As you may be aware, the Government is changing the law on Special Educational Needs & Disabilities (SEND) for children and young people aged 0 – 25 years old.  There is a greater focus on support and people working together. Schools, colleges and training providers are obliged to provide a detailed overview of what is available for children with special educational needs, this is called the SEN Information Report   Please use the tabs to the left of this page to learn more about the SEN Information Report for Freebrough Academy.

 

In accordance with Regulations, the Academy Trust of Freebrough Academy has determined the Admissions Policy for 2015 – 2016. 
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.

 

Please click here to view our Academy policies

 

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, each small school has access to a ‘Student Progress Leader’ who monitors progress and coordinates 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

Mrs Eilidh Williams is the Attendance Officer at Freebrough Academy.  She 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.

 

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.

 

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

Our provisions also support 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.

 

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 five 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 have a teacher strategy 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 will have the opportunity to personalise these with their tutor or a mentor 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 mentor and will complete a student voice review of their teaching and learning experiences and needs.  This is then fed back to teachers and monitored by Student Progress Leaders to encourage the highest quality learning opportunities.

 

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 personalised strategy sheet will be provided to all their teachers.  This will detail specific strategies that have proven most effective for supporting those with different special educational needs.  The strategy sheets are compiled using advice given from specialist professionals such as the Educational Psychologist or Specialist Teaching Service.  These are then personalised to make them relevant to each individual and are structured around the TEEP model to promote high quality teaching for SEN students first.

 

 

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 SEN teachers’ lead the Progress Groups and help to drive high quality teaching of SEN 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 SEN 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.

 

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. Up to three classes will operate this academic year allowing up to 36 students to access this provision for six months.  Students are then tested again and results are analysed and provision is reviewed.

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 3students 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.

 

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

Click here to access information on the Local Authority Local Offer Website

Staffing costs	£386,971
‘Time 4 You’ School Counselling Service	£25,000
Redcar and Cleveland Borough Council Educational   Psychology	£13,000
Refurbishment of SEN Base (Breakthrough)	£5,500
Curriculum provision and resources	£2,585
Total	£549,058

Total received: £480,462.31

Please click here to view.

All SEN 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 five ‘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).

 

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 over the last 2 years 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

 

Teachers are encouraged to cater to all learners, and follow recommendations set out in individual ‘AEN Strategy Sheets’.

 

All subject areas have faculty laptops, PCs, iPad and IPods that can be booked out by teachers.  Within the Breakthough provision, there is also access to computers and laptops where appropriate.

 

Learning Support Assistants are assigned to all Progress Groups.  For some vulnerable students accessing mainstream, LSAs may be assigned.

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.

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.

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 – VIVO points – students collect VIVO points which they can spend on items from the VIVO website.

 

Click here to visit the VIVO website

 

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 Draw – students receive a ticket to go into a weekly £5 raffle.

 

 

 

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’

 

Click here to access the Time 4 You School counselling webpage.  Time 4 You are based on the Freebrough Academy site.

We offer a broad range of extra-curricular activities, including homework club and use of the learning resource centre.

 

Click here to access our enrichment information.

The following section explains our arrangements and policy for identifying, assessing and supporting children with SEND, through the Quality First Teaching and the graduated approach detailed in the SEN Code of Practice i.e. “assess, plan, do and review.”

There is a rich transfer of information from primary schools during transition meetings that take place between the SENDCo and primary school teachers.  Potential students are often observed during this phase, by the SENDCo.  Students all complete baseline assessments including CAT assessments upon entry to the Academy.  Together with supporting documentation and advice from Specialist Services, and high quality information from primary schools, a decision is made as to whether the child needs to be placed on the register of special educational needs.  Close  monitoring of all students by teachers and pastoral teams often highlights vulnerable students or those struggling to make progress.  If follow up interventions prove unsuccessful, students are referred to the specialists for assessment and advice, after which, a student may be assigned to the SEND register.

