Wednesday, 10 May 2023

Dear Applicant,

I am delighted that you have shown an interest in the post of Teacher of Design and Technology at Freebrough Academy. As a key subject area the successful post holder will contribute to the core curriculum and the Engineering specialism. As an outstanding teacher you will have the desire to build and deliver post 16 education in our future sixth form.

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

At Freebrough Academy we strive to achieve outstanding outcomes for young people, 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 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 recruitment@freebroughacademy.org

I look forward to hearing from you.

Linda Halbert

Principal

Information about the faculty of DT/ICTDear Applicant,

Thank you for taking an interest in the post of Teacher of Design and Technology at Freebrough Academy.

The successful candidate will join the faculty of Design Technology and ICT which was created with the merger of the two separate departments upon the formation of the Academy in September 2010. Following the merger the faculty has continued to grow in strength and now seeks to appoint a new team member to contribute to its continued development and its goal of becoming outstanding.

As a team we wrote our shared vision in January 2011 and use this to drive every decision we make.

‘It is our collective aim within DT/ICT that all students in our Academy, through interest, commitment and progression achieve their highest level of attainment.’

The faculty team consists of myself Ray Donnison, my assistant director of learning and a team of seven teachers and support technicians.

The technology team consists of five full time teachers and also one senior technician and two support technicians delivering the full D&T curriculum.

Our classrooms consists of an newly developed CAD suite, and engineering workshop, wood working workshop, two purpose built food rooms and one additional food room currently in the process of being developed into a textiles room.

At key stage 3 we operate a half term rotation cycle which has benefitted from a complete overhaul of schemes of work allowing for all aspects of the programmes of study to be delivered as well as transition modules and enterprising projects.

We have begun to move towards increasing the amount of curriculum time and delivering GCSE’s in one year allowing for a greater pace for our students and a greater chance of success along with choice and variety. We currently offer GCSE Hospitality and Catering, Resistant Materials, Graphics Products and BTEC Engineering.

The faculty is contributing largely to the development of the post 16 centre currently under construction and will benefit from a state of the art Mac suite, CAD/CAM suite and PC suite enabling us to deliver a range of Digital design level 3 courses.

I have a strong passion and belief in the power of education and its ability to enthuse, excite and inspire the young people in our care. I have a driving goal to create an outstanding team leading to an outstanding faculty delivering the very best to our students. If you feel you have the desire, resilience, determination and skills to help us achieve our goals then I would like to hear from you.

If you have any questions about the position or would like to visit our academy prior to your application please feel free to contact me at:-

donnisonr@freebroughacademy.org

Ray Donnison

Director of Learning DT/ICT

Job DescriptionClassroom Teacher(A recruitment incentive can be negotiated for appropriately skilled candidates)

Responsible to: Director of Learning

Job purpose:To carry out the professional responsibilities which are common to all classroom teachers in the academy in accordance with teachers’ pay and conditions in England.

Duties and responsibilities:The post holder will be required to exercise their professional skills and judgement to carry out, in a collaborative manner, the professional duties set out below:-

Teaching:In each case having regard to the curriculum for the Academy and with a view to promoting the development of the skills, knowledge, abilities and aptitudes of the students in any class or group assigned to the teacher: planning and preparing courses and lessons teaching, according to their educational needs, the students assigned to the teacher,

including the setting and marking of work to be carried out by the student in Academy and elsewhere

assessing, recording and reporting on the development, progress and attainment of students in accordance with Academy Policy

Other activities: promoting the general progress and well-being of individual students and of any class or

group of students assigned to the teacher providing guidance and advice to students on educational and social matters and on their

further education and future careers including information about sources of more expert advice on specific questions and making relevant records and reports

making records of and reports on the personal and social needs of students communicating and consulting with the parents of students communicating and co-operating with persons or bodies outside the Academy and

participating in meetings arranged for any of the purposes described above

Assessments and reports: providing or contributing to oral and written assessments, reports and references relating to

individual students and groups of students in accordance with Academy Policy

Appraisal or review of performance: participating in arrangements made in accordance with the 2002 Regulations or the 2006

Regulations for the appraisal or review of the teachers performance and that of other teachers

Review, induction, further training and development: reviewing, as appropriate, their pedagogy and programmes of work participating in arrangements for their further training and professional development as a

teacher including undertaking training and professional development which aims to meet needs identified in statements of objectives, to achieve individual and Academy priorities or in appraisal statements where teachers are subject to the 2002 Regulations or in planning and review statements where teachers are subject to the 2006 Regulations

in the case of a teacher serving an induction period pursuant to the Induction Regulations, participating in arrangements for his supervision and training

Educational methods:advising and co-operating with the SLT, Director of Learning and other teachers (or any one or more of them) on the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements

Discipline, health and safety: maintaining good order and discipline among the students and safeguarding their health

and safety both when they are authorised to be on the Academy premises and when they are engaged in authorised Academy activities elsewhere

being responsible for safeguarding and promoting the welfare of children and young people undertaking the role of Assertive Mentor, as required, in accordance with Academy policy and procedure

Any other duties which may be required by the Principal

Job descriptions are subject to annual review

Success Criteria Annual class target and individual student target for attainment at GCSE in subjects taught are achieved. Percentage of students making progress in subject taught against baselines and targets set. Annual increase in satisfaction ratings on Teaching and Learning surveys as relevant.

