Dear Applicant s7

Monday, 30 April 2018

Dear Applicant,

I am delighted that you have shown an interest in the post of Business and Enterprise Centre Manager 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 practitioner 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 [email protected]

I look forward to hearing from you. Linda Halbert Principal Information about the Post 16 Enterprise Centre

Dear Applicant,

Thank you for showing an interest in becoming a member of staff at Freebrough Academy, in particular the new Post 16 Enterprise centre.

The Enterprise Centre @Freebrough will be a brand new purpose built building which will open in September 2012 with the building completing in November 2012 and will house up to 100 students by September 2013. The ethos of the Post 16 mirrors that of the Academy and we aim to achieve excellence in all that we do resulting in the achievement of the highest educational standards for all students whatever their age. At Post 16 we aim to do this by using our status as Regional Hub for the Peter Jones Enterprise Academy alongside our other specialisms of engineering, ICT and creative media. The Post 16 will offer courses to a niche market focusing on enterprise and entrepreneurship and the other specialist areas. The whole ethos around the centre will be business focussed and different to other traditional post 16 organisations. All students will be undertaking the Enterprise and entrepreneurship qualification at level 2 or 3 as we feel that the skills and qualities they will develop will benefit them in any chosen career pathway. As part of the qualification students will access over 50% of their time with work placements, guest speakers, master classes and visits which will be the responsibility of the Business and Enterprise manager.

We are looking for someone who shares the passion we have for enterprise and entrepreneurship and who can see the impact this can have on young people and their future careers. The ideal candidate will be an enterprising person who has the ‘can do’ attitude needed to make our vision a reality. The Business and Enterprise manager role will play an integral part in the success of the centre and will encompass Academy wide responsibilities relating to employer engagement and work placements, therefore you will need to have knowledge of local business networks and preferably a sound knowledge of the local area and its educational establishments.

I look forward to meeting with you to discuss the vision and the role in more detail. Kelly Rich

Director of Post 16

Responsible to: Director of Learning Post 16 To drive forward the enterprising culture within Job purpose: Freebrough Academy and across the whole borough. Job Description B & E Centre Manager

Freebrough Academy has successfully gained Cleveland Hub status for the Peter Jones Enterprise Academy. The Peter Jones Enterprise Academy is an employer-led, national centre of excellence for enterprise learning that fosters a society of entrepreneurially-minded individuals contributing to a measurable, positive impact on the UK economy, firmly establishing England as a global leader in entrepreneurship.

The PJEA is based on a long-held aspiration by leading businessman Peter Jones, to nurture entrepreneurial talent to learn the skills, approaches and qualifications to be successful in today’s modern business world. The PJEA offers 16-19 year olds the first full-time skills programme in Enterprise and Entrepreneurship and the vision is to achieve a change in the quality and accessibility of skills for enterprise and entrepreneurs.

Purpose of the role: The role of the Business and Enterprise Manager is to use this newly acquired status to drive forward the enterprising culture within Freebrough Academy and across the whole borough.

This prestigious role will involve developing and delivering a high quality experience for all learners both Post and Pre 16. This will be achieved through the use of work experience, challenges, workshops and guest speakers, in line with the curriculum and the vision and mission of the PJEA and Freebrough Academy. The role will also involve co-ordinating a database of work placements for the Academy and other schools across Redcar and Cleveland Borough to access ensuring all aspects of Health and Safety and employer engagement are up to date and meet necessary standards. Key Responsibilities:

Employer Engagement  Working with the PJEA team at a local level to target and recruit sufficient employers to participate in student activities such as work experience, presentations and workshops in line with the curriculum.  Working with the teaching team to identify employer involvement to meet the requirements of the curriculum.  Liaising with employers and partners to coordinate activities for students at a regular time each week as stated by the timetable and the teaching team.  Liaising with employers and partners to schedule a student company visit each term.  Liaising with employers to ensure work placement opportunities are organised for L2 and L3 students. Support other schools to co-ordinate placements for Pre 16 students across the borough.  Manage and update the work placement database  Management of key events such as termly master-class sessions and challenges.  Ensure all employer data is accurately recorded and maintained.  Attend business networks in the local area in order to raise the profile of the Academy and support business links.  Attend the WRLE strategic group meetings  Manage the work experience network in Redcar and Cleveland working alongside the other schools in the Borough

