ensure the Academy assessment and recording policy and procedures are

developed and implemented and as a result challenging and aspirational targets for attainment are set across all 4 schools and plans are in place to achieve them.

To ensure that challenging and aspirational targets for the attendance and behaviour of students set across all 4 schools and plans are in place to achieve them.

To ensure that the curriculum is meeting the needs of all students, developing and challenging them to achieve the highest standards both personally and academically and that transition within each phase of learning is seamless.

To ensure a positive and safe climate for learning is established through the effective and efficient day to day running of the Academy.

To ensure all partnerships are directly contributing to the best outcomes for students in the Academy. To ensure there is a rigorous process of self-evaluation and that outcomes feed directly into the

Academy Improvement Plan and performance management arrangements To ensure that the specialism of the Academy is driving improvements in teaching & learning across

all areas of the curriculum To ensure that the strategic partnerships with primary schools provide opportunities for students to

transfer seamlessly into the Academy in Year 7, making Freebrough Academy the “first choice” for the majority of parents at the end of Year 6

Lead on the Academy strategy to transform learning and secure outstanding learning and teaching:

have the highest expectations of staff and students in relation to learning and teaching to provide strategic leadership to ensure that the Academy is consistently delivering quality first

teaching across all phases of learning and that assessment is used systematically and effectively to support learning.

be up to date with appropriate and effective pedagogy, using knowledge and skills to lead the Academy developments in learning and teaching

initiate, develop, implement and chair the group of Academy lead practioners comprised of staff across the curriculum committed to share, develop and implement best practice in relation to learning and teaching across the curriculum

initiate, lead and implement the Academy strategy to move the quality of teaching to outstanding develop, implement, monitor, evaluate and review the Academy policy and procedure for the effective

monitoring and evaluation of learning and teaching and ensure that outcomes feed directly into the Academy Improvement Plan and performance management arrangements

use outcomes from monitoring and evaluation to develop the Academy CPD programme to ensure development needs in relation to teaching and learning are met

develop partnerships with sponsors, other schools and academies to identify best practice in relation to learning and teaching, using it to further develop provision in the Academy

Lead on the Literacy Strategy across the Academy:

to work with AP-SENCO and Director of Learning - English to establish baselines for students in relation to speaking and listening, reading and writing

monitor student progress in relation to literacy development through an agreed programme of assessment

lead Directors of Learning to establish cross curricular literacy development as part of their curriculum offer to address the literacy deficits of students

lead on staff development to enable them to effectively deliver literacy across the curriculum literacy

Strategic Planning

To lead on the production and update of the Academy Improvement Plan, Raising Attainment Plan and SEF. Monitor progress of the plans and provide regular updates to the Principal and governors as required

Other Duties:

To undertake such other duties, training and/or hours of work as may well be reasonably required and which are consistent with a Deputy Principal role.

To carry out a share of supervisory duties in accordance with published SLT rotas. To participate in performance management arrangements. To adhere to published school policies and procedures. Attend regular meetings with your line manager. To attend governor meetings as requested

Teaching

To accept responsibility for a teaching commitment of approximately 4 hours per week leading by example in all matters relating to the teaching commitment

Success Criteria Year on year increase in the % of lessons graded as good or better Year on year increase in the % of lessons graded as outstanding Annual increase in satisfaction ratings on learning and teaching surveys as relevant Academy annual target for fixed term and permanent exclusions achieved Academy targets for % of students making 3 levels progress achieved % improvements in literacy levels against baselines School Improvement Plans written and evaluated on an annual basis % progress and achievement by students for whom attendance, behaviour and welfare issues impinge on

academic performance matched to individual targets % increase in admissions to the Academy at Year 6 Maintain the effectiveness and quality of Academy referrals to outside agencies Effective curriculum developed and successfully implemented

In addition to the above the post holder must be committed to safeguarding and promoting the welfare of children and young people.

Any other reasonable duties which may be required by the Principal

Please note that the terms and conditions for the post of Deputy Principal within the Academy do not reflect those in the School Teachers Pay and Conditions Document.