 

Please see the following Redcar and Cleveland Borough Council webpage.  Click here

Available provisions include:

Educational Psychologist

Specialist Teaching Service – Behaviour

Specialist Teaching Service – Learning

CAMHS

Time for You School Counselling Service, based at Freebrough Academy

Targeted Youth Support

CREST

EVA

Barnardos

What Works

Anti-social behaviour

Youth Offending Team

School Health

Social Services

Early access

Junction

The Link

 

There are five Assessment Points throughout the year in which students are assessed and data is recorded.  During this time, data is then analysed for impact and further intervention is put in place, where necessary.

 

Students will complete both summative and formative assessments throughout the year in their curriculum subjects.  Furthermore, they will complete CAT assessments during their time at Freebrough Academy and will complete the National Group Reading Test (published by NFER) twice a year.  This is then analysed and intervention groups are assembled based on the data.

Key Stage 4 students will complete Pre-public examinations, in preparation for their end of key stage exams.

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.   Within individual subject areas, adaptations are made to the curriculum to allow more time to embed and use curriculum skills, rather than overwhelm students with large knowledge content.  A constant group of ‘Champion SEN Teachers’ lead the Progress Groups and help to drive high quality teaching of SEN students across the Academy.

There are 5 Assessment Points throughout the year in which students are assessed and data is recorded.  During this time, data is then analysed for impact and further intervention is put in place, where necessary.  Meetings are held between teachers and their Director of Learning (faculty leaders) to discuss the data and plan intervention.  Directors of Learning also meet with the Principal and Deputy Principal in a ‘Dashboard’ meeting, where data is discussed and intervention is planned.

During half-termly ‘RAP’ and ‘Extended Leadership’ meetings, leaders come together to evaluate students’ progress based on the five Assessment Point results.

 

Please click here to view our SEN policy

Freebrough Academy is committed to the development of the social, moral, spiritual and cultural (SMSC) knowledge and values of students. Teachers are encouraged to use every opportunity in lesson time to help develop SMSC values.  Furthermore, with their tutor groups, students take part in SMSC themed tutorials and activities.  For those students in the Progress Groups, there are regular opportunities to develop SMSC such as enrichment days focusing on team work.  For those accessing Breakthrough Provision, there are regular timetabled sessions designed to develop SMSC values, and opportunities for community based work.

Outside the classroom, students have the opportunity to attend activities clubs during lunchtimes.  Furthermore, students are well supported by the Academy’s ‘FAB Team’ (Freebrough Against Bullying).

Every child is different.  For some students additional resources may be required.  We are committed towards removing barriers to learning and are happy to discuss any specialist equipment that may be required. We currently have several students supported by aids such as posture packs, activity chairs and writing slopes.

 

Please click here to view.

SENDCo – Jo Wilkinson

Core Curriculum Leader (Breakthrough Provision) – Thomas Smith

Community Curriculum Leader (Breakthrough Provision) – Michelle Rispin

Literacy and Numeracy Coordinator – Nicola Lawson

Learning Mentor – Lisa Hampton

Learning Support Assistants – Jill Twiby, Joan Heath, Cheryl Crutchley, Michelle Bowmaker, Jill Brown, Elizabeth Cox, Jonathan White

 

SENDCo – Jo Wilkinson

Core Curriculum Leader (Breakthrough Provision) – Thomas Smith

Community Curriculum Leader (Breakthrough Provision) – Michelle Rispin

Literacy and Numeracy Coordinator – Nicola Lawson

Learning Mentor – Lisa Hampton

Learning Support Assistants – Jill Twiby, Joan Heath, Cheryl Crutchley, Michelle Bowmaker, Jill Brown, Elizabeth Cox, Jonathan White

 

We hold regular Academic Tutoring Days and Parents Evenings.  An annual written report is sent to parents to feedback progress.  Five Assessment Point reports are also issued home.

We work with the following agencies to achieve the best outcomes for our students:

Educational Psychologist

Specialist Teaching Service – Behaviour

Specialist Teaching Service – Learning

CAMHS

Time for You School Counselling Service, based at Freebrough Academy

Targeted Youth Support

CREST

EVA

Barnardos

What Works

Anti-social behaviour

Youth Offending Team

School Health

Social Services

Early access

Junction

The Link

We appreciate honest feedback at Freebrough Academy.  Please see our complaints policy for further details.