Personal SpecificationClassroom Teacher

Criteria Essential Desirable EvidenceQualifications and training

qualified teacher status willingness to complete further training and development

Application formCertificates

Experience a ‘good’ classroom teacher to have substantial teaching experience at

KS3 and KS4 a proven background in developing

effective and engaging teaching methods use of ICT in teaching and as a tool for

assessment and recording student progress

A good to outstanding classroom teacher

Application formReferenceInterview

Skills, knowledge and aptitudes

good knowledge of current educational issues

excellent leadership and organisational skills

ability to engage, enthuse and motivate students

ability to work to and meet deadlines ability to work under pressure ability to work as part of a team ability to teach and assess to a high

standard excellent written and verbal

communication skills appropriate to a range of situations

excellent interpersonal and organisational skills

confident and competent user of ICT knowledge of the application of ICT to

improve the quality of teaching and learning

up to date knowledge of subject area

knowledge of research and development in teaching and learning

knowledge of national initiatives related to subject area

Application formReferenceInterview

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 flexible and willing to work as part of a

diverse team 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 commitment to reviewing and developing

teaching styles discrete and aware of issues of

confidentiality to have good attendance and punctuality

records to be willing to undertake further

professional development

Application FormReferenceInterview

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?

Present Teaching Post (or last employment) if applicable

Current post Previous post (please tick as appropriate)Job Title Dates of

employment (in this post)

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

Reason for Leaving:

Vacancy applied for:

Reference Number:

State subject(s) offered:

Teaching Application for a post in Freebrough Academy

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

application form

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 SecondarySchool/College/University Attended Qualifications obtainedFrom To

Education Courses Give 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 FreebroughAcademy. 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 FormFreebroughAcademy 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 FreebroughAcademy. 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 Equal Opportunities 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

Timescales:

The closing date for receipt of applications is 12 noon 21 May 2012 Applications submitted after this date will not be accepted.

The interview and assessment day will take place at Freebrough Academy during weeks commencing Monday 28 May, if you are shortlisted you will be contacted with details in due course.

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 fromFreebrough 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 theBTEC 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

Freebrough Academy SLT

Principal

Deputy PrincipalDirector of Finance and Corporate Services

Assistant Principal –Head of School (D)Academy Specialisms

Specialist PartnershipsICT Strategy

Assistant Principal – Head of School (A)

Curriculum Transition and Development PhaseKS2 Partnerships and Transition

Assistant Principal – Head of School (B)

Curriculum Consolidation PhaseSchool Partnerships and Internal Transition

Assistant Principal –Head of School (C)

Curriculum Qualifications Phase1419 Partnerships and Transition

Assistant Principal – SENCO Inclusion

Support for LearningG&T Strategy

Multi Agency PartnershipsHR Manager –

(Shared with Thornaby Academy)

Vice Principal

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Freebrough Academy Learning& TeachingPrincipal

Deputy Principal

Assistant Principal –Head of School D

Academy SpecialismsSpecialist Partnerships

ICT Strategy

Assistant Principal –Head of School A

Curriculum Transition and Development PhaseKS2 Partnerships and Transition

Assistant Principal –Head of School B

Curriculum Consolidation PhaseSchool Partnerships and Internal Transition

Assistant Principal –Head of School C

Curriculum Qualifications Phase1419 Partnerships and Transition

Director of Learning D&T/ICT Director of Learning B&E LanguagesDirector of Learning

Sport & Health

Director of Learning Performing and Creative Arts

Director of Learning English

Director of Learning Science

Director of Learning Humanities Director of Learning Maths

Assistant Leader Assistant Leader Teachers of D&T/ICT

Assistant Leader

Teachers of Sport & Leisure

SSCO

Assistant Leader

Teachers of Arts

Assistant Leader

Teachers of Science

Curriculum Support

Assistant Leader

1 AST EnglishTeachers of

EnglishLearning Manager

Assistant Leader

Teachers of Maths

Learning Manager

Director of Post 16 Enterprise Academy

Assistant Principal

Director of Learning D&T/ICT

Deputy Principal

Senior Technician

D&T

TechnicianD&T

Director of Learning

Maths

Learning ManagerEnglish

Learning ManagerMaths

Assistant Principal

Director of Learning Science

Senior Technician

Science

Assistant Principal

Director of Learning

Arts

Technician

Science

TechnicianArt

Director of Learning English

Assistant Principal

Freebrough Academy Support for Learning

Deputy Principal

Assistant PrincipalSENCO

LSA G&T

AEN Coordinator

Behaviour & Support Manager(Sycamore Drive)

LSA Literacy

LSA SA+statements

LSA SA+Literacy

LSA LSU

LSA On call

HR

Manager HR Advisor

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 TeesValley.

Skinningrove is a small coastal village which huddles under Boulby cliffs. It also home to the ClevelandIronstoneMuseum 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.

Freebrough Academy Support StaffDirector of Finance and Corporate

Services

Business and Operations Manager

Network Manager

ICT /Media

Technician

ICT Network

Technician

Caretakers

Housekeeper

Cleaning

Supervisor

Cleanersx 11

Cook in Charge

Assistant Cook

Kitchen Assistant

x 9

Apprentices

Chef

Office

Manager

Data Exams

Manager

Receptionist

Student

Receptionist

Reprographics

Technician

Admin Assistants

PA to the

Principal

Web Manager

VLE

Data and

Exams

Assistants

x2

Site manager

Finance

AssistantsFinance Manager

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

TeessideUniversity – www.tees.ac.uk

PriorPursgloveCollege – www.pursglove.ac.uk

Redcar and ClevelandCollege – 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.