Personal SpecificationDeputy Principal

Criteria Essential Desirable EvidenceQualifications and training

qualified teacher status To have acquired or be committed to acquiring NPQH or similar professional development

Application formCertificates

Experience to have proven success in leading successful and effective teams

to have led whole school initiatives that have had a direct impact on outcomes and standards

to have had experience of planning and leading whole staff training

to have held a senior leadership post on a temporary or permanent basis

To be familiar with the culture and aspirations of Academies

Application formReferenceInterview

Skills, knowledge and aptitudes

clear vision for education proven track record as an outstanding classroom

practioner with the ability to lead others to improve their practice

good knowledge and understanding of innovative curriculum design

good knowledge of current educational issues excellent leadership, interpersonal and

organisational skills excellent written and verbal communication skills ability to motivate and inspire stakeholders ability to work to and meet deadlines to be resilient and have the ability to work under

pressure ability to lead and work as part of a team ability to use ICT to present information and

communicate effectively have aspirations and potential to lead a

school/Academy in the future

- Knowledge of the freedoms and flexibilities open to Academies- to have led training across other schools /regionally/nationally


Other requirements

suitability to work with children committed to safeguarding and promoting the

welfare of children and young people committed to making a difference to the lives of

young people ability to relate to and promote the ethos of the

Academy calm, purposeful approach self-motivated and enthusiastic willingness to be involved in the ‘life’ of the

Academy able to maintain a good work/life balance for

themselves and others discrete and aware of issues of confidentiality to have good attendance and punctuality records to be willing to undertake further professional

development


Application for a Teaching AppointmentApplicants are required to complete all parts of this

application form

Surname(s) (Block Capitals) Forename:

Permanent address Department for Education and EmploymentTeachers’ Reference Number:

National Insurance Number:

Telephone Number: Home

Work

Mobile

E-mail

Address for correspondence (if different) When could you commence duties if appointed?

Do you hold a current driving licence?Yes / No / Provisional

Present Teaching Post (or last employment) if applicable

Designation of Post(Full or Part Time)

Present or last Salary

Name and Address of Establishment (give also size, type and age range taught)

Salary Scale and Point on ScaleANDTLR Payment (if applicable)

Employer/LEA Date Appointed

Notice required

Vacancy applied for:

Reference Number:

State subject(s) offered:

Teaching Application for a post in Freebrough Academy

Education (Applicants should be prepared to produce evidence of qualifications held).

Give details (including dates) of secondary schools and colleges/universities attended and particulars (including dates) of qualifications obtained, including:-

a) School leaving examinations.

b) Teaching Certificates or Post-Graduate Certificate/Diploma (state course pursued and main subjects)

c) Degree (state whether pass or honours and give class, division and subjects, making clear which are main and which subsidiary)

d) Any other certificates or diplomas

Dates Secondary School/College/University Attended Qualifications obtainedFrom To

Education CoursesGive details of courses attended; please include dates, nature, duration (full or part time) and name of organising body.

Membership of Professional / Technical Bodies

Date(s) Grade(s)

Previous Teaching Post Held(Please list in Chronological order)

From ToPost and Salary

Scale(State whether full or part time)

Name of School(give also size, type and age range taught)

Employer/Local Authority

Other Experience (include industrial and other work and military service, giving dates and details of positions held; please account for any gaps in employment).

From To Position held Employer Salary & Scale / Grade

Name and Address of Two Referees

State position and status of two people who can be asked for information about you. Wherever possible the name and address of the applicant’s present employer should be given. (Please confirm below if you would like to be informed before the referee is contacted)

REFERENCE 1 REFERENCE 2

Contact Name: Contact Name:

Position/Status: Position/Status:

Relationship to Applicant: Relationship to Applicant:

Organisation: Organisation:

Address: Address:

Telephone: Telephone:Fax: Fax:E-mail: E-mail

Prior notification required before contacting? Yes / No Prior notification required before contacting? Yes / No

Additional Information(Please add details of any special interest and experience which may be relevant to this application e.g. in art, drama, physical activity and music, particular aspects of curriculum development or teaching techniques and briefly explain why you feel you are suitable for this job. Where appropriate please give details of any publications/broadcasts or other activities which you consider might be relevant to this application).