 

Please click here to view.

 

Name: *

Email Address: *

Subject: *

Message: *

Freebrough Academy operates an Early Transition programme where Year 6 students who have chosen the Academy spend the last 3 weeks of Year 6 at the Academy following their Year 7 timetable, as well as being involved in a range of activities to promote their creative skills and develop their sense of self and emotional maturity.  All students are invited to attend an Early Transition Meeting in March so that they meet key staff and understand the Early Transition process.  Detailed information regarding the achievement, strengths, talents and any barriers to learning are discussed with primary colleagues and the information is used to identify the needs of individuals.  The students attend a further Induction Evening just before Early Transition when they receive their personalised timetables, order uniform, register for the cashless catering systems as well as meet key members of staff.

 

Students are supported by our Heroes and Fab team (Freebrough against Bullying) when they first arrive for Early Transition.  They assist with showing them around the building and they are also supported by the older students in their tutor groups and by the Small School system.

 

All the Early Transition students enjoy an early lunch so that they can become more familiar with the lunch routines and bond together as a group before the rest of the Academy joins them.  They return to their primary schools at end of the day so they can share their successes and any concerns with staff.

 

Parents are contacted twice during Early Transition and their opinions as well of those of their children are recorded to ensure that we are meeting the needs of all the students and any issues are dealt with immediately.

 

Students moving onto college are supported by the Connexions service.  Students have individual interviews with Connexions who identify strengths and interests and highlight possible pathways.  We track their applications to ensure appropriate outcomes. Students are supported in making their applications by the Connexions service and by the Academy and students are accompanied to Open Days and taster sessions, so that they are enabled to make informed choices.  Colleges and employers also address students in assemblies to make students aware of the opportunities. Student expected outcomes are shared with the colleges in the reference process, which are completed by the Heads of School of the individual students.  SEND information is also shared at this time as well as exam concessions and more detailed information is shared when students move onto their chosen college.   Subjects also hold career events and showcase post 16 pathways and career options.  Colleges also hold drop in sessions at the Academy so that students can ask questions and get further information.    On Results Day, colleges and Connexions come into the Academy and support students with next steps.  We also hold a Careers Event in conjunction with the Options Evening where Connexions, colleges and companies showcase their offer to students.

 

Detailed information is collected from primary teachers regarding achievement, teacher assessments, SEND information and work scrutiny by visiting and in some cases by observing the students in their primary schools.  The schools are visited by our SENDCO and by our Assistant Principal responsible for Primary Transition; the SENDCO is also often invited to multi agency meetings to learn more about the needs of different students.

 

Meetings are held for SEN students where parents are invited and aspirations, interests, strengths and barriers are discussed with the SENDCO and Connexions.  Students attend drop in sessions and open days to help inform their choices.  A plan is then created and the students are supported through the application process.  Our Post 16 Enterprise Centre also helps support some of those more vulnerable students who are not yet ready to move away from the familiarity of  an environment they know and feel confident with.

Redcar and Cleveland Borough Council

My Maths

Teacher Effectiveness Enhancement Programme

NHS Change4Life

Education Endowment Foundation

BBC Bitesize

BBC Education

Local Authority Local Offer

How does the Academy know if I need extra help?

During your final year at primary school we conduct several visits to your school to find out all about you and your class mates.  During these visits, your teachers help us build a profile about your learning needs, and inform us of any struggles you may have had with learning.  When you start at Freebrough Academy, all Year 7 students complete a series of baseline assessments in literacy, numeracy and cognitive ability.  We then use the results from these tests along with the information from your primary school to help identify whether you have an additional learning need.

Sometimes, learning needs may not become a problem for you until you are already in secondary education.  When this happens, students will often tell a teacher that they are struggling, or in some cases the teachers notice you are finding things tricky.  When this happens, the Special Educational Needs and Disabilities Co-ordinator (SENDCo) may organise for someone to work with you to help find out why you may be struggling.  This could be someone in school, or perhaps a specialist such as the Educational Psychologist or Specialist Teaching Service.

What should I do if I think I need extra help?

