Friday, 08 March 2013

,

I am delighted that you have shown an interest in the post of Teacher of Business and Enterprise at

Freebrough Academy. The successful candidate will play a major role in developing our specialism and

contribute to our vision of transforming education for the young people in this community. As an

outstanding teacher you will have the desire to build and deliver post 16 education in our future sixth

form.

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 alongside the engineering specialism drives the “can do”

culture and ethos across the Academy as well as curriculum developments in all phases of learning.

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.

I would like to extend my thanks to you for demonstrating an interest in becoming a part of the

Business and Enterprise faculty at Freebrough Academy. As an outstanding teacher of Business and

Enterprise you will play an essential role in driving forward the ‘can do’ ethos throughout the

Academy. The specialism of Business and Enterprise is a core element of all aspects of life in the

academy including vertical tutoring, the curriculum and extra-curricular activities.

This year Freebrough Academy was awarded the status of Cleveland Hub for the Peter Jones

Enterprise Academy. This allows us to deliver qualifications which are matched to the real life needs

of employers and business. As a member of the faculty you will play an integral role in the

development of the hub, allowing you to engage with the wider community both locally and

regionally.

Since the Academies creation the specialism has developed substantially. The specialism is

represented throughout the academy by our mascot Zenny Zeebrough and his 11 enterprise skills.

Business and Enterprise is a core subject for all students, with a curriculum which gives students the

opportunity to progress at each key stage. At key stage three students are introduced to important

aspects of the business environment and to their own enterprise potential through the ‘Kickstart’

programme. Key stage four begins for students in year 9 with the introduction of the Peter Jones

course in Enterprise and Entrepreneurship BTEC at Level 2. Students can then stay with us at

Freebrough at our Post 16 Enterprise Centre, extending their entrepreneurial ethos at Level 3.

Vertical tutoring at the academy provides students with time to reflect upon and develop their

enterprising skills each day. Six days are dedicated each academic year to Business and Enterprise,

which operates through the vertical tutoring system. Students play a key role in the delivery of

these days taking learning into their own hands during tutorial.

Extra-curricular activities are essential to the development of the specialism. As a member of the

faculty you will be expected to engage with students during lesson 6 which is dedicated to extra-

curricular activities to further embed the ‘can do’ ethos that is a part of the culture within the

academy.

The Business and Enterprise faculty has high expectations of our role within the academy; we are a

developing faculty which is built on foundations of an enterprising attitude. The ideal candidate will

be able demonstrate their ability to implement this ethos into every aspect of their role, and impart

this ethos to our students and community.

I look forward to hearing how you will work within the faculty to achieve our enterprising aims.

Rachel McAndrew

Assistant Principal

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:-

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

• 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

• providing or contributing to oral and written assessments, reports and references relating to individual students and groups of students in accordance with Academy Policy

• 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

• 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

Director of Learning

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.

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

• 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

Job descriptions are subject to annual review

• 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.

Criteria Essential Desirable Evidence

Qualifications and training

• qualified teacher status • willingness to complete further training and development

Application form Certificates

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 form Reference Interview

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 form Reference Interview

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 Form Reference Interview

Surname(s) (Block Capitals)

Forename:

Permanent address

Department for Education and Employment Teachers’ 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

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 Scale AND TLR 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

Applications are welcomed from all persons regardless of sex, marital status, colour, ethnic origins, disability or religious beliefs provided they have the necessary attributes to do the job. All information given in this application will be treated confidentially. Any statistics produced to monitor our Equal Opportunities Policies will not result in personal details being divulged.

OFFICE USE ONLY

Applicant Reference Number:

Applicants are required to complete all parts of this application form

(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 obtained

From To

Date(s) Grade(s)

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

(Please list in Chronological order)

From

To Post and Salary

Scale (State whether full or part time)

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

Employer/

Local Authority

(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

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

(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).

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:

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:

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.

Freebrough 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.

(Please complete in CAPITAL letters) Title: Surname/Family Name:

First/Given Name(s): Male Female Date of Birth (Day/Month/Year): Nationality:

(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

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:

To 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.

Recruitment

Freebrough Academy

Brotton

Saltburn by the Sea

TS12 2SJ

Or emailed to recruitment@freebroughacademy.org

The closing date for receipt of applications is Monday 18 March 2013 at 12 noon. Applications

submitted after this date will not be accepted.

The interview and assessment day will take place at Freebrough Academy on Wednesday 27 March

2013, if you are shortlisted you will be contacted with details in due course.

27 February 2012

Mrs Linda Halbert

Principal

Freebrough Academy

Linden Road

Brotton

Saltburn

North Yorkshire

TS12 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

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In 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.

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