Are you entitled to work in the UK?Do you have the right to work in the UK?

All employees are obliged to provide original documentary evidence of their right to work in the UK prior to commencing employment.

Are there any restrictions on your right to work in the UK?

If yes, please describe these restrictions:

Declaration:

I hereby apply for employment with Freebrough Academy. To the best of my knowledge all the particulars I have given are true. I understand that the provision of false information may disqualify me from employment or render me liable to instant dismissal if coming to light after my appointment. I also understand that any offer of employment is subject to satisfactory references, an enhanced Criminal Records Bureau check, occupational health check, qualification check and that I am required to provide proof of my eligibility to work in the U.K.

Signed: Date:

Please return a completed form to:

Freebrough Academy, Linden Road, Brotton, SALTBURN BY THE SEA, TS12 2SJ

If you are not called for interview within 30 days of the closing date please assume that you have been unsuccessful in your application.

Recruitment Monitoring FormFreebrough Academy is committed to ensuring that applicants are considered on an individual basis, irrespective of gender, sexual orientation, marital or parental status, disability, religion, social class, nationality or ethnic origin.

In order to monitor the effectiveness of our Equal Opportunities Policy, we require applicants to provide the information outlined below. This information is confidential and used solely for monitoring purposes. In the event of your appointment to the role, this information will form part of your staff record and will continue to be used for monitoring purposes throughout your employment at Freebrough Academy. Such use will be subject to the provision of the Data Protection Act 1998.

Personal Details (Please complete in CAPITAL letters)

Title: Surname/Family Name:

First/Given Name(s): Male Female

Date of Birth (Day/Month/Year): Nationality:

Ethnic Origin (Please indicate your ethnic origin by circling one of the following)

White (English) African White and Black Caribbean

White (Irish) Other Black background White and Black African

White (Scottish) Indian White and Asian

Irish Traveller Pakistani Other mixed background

White (Welsh) Bangladeshi Other ethnic background

Other White Chinese

Caribbean Other Asian background

Disability

We would be grateful if you would indicate below if you consider yourself to have a disability that you wish the Academy to know about.

Do you consider yourself to have a disability? YES NO

Do you have any specific requirements for interview or testing that you wish us to know about?

Please give details:

Please return this form with your completed application form

Candidate Information Pack

HOW TO APPLYTo apply for the role please complete the enclosed application form in full and return with a covering letter explaining how your skills, experience and aspirations meet the requirements of the specific vacancy. Please state clearly which position you are applying for on your letter.Please also: Complete the enclosed Recruitment Monitoring form. The equal opportunities information will not be treated as part of your application and the information you provide will be treated as confidential and used for statistical purposes only.

Applications should be posted to:

Recruitment

Freebrough Academy

Brotton

Saltburn by the Sea

TS12 2SJ

Or emailed to [email protected]

Timescales:

The closing date for receipt of applications is 12 noon 30th April 2012 Applications submitted after this date will not be accepted.

The interview and assessment day will take place at Freebrough Academy during weeks commencing 14th May 2012, if you are shortlisted you will be contacted with details in due course.

mailto:[email protected]

27 February 2012Mrs Linda HalbertPrincipalFreebrough AcademyLinden RoadBrottonSaltburnNorth YorkshireTS12 5SJ

Dear Mrs Halbert

Academies initiative: monitoring inspection of Freebrough Academy

Introduction

Following my visit with Margaret Farrow, Her Majesty’s Inspector, to your academy on 22 and 23 February 2012, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings.

The visit was a first monitoring inspection in connection with the academies initiative.

Evidence

Inspectors observed the academy’s work, scrutinised documents and met with the Principal, senior leaders and middle managers, groups of students and an external consultant. They also met with the Chair and vice-chair of the Governing Body and a local authority governor, all of whom also represented the lead sponsors. Inspectors observed 18 part-lessons and the provision for students at risk of exclusion or who have misbehaved in lessons, and visited four tutorials and an assembly.