If you think you need additional help with your learning, you should talk to a teacher or your tutor.  They can then arrange for you to meet the Special Educational Needs and Disabilities Co-ordinator (SENDCo) to discuss your needs.  Alternatively, you can go to Breakthrough and ask to speak to the Special Educational Needs and Disabilities Co-ordinator (SENDCo) yourself.

How will my school/college work be organised to meet my individual needs?

The most important support for your learning must start in the classroom.  We will try our best to make the teaching and learning in your lessons right for you.  If you do have individual learning needs, we will provide your teachers with a list of strategies to help plan for your individual needs.  For most students, having a teacher that understands and plans for your needs is all that is needed to help you get back on track and continue to make progress.  In some cases, further support may be needed.  This could be in the form of a smaller class with access to a Learning Support Assistant (LSA), some small group work focused on reading or some time I our new provision called Breakthrough.

How will I be involved in planning for my needs?

There will be three scheduled opportunities where you get to discuss your learning needs with a teacher or mentor.  This will then feed into your teacher strategy sheet so that your teachers continue to learn about you and how you feel about learning.    However, if you feel that you would like to discuss your learning needs at any time, please ask your tutor to arrange a meeting for you with the Special Educational Needs and Disabilities Co-ordinator (SENDCo) to discuss your needs.  Alternatively, you can go to Breakthrough and ask to speak to the Special Needs and Disabilities Co-ordinator (SENDCo) yourself.

Who will tell me what I can do to help myself and be more independent?

During your three review meetings, you will work with your mentor to set targets for your learning.  These targets will involve putting you in control of your learning and give you ideas on how you can help support yourself too.

 

How will I know if I am doing as well as I should be?

 At 5 key assessment points (AP) in the academic year, you will receive a report from your teachers.  Here you will be able to track your progress against your targets and see whether you are achieving in line with your flight path.

What should I do if I am worried about my school/college work?

If you are worried about your school work, you should speak to your tutor first.  You tutor may then refer you to work with your small school Progress Leader, or perhaps refer you to the Special Educational Needs Co-ordinator (SENDCo).

 

How can I get help if I am worried about things other than my school/college work?

If you are worried about things other than your school work, you should speak to your tutor or your Pastoral Leader.  Your Pastoral Leader may refer you for additional support from other people such as the Attendance Officer, School Nurse or a Counsellor.

 

How will I know who can help me?

Your tutor will be able to guide you on extra-curricular activities taking place outside the classroom.  Alternatively, you can speak to Mrs Clare Parker, the Director of Learning responsible for extra-curricular activities.

 

Who can I talk to about getting involved in student activities if I need extra help?

If you feel that you need additional help to access activities outside of the classroom, you should talk to your tutor who will be able to look into this and see how we can support you.  If you feel that you have a learning or physical need that may make it difficult for you to access activities, you should ask your tutor to speak to the Special Educational Needs and Disabilities Co-ordinator (SENDCo) or you can go along to Breakthrough and ask to speak to the SENDCo yourself.

 

If I have a disability or additional need how can I join in school/college activities?

We do not want to restrict any student from accessing an extra-curricular activity.  We would welcome any opportunity to work with you and your family to make sure you are included and that any activity you take part in is safe.

What help is there to get ready to start college/school?

You will be invited to attend assemblies and open evenings to help prepare you for leaving Freebrough Academy.  If you have a learning need or disability you will be prioritised for a meeting with the careers advisors too.

A careers team of staff will also meet together to discuss supporting you with these next steps. This team involves careers advisors, a career mentor, the Special Educational Needs and Disabilities Co-ordinator and the Assistant Principle responsible for transition. During these meetings, your case will be discussed and additional support may be put in place, such as visits to colleges or additional mentoring.

 

How will I be prepared to move onto the next stage of my school life including employment and life skills?

Freebrough Academy holds a Business and Enterprise specialism.  The aim of the Business and Enterprise specialism is to allow you to develop skills, attributes and talents that will ensure you succeed in ur working and adult lives whether it be in employment, apprenticeships, self- employment, further training or higher education. You will have the opportunity to develop these skills in your lessons and as part of your tutorial programme from Year 7 onwards.