Student care  Involve the students in the evaluation and feedback of employer sessions.  Ensuring a professional demeanour is maintained at all times.  Visit students during work experience placements.  Ensure the child protection guidelines are adhered to at all times.  To provide appropriate pastoral care and information, advice and guidance (IAG) for students.  Ensure a professional image is maintained to ensure the appropriate standard is set for student behaviour and conduct.  To plan and organise a yearly careers event for KS4 and KS5 in the academy covering all aspects of progression

Management  Ensure health and safety and other required legislation is adhered to at all times.  Liaise with the Head of Curriculum to develop relationships with regional stakeholders and delivery partners/suppliers to ensure successful integration into the teaching plan.  Working in partnership with the PJEA Marketing Team to identify local PR and Marketing opportunities to support employer and tutor recruitment.  Working collaboratively with the Head of Curriculum and Quality Manager to ensure effectiveness in all aspects of curriculum delivery.  Ensure all administration in relation to all tasks completed are kept up to date.  To cooperate with external evaluations and inspections and implement recommendations. Personal Specification Business and Enterprise Centre Manager

Criteria Essential Desirable Evidence Qualifications and  educated to GCE A level or equivalent relevant degree level Application training qualification form Certificates Experience  significant experience of organising work Application placements and visits form Reference  experience of successfully increasing Interview employer engagement  significant experience of planning and organising events within an education environment  experience of selecting and monitoring the quality of work placements settings  experience as an effective team member as well as being independent and using initiative  developing effective administrative and monitoring systems  familiarity with Health and Safety legislation surrounding work placements and employer engagement Skills, knowledge  Good knowledge of the education sector Application and aptitudes both pre and post 16 form Reference  highly developed planning, organisational Interview skills and project management skills  good working knowledge of key issues and legislation in relation to health and safety and risk management of work placements  knowledge of the work related learning and careers agenda  knowledge of the issues surrounding work placements and employer engagement in the local area  specific knowledge of safeguarding issues related to work placement  excellent communication, negotiation and persuasion skills, with internal and external audiences  excellent interpersonal skills, with the ability to build and maintain effective working relationships  the ability to meet and manage competing deadlines under pressure  high level ICT skills  confidence in leading and conducting a range of meetings  knowledge of key principles underpinning effective performance management  understanding of and commitment to promoting equal opportunities in the workplace  recognition of the importance of maintaining confidentiality Other requirements  calm, purposeful approach Application Form  personal resilience and determination to Reference achieve the highest standards for yourself Interview and others  collaborative and open style of leadership that enthuses and drives high performance in others  the capacity for sound judgement in complex situations  suitability to work with children  committed to safeguarding and promoting the welfare of children and young people  ability to relate to and promote the ethos of the Academy  to be willing to undertake further professional development  to have good attendance and punctuality records Surname(s) (Block Capitals) Forename:

Permanent address Professional membership organisation and number (GTC/CIPD/CIMA):

National Insurance Number:

Telephone Number: Home

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Address for correspondence (if different) When could you commence duties if appointed?

Present Post (or last employment) if applicable

Please tick: Present post Most recent post Job Title Dates of employment (in this position) Designation of Post Present or last Salary (Full or Part Time) Name of employer Salary point or scale if NJC (give also size of or local authority organisation, number of employees, size of AND department) Any allowances Employer/LEA Date Appointed

Notice required

Reason for leaving: Education (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

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

Membership of Professional / Technical Bodies Date(s) Grade(s) Previous Posts Held (Please list in Chronological order) Post and Salary Name of From To Scale employer Reason for Leaving (State whether full or part time) (give also size of organisation, number of employees, size of department)

Other Experience (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 Additional Information (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).

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All employees are obliged to provide original documentary evidence of their right to work in the UK prior to commencing employment.

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Recruitment Monitoring Form

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.

Recruitment Monitoring Form

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.

HOW TO APPLY

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.

Applications should be posted to:

Recruitment

Freebrough Academy

Brotton

Saltburn by the Sea

TS12 2SJ

Timescales:

The closing date for receipt of applications is 12 noon Monday 14 May 2012 Applications submitted after this date will not be accepted.