Context

Freebrough Academy opened in September 2010 and operates on the site of its predecessor school, Freebrough Specialist Engineering College. It is sponsored by Teesside University, Prior Pursglove College, and Redcar and Cleveland Borough Council. Its lead education partner is Redcar and Cleveland College. The academy’s specialisms are Business and Enterprise, and it has recently been awarded regional hub status for the Peter Jones Business and Enterprise Academy. The academy is

smaller than average with 770 students aged 11 to 16 on roll. The majority of students live in small, scattered communities. Almost all of the students are of White British heritage. The proportion of students known to be eligible for free school meals is very high. Over a quarter of students have been identified as requiring additional support as a result of their disability or special educational needs. The proportion of these students with a statement of special educational needs is above average. The Principal has been in post since April 2010. Almost all teaching and support staff transferred to the academy from the predecessor school. However, there has been a significant change in staffing at all levels since the academy opened. The deputy Principal and the majority of middle leaders joined the academy in January 2011. The director of finance and corporate services, and the human relations manager are joint appointments with Thornaby Academy.

Achievement of students at the academy

Students’ attainment on entry into the academy in Year 7 is significantly below average. Their reading ages are particularly low. When the academy opened in September 2010, assessment information showed that only 17% of Year 11 students were on track to achieve at least five GCSEs grade A*-C, including English and mathematics. Decisive actions taken by leaders effectively tackled some of the underlying underachievement and as a result over 33% eventually attained this benchmark by summer 2011. These results were an improvement on those in the predecessor school. Nonetheless, this group of students made inadequate progress in English and mathematics even when taking their low starting points on entry into account. Consequently the academy did not meet the government’s floor standards which set the minimum expectations for attainment and progress in the 2010/11 academic year. However, students’ achievement and progress in science were good, and continue to be a strength of the academy.

Evidence from lesson observations, and the academy’s detailed assessment information on students’ current achievements, indicates that the majority of students are now making better progress in lessons, not least due to improvements in the quality of teaching. A range of activities have been developed to promote students' reading and numeracy skills and these are effectively narrowing the gap between students’ achievements and age-related expectations. Strategies include targeted activities for students at risk of underachieving, accelerated reading experiences in regular tutor-group time, and more teachers planning lessons across the curriculum that develop literacy, numeracy and communication skills. There is little variation in the progress made by boys and girls in lessons, which represents an improvement on previous years. This is because a rigorous system of performance reviews with faculty leaders and individual teachers is making sure students’ progress is monitored regularly and actions to identify any underachievement are

proving increasingly effective. Similarly, improvements in the systems to identify and support disabled students and those with special educational needs are helping to narrow the gap between their achievements and that of their peers, although as yet these strategies are in the early stages of development.

The academy’s tracking system and work scrutinies also demonstrate that the rate of students’ progress is accelerating. Students’ presentation of their work is generally good and inspectors’ scrutiny of their books showed there is little time wasted in lessons.

The quality of teaching

The academy’s leaders have taken robust and decisive action to improve the quality of teaching. The impact of their actions can be seen in achievement that is rising and the better rates of progress students are now making in lessons. The large majority of teaching in the lessons observed was good and none was inadequate. Good relationships between adults and students build their confidence and self-esteem successfully and this helps promote positive attitudes to learning. Students generally speak thoughtfully when responding to questions or when seeking clarification about their work. They are usually sensitive to the needs and interests of their peers, taking turns and encouraging each other when working in groups or pairs.

The best lessons are well planned and carefully managed to include all learners and use any support assistants wisely. Teachers have good subject knowledge and incorporate a range of activities to capture students’ interest and make learning relevant. There is a brisk pace and links are established to other subjects. In these lessons, students respond quickly to staff and apply themselves diligently to learning. Notable differences observed by inspectors in less effective lessons included over-lengthy teacher input, symptomatic of too great a focus on teaching and giving information, rather than engaging students as active participants and enabling them to take responsibility for their own learning; and more limited use of questioning to extend students’ responses and deepen their thinking.

