General Information

Admission Arrangements

In accordance with Regulations, the Academy Trust of Freebrough Academy has determined the Admissions Policy for 2016 – 2017. 
The arrangements are in line with those applied by the Local Authority for all maintained, community and voluntary controlled schools. The full policy is available on our website.

Key Policies

Please click here to view our Academy policies.

Contacts

 

Mrs. L Halbert

CEO of the Teesside Learning Trust (MAT)


 

Mrs. R Prentice

Principal


 

Mrs. H Porter

Assistant Principal


 

Mrs. A Shaffi

SEND Governor


 

Mrs. J Hutchcraft

SENDCo


What pastoral, medical and social support is available in school for children with SEND?

Click here to view our pastoral support information in full.

All students are in one of four ‘small schools’; Aspiration, Inspiration, Motivation or Innovation. Each ‘small school’ has an Assistant Principal taking the lead as ‘Head of School’. A ‘Pastoral Leader’ is assigned to each ‘small school’ to help with the day-to-day running of pastoral systems and to provide pastoral support to individuals where needed.  Furthermore, there are two ‘Student Progress Leaders’ who monitor progress and coordinate intervention to support learning. The ‘small schools’ are then divided into individual vertical ‘tutor groups’.  Students meet with their tutors for 25 minutes each day and do a range of activities including a weekly assembly with the whole small school.

Attendance Support

Mr. Ray Donnison is the Assistant Principal at Freebrough Academy who has responsibility for attendance. He is responsible for monitoring overall attendance at the Academy, and using the information to develop strategies to improve the attendance of individual students.

Mrs Jo Holmes is the Attendance Assistant who is responsible for the day to day attendance of individual students.  Parents/carers should contact Mrs Holmes if their child is absent from school.  If no contact is made, she will phone parents to enquire as to the reason for the student’s absence, and to find out when they will return to school.

Our Statement of Intent for Promoting Equality

Please click here to view our Academy policies

At Freebrough Academy we have an absolute belief that if young people have the right provision they CAN achieve success in all aspects of their learning.  There is no compromise.

The kinds of SEN for which provision is made at Freebrough Academy

We will continue to support students with a range of learning difficulties, such as specific learning difficulties, mild and moderate learning difficulties.

Our provision also supports those with social and emotional difficulties such as attention deficit hyperactivity disorder or autistic spectrum conditions. Freebrough Academy is also passionate about supporting vulnerable students. Students have a right to be developed to their full potential and we have a responsibility to find a way through, whatever path this may take. Every child is unique; we are keen to work with students and families to personalise the most effective plan of support for individuals.

Our arrangements for consulting children with SEND, and involving them in, their education

Students are part of a pastoral system and are allocated a tutor. Students access tutor time on a daily basis. Throughout the year, students will receive four teacher assessment feedback reports (called Assessment Point Reports). Students will review these reports with their tutors, and will have the opportunity to express their views during this reflective time.  Students attend an Academic Tutoring Day with parents/guardians to evaluate their progress and set targets for the year ahead. Students are also encouraged to come along to Parents’ Evening with their families to discuss their education. Students have the opportunity to be part of a ‘student voice’ panel focusing on different elements of school life.  Students with additional educational needs feature on a ‘Quality First Teaching’ guidance sheet. This document gives an overview of high quality teaching and learning ideas recommended by specialists for teachers to help students overcome their individual learning barriers. Students can personalise these with their teachers so that the strategy sheet reflects their views and opinions regarding their own learning. At Key Stage 4, students with special educational needs will have regular meetings with their tutor/mentor and can complete a student voice review of their teaching and learning experiences and needs. This is then fed back to teachers and monitored to encourage the highest quality learning opportunities.