Enhanced Mainstream Provision

Wave 1 – Quality First Teaching – Universal Support

Quality teaching and provision must begin in the classroom.  Freebrough Academy is committed to high quality teaching. We are affiliated with the Teacher Effectiveness Enhancement Programme (TEEP), a “model of effective teaching and learning drawn from research and best practice.” For each student with a special educational need, a Quality First Teaching guidance sheet is provided to all their teachers. This will detail specific strategies that have proven most effective for supporting those with different special educational needs. The Quality First Teaching guidance has been compiled using advice given from specialist professionals such as the Educational Psychologist and Specialist Teaching Service. These can be personalised to make them relevant to each individual and are structured around the TEEP model to promote high quality teaching for SEND students first.

QFT Teaching Leaflet 

Wave 2 – Progress Groups – Targeted Support

For those needing further support, we offer a mainstream ‘Progress Group’. Each year group (Y7-11) has a ‘Progress Group’. This is a smaller class of 10-12 students with a Learning Support Assistant assigned to the group. The group access a modified curriculum based on enhancing skills and closing the gap of attainment. A basic literacy and numeracy theme is embedded across the curriculum, with additional intervention in literacy and numeracy recovery, where appropriate. A constant group of ‘Champion SEND Teachers’ lead the Progress Groups and help to drive high quality teaching of SEND students across the Academy.

The provision of places in the Progress Groups is based on individual needs. Meetings and liaison with primary schools help identify those students requiring Year 7 placements. In line with the new SEND Code of Practice i.e. “assess, plan, do and review”, this is then reviewed half-termly using the Academy’s regular ‘Assessment Points’. Further assessment such as CAT Assessment and NFER Reading and Numeracy Tests are then used to evaluate impact, monitor progress and identify the students needing access to the progress groups across all year groups. This is in addition to advice and feedback from professional agencies and support.

Wave 2 – Reading Recovery – Targeted Support

Students complete the NFER National Group Reading Test twice per year. The results are analysed and for those students who are significantly behind in their reading age, access to a Reading Recovery programme could be put in place. Small groups of between four and six access this for six months. Here, the learning focuses on improving phonic application and awareness, sight frequency enhancement and comprehension. Students are then tested again and results are analysed and provision is reviewed.

Wave 3 – Breakthrough Provision – Targeted Support

Where Wave 1 and Wave 2 support has not had the desired impact, or where it is deemed inappropriate provision for an individual, access to a learning environment outside of the typical classroom is provided. These students access our onsite alternative learning provision located within the Academy on the third floor called ‘Breakthrough’. Our mission in Breakthrough is to provide high quality teaching and learning so that all students who access the provision make good and outstanding progress.

Students follow a very personalised timetable; this may include a mixture of mainstream, progress group and Breakthrough. For some, a fulltime placement in Breakthrough is needed. Key Stage 3 students study core subjects such as English and maths, but also access basic literacy and numeracy intervention where appropriate. Furthermore, they take part in personalised learning projects, often tailored around their individual interests and hobbies. Students also engage in work to develop SMSC values.

Key Stage 4 students study GCSE English and maths and, where appropriate, functional skills. Students also have access to alternative qualifications to help maximise life chances and support transition to post-16 education and future careers. We do our utmost to ensure students have an appropriate curriculum to maximise their potential to secure good attainment to respond to the Attainment and Progress 8 measures.

Breakthrough provision has the capacity to support up to 20 students at one time.