While a consistent approach to lesson planning has been adopted, this focuses too much on identifying teaching techniques rather than the difference teaching will make to learning and progress. Learning targets are set for different abilities and learning objectives are made explicit at the beginning of each lesson but students are usually presented with the same activities and complete similar tasks. Consequently, work is too easy for some and too difficult for others. This is largely because the academy’s accurate assessment information is not yet being used effectively by teachers to plan activities that closely match students’ varying learning needs and provide the right level of challenge. While there are examples of teachers using good evaluative marking and feedback to help students understand how well

they are doing, academy leaders know that this is not yet consistently good across all subjects.

Behaviour and safety of students

Students speak convincingly about how much behaviour has been transformed for the better over the last year and the positive impact this has on their enjoyment of lessons and their attendance. This is confirmed by the impressive rise in the attendance rate of students and the eradication of gaps in the attendance of different groups of students. When the academy opened in September 2010, attendance rates were well below average; current attendance rates for the vast majority of student groups are above average. All of the students spoken with during this inspection reported that they feel safe and this is reflected in the students’ responses to the academy’s own questionnaires. Students say that bullying, including prejudice-based bullying, is not tolerated and that robust action is taken if any is identified. Students adopt safe practices and are taught well about managing risks regarding their personal safety. Links with external agencies and the addition of specialist support staff is making a significant contribution to the personal and emotional well-being of all students and in particular for those who are experiencing difficulties or feeling vulnerable for whatever reason.

Students demonstrate positive attitudes to learning in most lessons and behave well as they move around the academy. They arrive promptly to lessons and wait to go into classes in an orderly manner. Students comment that the number of lessons disrupted by poor behaviour is now low and mainly confined to times when teachers either do not apply the behaviour management policy consistently or when they are taught by some temporary teachers. Students also speak about how the improvements in behaviour have led to a significant reduction in the number of students temporarily excluded from school. The academy’s data confirms that this reduction is impressive, as is the reduction in the proportion of students who have been permanently excluded. In 2010, seven students were permanently excluded and currently there are none. Partnerships the academy has forged with the fire brigade, police and youth services have noticeably reduced instances of anti-social behaviour in the local area and this is adding to the positive views of the academy that are growing within the local community.

The quality of leadership in and management of the academy

The Principal provides an extremely focused and convincing direction for the academy. Her vision for the academy is crystal clear and inspirational. As a result, staff and students alike have high expectations and aspirations. The academy has worked hard to build productive relationships with home and the local community, to engage parents and carers and to communicate more effectively with them. This ensures that the academy’s high expectations are understood and shared more widely.

The Principal has created a mutually supportive senior leadership team. Shrewd appointments have resulted in a team of middle managers who are wholeheartedly and energetically committed to accelerating the academy’s improvement journey. Some difficult decisions and decisive actions have had to be taken but these have resulted in a significantly improved culture and ethos throughout the academy and a much more effective climate for learning. The impact of the academy’s strong leadership is most clearly seen in the improving outcomes of attendance and behaviour and the better progress students are now making in lessons.

The academy has good capacity to improve. Strategic planning is effective and targeted on those areas in most urgent need of change. A clear infrastructure is now in place alongside a well-understood cycle of implementation, monitoring and evaluation. This is effectively linked to robust performance management arrangements for staff and well-targeted professional development activities. Systems have been put into place to ensure that students’ achievements are regularly tracked and reviewed, although as yet not all teachers are using this assessment data effectively to plan activities that cater for students’ differing needs.

The senior leadership team and the governing body are astutely aware of the academy’s strengths and shortcomings. The governing body and sponsors are kept very well informed about all aspects of the academy’s work as a result of the detailed reports the Principal provides. Governing body members and sponsors have played an important part in supporting and challenging senior leaders to tackle underperformance decisively and effectively. Safeguarding arrangements meet current requirements securely.

External support

The quality of support from external partners has been good and valued by the academy leaders. Increasingly, resources and expertise are being shared. External support from sponsors is beginning to open up new, wider curricular opportunities for students. A variety of consultants have been employed to work with academy staff and they have contributed effectively to improvements in the students’ behaviour and the quality of teaching. The Open Academies Education Adviser visited the academy in December 2011 and identified similar areas of improvement and areas for development found by the inspectors.