The interview and/or assessment day will take place at Freebrough Academy, if you are shortlisted you will be contacted with details during w/c 14th May 2012. 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 Inspiring Success and Excellence

24 January 2012 Press Release

Freebrough Academy to become regional hub for Peter Jones Enterprise Academy In December 2012 the new, state of the art, Freebrough Academy Post 16 Enterprise Centre will throw open its doors. The new building will physically stand-alone from the main academy building but will be linked through the curriculum, staffing and ethos. The centre will specialise in the teaching of the most up to date Business and Enterprise, Creative and Digital Media and Engineering courses alongside some more traditional options. The experience offered to students will be further enhanced by the news that Freebrough has been selected to be a Regional Hub for the prestigious Peter Jones Enterprise Academy. A team of staff from Freebrough journeyed to Amersham, Buckinghamshire to pitch for the post 16 centre to become the regional hub for the Cleveland area. As the regional hub we will recruit ‘spokes’ - pre and post 16 education providers in the Tees Valley who would like to deliver the PJEA qualifications, alongside offering the courses both pre and post 16 in the Academy The Peter Jones Enterprise Academy offers an opportunity for aspiring entrepreneurs to realise and achieve their business dreams. Set-up by Peter Jones, CBE, star of ‘Dragons’ Den’, the Academy was the first to offer further education courses in enterprise and entrepreneurship in the UK where students are actually required to set up and run their own business. Whether students want to own their own business or work for someone else the BTEC Enterprise and Entrepreneurship qualifications offered through PJEA and Freebrough Academy will help them to succeed. Construction work will begin on the post 16 centre building early this year. The centre will have state of the art facilities with large and small flexible spaces which can be used for a number of purposes allowing creative teaching to take place. The centre will also have up to date ICT facilities in all teaching and social areas. There will be rooms specifically designed for the teaching of Business and Enterprise, Digital and Creative Media, Engineering and Performing Arts with the most up to date equipment and software available at Post 16, much of it industry standard.

Alongside the teaching areas we will have a dedicated business incubation unit where students can fulfil their dreams of running their own business. The area will house several start-up businesses and mentoring and support will be available to ensure the businesses are given every opportunity to thrive. At Freebrough Academy we aim to instil a ‘can do’ attitude in all of our students from the moment they step through our doors in year 7 allowing them to have the confidence and skills to excel in their chosen career. We are also working with our local primary feeder schools to start this journey at an even younger age. Kelly Rich, Director of Post 16 Provision at Freebrough Academy said, “We are very excited about becoming a regional hub for the Peter Jones Enterprise Academy. We feel these entrepreneurial qualifications are essential in ensuring our students have the skills to be able to deal with the ever changing world of work whether their career choice be employment or self-employment. We believe these qualifications will put our students ahead of the rest. This is a fantastic opportunity for the communities in East Cleveland as well as the borough wide opportunities it presents. In the current economic climate entrepreneurs are the people who will support the improvements in the economy needed to bring us out of recession. Freebrough Academy is proud to have a key role to play in this within our region”. A competition is currently running for one lucky Freebrough Academy student to have the honour of naming the new centre. Students are currently putting forward their ideas. The post 16 centre will also house a community cafe, which will be open to the public and will serve a range of refreshments and light snacks. About the Peter Jones Enterprise Academy The Peter Jones Enterprise Academy has a mission to train and motivate young people, unleash entrepreneurial talent and create opportunities for young people to realise their potential. They are building a nationwide network of colleges and providers to transform attitudes to entrepreneurship and enterprise education. The academies offer BTECs in Enterprise and Entrepreneurship in partnership with Edexcel; these are the first qualifications of their kind for 16-19 year olds in the UK. The course structure is business-led and involves partnerships with a range of companies and entrepreneurs providing leadership and hands-on business experience. The courses prepare students for an entrepreneurial career, whether they plan to set up their own business or to work in an entrepreneurial workplace, helping an established business to grow. The Enterprise Academies offer a unique approach, focusing on learning by doing and supporting and encouraging students to realise their ambitions and to turn their own business dreams into reality. The Peter Jones Enterprise Academy is supported by Everything Everywhere, Alpha Romeo and Grant Thornton.

Issued by: Kim Forteath on behalf of Freebrough Academy Staffing Structure

Local Area Information

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.

Further information can also be found at the following websites:

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

Please also take a look at our website: www.freebroughacademy.org Where you will find a wealth of information on our academy and what we offer our students.