Teaching, Learning and Curriculum
Aspirations for students and how progress will be monitored
All SEND students undergo baseline assessments in subject areas. They also complete CAT assessments. Students complete both formative and summative assessment throughout the year in their subject areas and their progress is reported and monitored at four ‘Assessment Points’. Twice a year, they also complete the NFER National Group Reading Test. This student data is then analysed by Directors of Learning, Student Progress Leaders, the SENDCo and the Senior Leadership Team. Each half term, a ‘Raising Achievement and Progress’ meeting and a separate ‘Extended Leadership’ meeting is held with these members of staff and the data is then analysed, discussed and interventions are put in place where appropriate.
The Senior Leadership Team also conduct half-termly Faculty dashboard meetings with the Directors of Learning for each faculty and this data is analysed in detail in the aim of narrowing gaps and raising standards for all.
Student Progress Leaders also analyse Assessment Point data half termly, focusing on particular vulnerable groups such as SEN students. Where appropriate, intervention occurs, such as ‘Student Progress Panels’ (a mentoring style procedure to support individuals with progress).
Range of teaching and learning styles
Quality teaching and learning is expected by all teaching and support staff. We are affiliated with the Teacher Effectiveness Enhancement Programme (TEEP), a “model of effective teaching and learning drawn from research and best practice”. Teachers have accessed extensive training to improve the quality of teaching and learning to become TEEP level 1 teachers. Some teachers have gone on to become Level 2 TEEP teachers and continue to drive high quality teaching and learning across the Academy.
Two teachers have completed the Level 3 TEEP qualification and have gone on to train new teachers in TEEP at the Academy and also in other schools across the country.
Click here to access the TEEP website.
Differentiated materials (both for reinforcement and extension)
Teachers are encouraged to cater to all learners, and follow recommendations set out on the Quality First Teaching guidance.
Access to ICT, equipment and specialist resources
All subject areas have faculty laptops, PCs, iPads and IPods that can be booked out by teachers. Within the Breakthough provision, there is also access to computers and laptops where appropriate.
Additional in class support
Learning Support Assistants are assigned to all Progress Groups. For some vulnerable students accessing mainstream, Learning Support Assistants may be assigned.
Additional out of class support
A staff duty rota ensures that there is access to help and support out of the classroom. Lunch clubs, homework clubs and after school clubs ensure there is a support mechanism outside of lesson time, there is also to access to the Learning Resource Centre.
Flexible groupings (including small group work)
Small group work takes place in the Progress Groups and Breakthrough. Furthermore, collaborative problem solving is an underpinning principle of TEEP; all teachers are therefore encouraged to provide opportunities for small group work in their teaching practice.
Click here to access TEEP website information.
We have an innovative and supportive curriculum – including an integrated literacy based curriculum at KS3 and an appropriate work based learning curriculum at KS4.
A consistent spelling, punctuation and grammar marking strategy is used across all curriculum areas. Furthermore, teachers are encouraged to use the VCOP model to enhance the quality of written work. Students also take part in the Accelerated Reading Programme. For those with reading ages far below their actual age, access to a Reading Recovery Programme is put in place.
Rewards and Sanctions
At Freebrough Academy, teachers use a learning ladder to ensure a consistent approach to sanctions and rewards.
Click here to see our Behaviour for Learning policy.
Reward 1 – Reward/Pride Points – students collect Reward/Pride points.
Reward 2 – Flyer – students receive a flyer from their teacher detailing their exceptional contribution or progress in the lesson. Students take this home to show parents/guardians.
Reward 3 – Phone Call Home – teachers make a call to parents/guardians to give positive feedback of progress or exceptional contribution.
Reward 4 – Friday Daring Greatly Draw – students are nominated by teachers to enter the Daring Greatly Draw.
Consequence 1 – Warning
Consequence 2 – Warning
Consequence 3 – Faculty detention
Consequence 4 – After school detention/hotspot to another classroom/ removal from lesson to be isolated in ‘On Call’.
Mentoring and Counselling
Click here to access the Time 4 You School counselling webpage. Time 4 You are based on the Freebrough Academy site.
Extra Curricular Activities
We offer a broad range of extra-curricular activities, including homework club and use of the learning resource centre.