Main Judgements

The academy has made satisfactory progress towards raising standards.

Priorities for further improvement

By September 2012 ensure that teachers:

■ use assessment information to plan activities that always take account of students’ differing levels of ability

■ provide more opportunities for students to be active participants in lessons and take responsibility for their own learning

■ use questioning techniques effectively to challenge students and extend their thinking

■ improve the consistency and quality of marking and provide written feedback that always explains to students what they need to do next to improve their work further.

I am copying this letter to the Secretary of State for Education, the Chair of the Governing Body and the Academies Advisers Unit at the Department for Education. This letter will be posted on the Ofsted website.

Yours sincerely

Wendy Ripley

Her Majesty’s Inspector

Inspiring Success and Excellence

24 January 2012

Press ReleaseFreebrough Academy to become regional hub for Peter Jones Enterprise Academy

In December 2012 the new, state of the art, Freebrough Academy Post 16 Enterprise Centre will throw open its doors. The new building will physically stand-alone from the main academy building but will be linked through the curriculum, staffing and ethos. The centre will specialise in the teaching of the most up to date Business and Enterprise, Creative and Digital Media and Engineering courses alongside some more traditional options.

The experience offered to students will be further enhanced by the news that Freebrough has been selected to be a Regional Hub for the prestigious Peter Jones Enterprise Academy. A team of staff from Freebrough journeyed to Amersham, Buckinghamshire to pitch for the post 16 centre to become the regional hub for the Cleveland area. As the regional hub we will recruit ‘spokes’ - pre and post 16 education providers in the Tees Valley who would like to deliver the PJEA qualifications, alongside offering the courses both pre and post 16 in the Academy

The Peter Jones Enterprise Academy offers an opportunity for aspiring entrepreneurs to realise and achieve their business dreams. Set-up by Peter Jones, CBE, star of ‘Dragons’ Den’, the Academy was the first to offer further education courses in enterprise and entrepreneurship in the UK where students are actually required to set up and run their own business. Whether students want to own their own business or work for someone else the BTEC Enterprise and Entrepreneurship qualifications offered through PJEA and Freebrough Academy will help them to succeed.

Construction work will begin on the post 16 centre building early this year. The centre will have state of the art facilities with large and small flexible spaces which can be used for a number of purposes allowing creative teaching to take place. The centre will also have up to date ICT facilities in all teaching and social areas. There will be rooms specifically designed for the teaching of Business and Enterprise, Digital and Creative Media, Engineering and Performing Arts with the most up to date equipment and software available at Post 16, much of it industry standard.

Alongside the teaching areas we will have a dedicated business incubation unit where students can fulfil their dreams of running their own business. The area will house several start-up businesses and mentoring and support will be available to ensure the businesses are given every opportunity to thrive.

At Freebrough Academy we aim to instil a ‘can do’ attitude in all of our students from the moment they step through our doors in year 7 allowing them to have the confidence and skills to excel in their chosen career. We are also working with our local primary feeder schools to start this journey at an even younger age.

Kelly Rich, Director of Post 16 Provision at Freebrough Academy said, “We are very excited about becoming a regional hub for the Peter Jones Enterprise Academy. We feel these

entrepreneurial qualifications are essential in ensuring our students have the skills to be able to deal with the ever changing world of work whether their career choice be employment or self-employment. We believe these qualifications will put our students ahead of the rest.

This is a fantastic opportunity for the communities in East Cleveland as well as the borough wide opportunities it presents. In the current economic climate entrepreneurs are the people who will support the improvements in the economy needed to bring us out of recession. Freebrough Academy is proud to have a key role to play in this within our region”.

A competition is currently running for one lucky Freebrough Academy student to have the honour of naming the new centre. Students are currently putting forward their ideas.

The post 16 centre will also house a community cafe, which will be open to the public and will serve a range of refreshments and light snacks.

About the Peter Jones Enterprise Academy

The Peter Jones Enterprise Academy has a mission to train and motivate young people, unleash entrepreneurial talent and create opportunities for young people to realise their potential.

They are building a nationwide network of colleges and providers to transform attitudes to entrepreneurship and enterprise education.

The academies offer BTECs in Enterprise and Entrepreneurship in partnership with Edexcel; these are the first qualifications of their kind for 16-19 year olds in the UK.

The course structure is business-led and involves partnerships with a range of companies and entrepreneurs providing leadership and hands-on business experience.

The courses prepare students for an entrepreneurial career, whether they plan to set up their own business or to work in an entrepreneurial workplace, helping an established business to grow.

The Enterprise Academies offer a unique approach, focusing on learning by doing and supporting and encouraging students to realise their ambitions and to turn their own business dreams into reality.

The Peter Jones Enterprise Academy is supported by Everything Everywhere, Alpha Romeo and Grant Thornton.

Issued by: Kim Forteath on behalf of Freebrough Academy

Staffing Structure

HR Manager –

(Shared with

Thornaby

Academy)Assistant Principal –

SENCO InclusionSupport for Learning

G&T StrategyMulti Agency Partnerships

Assistant Principal –Head of School (C)

Curriculum Qualifications Phase

1419 Partnerships and Transition

Assistant Principal – Head of School (B)

Curriculum Consolidation PhaseSchool Partnerships

and Internal Transition

Assistant Principal – Head of School (A)

Curriculum Transition and Development

PhaseKS2 Partnerships and

Transition

Assistant Principal –Head of School (D)

Academy SpecialismsSpecialist Partnerships

ICT Strategy

Director of Finance and Corporate Services

Deputy Principal

Principal

Freebrough Academy SLT

1 Attendance Clerk 1 Attendance Officer

1 Learning Mentor

attached to schools B & C

1 Learning Mentor

attached to schools A & D

Learning Support Assistant

Student Progress Leader

Pastoral Leader


Tutor Team

Tutor Team

Tutor Team



Tutor Team


Pastoral Leader


Pastoral Leader


Pastoral Leader

Deputy Principal

Freebrough Academy Small School Structure

Head of School B

Head of School C

Head of School D

Head of School A

Director of Post 16 Enterprise Academy

Assistant Leader

Teachers of Maths

Learning Manager

Assistant Leader

1 AST English Teachers of

EnglishLearning Manager

Assistant Leader

Teachers of Science

Curriculum Support

Assistant Leader

Teachers of Humanities

Assistant Leader

Teachers of Arts

Assistant Leader

Teachers of Sport & Leisure SSCO

Assistant

Leader

Teachers of

D&T/ICT

Assistant Leader

Director of Learning

Maths


Humanities

Director of Learning Science

Director of Learning English


Performing and

Creative Arts


Sport & Health

Director of

Learning B&E

Languages

Director of Learning D&T/ICT

Assistant Principal –Head of School C

Curriculum Qualifications Phase

1419 Partnerships and Transition

Assistant Principal –Head of School B

Curriculum Consolidation PhaseSchool Partnerships

and Internal Transition

Assistant Principal –Head of School A

Curriculum Transition and Development

PhaseKS2 Partnerships and

Transition

Assistant Principal –Head of School D

Academy SpecialismsSpecialist Partnerships

ICT Strategy

Deputy Principal

Principal

Freebrough Academy Learning & Teaching

Library

Manager

Assistant Principal


English

Technician

Art

Technician

Science


Arts

Assistant Principal

Senior Technician

Science


Science

Assistant Principal

Learning Manager

Maths

Learning Manager

English


Maths

Technician

D&T

Senior Technician

D&T

Deputy Principal


D&T/ICT

Assistant Principal

Freebrough Academy Curriculum Support

LSA

On call

LSA

LSU

LSA SA+

Literacy

LSA SA+

statements

LSA

Literacy

Behaviour & Support Manager

(Sycamore Drive)

AEN Coordinator

LSA

G&T

LSA SA+

statements

Assistant Principal

SENCO

Deputy Principal

Freebrough Academy Support for Learning

HR Advisor

Finance Manager

HR

Manager

Finance

Assistants

Site manager

Data and

Exams

Assistants

x2

Marketing and

Communications

Officer

PA to the

Principal

Receptionist

Student

Receptionist

Reprographics

Technician

Admin Assistants

Data Exams

Manager

Office

Manager

Chef Cook in

Charge

Assistant

Cook

Kitchen

Assistant

x 9

Apprentices

x 2

Cleaners x 11

Cleaning

Supervisor

Caretakers

Housekeeper

ICT Network

Technician

ICT /Media

Technician

Network Manager

Business and Operations Manager

Director of Finance and Corporate Services

Freebrough Academy Support Staff

Local Area InformationIn the heart of Tees Valley, sandwiched between the North York Moors National Park and the Heritage Coast of Cleveland and North Yorkshire you will find the Borough of Redcar & Cleveland. An area of contrasts and surprises!

The borough of Redcar and Cleveland consists of Redcar, Saltburn-by-the-Sea, Guisborough, and small towns such as Brotton, Skelton, and Loftus.

Each town has its own story to tell and together make Redcar and Cleveland an area full of contrast with spectacular views, countryside and plenty of activities.

Redcar is a traditional seaside resort that caters for all ages and interests. It has flat sandy beaches, excellent shopping facilities and entertainment venues, top class restaurants and a wealth

of historical interest. Add to this a museum, cinema, flat themed promenade, amusements and a racecourse; you are sure to find everything you need for a perfect and memorable visit.

Guisborough is a historic market town that lies at the bottom of the Cleveland Hills. This gateway to the North York Moors was once the capital of Cleveland and its broad cobbled street is the focus of the town's shops, pubs and eating places. The nearby Guisborough Forest & Walkway Visitor Centre is a useful stopping off point before venturing off into the forest.

Guisborough is an ideal base to tour the surrounding coast and countryside of North Yorkshire and Tees Valley.

Skinningrove is a small coastal village which huddles under Boulby cliffs. It also home to the Cleveland Ironstone Museum where you can

experience the underground world of the area's mining heritage. Nearby Cattersty beach is highly regarded for its fine sand and peaceful, secluded location.

Situated on the side of a wooded valley between Saltburn and Guisborough you will find a tiny village by the name of Upleatham.

Saltburn-by-the-Sea is a picturesque Victorian seaside resort that offers visitors beautiful gardens set amongst preserved woodland, long stretches of sandy beach and rugged sea cliffs. It is also home to the oldest remaining water balanced cliff lift in Britain as well as a miniature railway and the magnificent Victorian pleasure pier. The town is on the Cleveland Way and just south of the town is the spectacular Hunt Cliff.

Skelton is a town that is set 300 feet above the sea with land dropping away 160 feet to the picturesque dale of Skelton Beck resulting in some remarkable views to the North Sea some two miles away. It is an ideal place to take a break for weary walkers and is also home to Skelton Castle.

There are also plenty of other small towns and villages to explore within the Redcar and Cleveland area including Brotton and Loftus.

Further information can also be found at the following websites:Partners

Teesside University – www.tees.ac.uk

Prior Pursglove College – www.pursglove.ac.uk

Redcar and Cleveland College – www.cleveland.ac.uk

Redcar and Cleveland Borough Council – www.redcar-cleveland.gov.uk/learning

Expression of Interest document – http://www.dcsf.gov.uk/foischeme/_documents/DfES_FoI_770.pdf

Predecessor School

Freebrough Specialist Engineering College OFSTED Report http://www.ofsted.gov.uk/oxedu_reports/download/(id)/97738/(as)/132171_319273.pd

Locality

Redcar and Cleveland Borough Council – www.redcar-cleveland.gov.uk/leisure

North Yorkshire Moors – www.northyorkmoors.org.uk

North East England Tourism - http://www.visitnortheastengland.com/

Local Estate Agents

Partners Estate Agents – www.partnersloftus.co.uk

Michael Poole Property Consultants – www.michaelpoole.co.uk

Robson Carter Estate Agency – www.robsoncarter.co.uk

Please also take a look at our website:

www.freebroughacademy.orgWhere you will find a wealth of information on our academy and what we offer our students.

http://www.freebroughacademy.org/

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