Freebrough Academy

Inspection of Freebrough Academy Linden Road, Saltburn-By-the-Sea TS12 2SJ

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Inspection dates: 10 and 11 January 2023

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Good Personal development Outstanding

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Overall effectiveness Outstanding

Leadership and management Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 10 and 11 January 2023

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What is it like to attend this school?

Pupils at Freebrough Academy receive an exceptional education. This is a school where pupils’ academic success and strength of character are of equal importance. Leaders set high expectations for everyone at the school. Staff and pupils share strong relationships.

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What is it like to attend this school?

Common values of kindness, tolerance and respect are important to everyone within the school community. Bullying is very rare. Pupils have confidence that staff would deal with any of their concerns quickly. Inappropriate language, racism or homophobia have no place at the school. Pupils receive important messages about different faiths and cultures so that they are well prepared for life beyond school.

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What is it like to attend this school?

Pupils exhibit very positive attitudes to their education. They engage enthusiastically in their lessons, responding well to searching questions posed by staff. Nevertheless, there are still some pupils who choose to make the wrong decision when it comes to managing their own behaviour. Leaders and staff have been successful in improving most pupils’ attitudes towards their education. Pupils who require further support to improve their behaviour receive this quickly.

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What is it like to attend this school?

Leaders’ commitment and success in developing pupils’ character and personal values are first class. Pupils appreciate the importance of good manners, respect and putting others first. They take part in food hamper collections, fundraising and volunteering. Pupils’ opinions are valued by leaders. Everyone has a voice and an opportunity to do their very best at this school.

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better?

Leaders and staff have transformed the school. Since joining the multi-academy trust (the trust), the quality of education pupils receive has improved significantly. Furthermore, pupils’ personal development is a standout feature across the school. Safeguarding arrangements are much stronger too.

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better?

Leaders at all levels have an ambitious vision for school improvement. Their commitment to pupils’ education and well-being is particularly strong. Trustees and governors have a wide range of skills and experience. They use these to support and challenge school leaders well.

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better?

The curriculum and subject content from which pupils learn is exceptional. Leaders have considered precisely what should be taught and when. There are planned opportunities for pupils to revisit important knowledge so that it is not forgotten. The curriculum is very ambitious. Pupils study a wide range of subjects including those in the English Baccalaureate (EBacc), which includes English, mathematics, science, a language, and either history or geography.

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better?

Staff are passionate, skilled and knowledgeable. They ask targeted questions in lessons that develop pupils’ knowledge and understanding. Teachers adapt their 10 and 11 January 2023

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lessons to meet the needs of all pupils well, including those with special educational needs and/or disabilities (SEND). The additional resourced provision for pupils with autism spectrum disorder (ASD) at the school provides high-quality specialist support. Pupils with ASD use the provision regularly for academic and pastoral sessions. Many pupils achieve exceptionally well, including those with SEND.

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Assessment is used very effectively. Staff know where pupils have gaps in their knowledge and address these quickly. Feedback is often provided directly to pupils in lessons so that pupils can correct any misunderstandings immediately. In some subjects, pupils are beginning to make complex connections between their learning over time. For example, in English, where pupils use what they have learned about an author’s technique to understand new, more complex pieces of writing.

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Leaders ensure pupils have the opportunity to read a wide range of texts in lessons and for pleasure. A strong culture of reading exists across the school. Many pupils, including those with SEND, borrow books regularly from the school library. Pupils who are at an early stage of learning to read benefit from additional support. This helps them improve their reading rapidly.

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Pupils receive a wide, rich set of experiences. Opportunities to learn beyond the classroom are vast. Pupils take part in educational visits, trips abroad, and they engage with local employers. Careers education is of a high quality. Pupils value the guidance they receive to help them make careful choices about their future. Pupils have access to a broad range of extra-curricular activities. These include sports, creative clubs and the Duke of Edinburgh’s Award. Pupils participate in wider school life with enthusiasm. This commitment is rewarded through the ‘iAspire’ programme, achievement events and ‘Extra Applause’ awards from staff.

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Leaders plan regular professional development that is of a high quality. Staff value the many training opportunities they receive. Professional development has a significant, positive impact on the quality of teaching, learning and leadership. Staff who work at the school are proud to do so. Leaders consider their well-being when making decisions. Staff are happy, fulfilled and share the vision of leaders to provide an exceptional education for all pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders with responsibility for safeguarding are knowledgeable and experienced. Staff are well trained to identify when pupils may be at risk of harm. When staff raise concerns, they are dealt with effectively by leaders. Pupils understand how to stay safe and are happy at the school. Strong partnerships with a wide range of specialist agencies ensure that all pupils get the right support at the right time.

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Safeguarding

Leaders know the most vulnerable pupils well. Records of the actions they take to safeguard pupils are extremely thorough. Pupils learn how to stay safe in person and online. Parents and governors receive important information on safeguarding 10 and 11 January 2023

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matters. Leaders have created a strong culture of safeguarding throughout the school.

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(Information for the school and appropriate authority)

 A small minority of pupils are not aspiring to meet the behaviour expectations set at the school. This sometimes disrupts pupils’ learning. Leaders should continue their efforts to improve the attitudes to learning and behaviour of a small minority of pupils so that disruptions to learning are reduced even further.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 10 and 11 January 2023

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School details

Inspection number 10255569 Type of school Secondary comprehensive

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school joined Northern Education Trust in September 2019. There have been significant changes in leadership and staffing since then.  The school has a resourced provision for pupils with ASD.  The school is registered to provide education for pupils up to 18 years of age. Currently, there are no post-16 pupils attending the school. Leaders are consulting on the closure of the sixth-form provision. As a result, this inspection did not provide a judgement for sixth-form education.  The school makes use of five alternative providers. One of these is not registered with the Department for Education.  Careers guidance in the school meets the requirements of the Baker Clause, which means pupils in Years 8 to 11 receive information about the full range of education and training options available to them. This includes opportunities for a range of providers to speak to pupils about technical education qualifications and

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID pandemic began. The inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  Inspectors met with the principal, executive principal, senior leaders and representatives of the trust. Inspectors spoke to teaching and non-teaching staff, in addition to representatives of the local governing body. The lead inspector met with the chief executive officer.  To evaluate the quality of education, deep dives were carried out in English, science, history and physical education. Inspectors spoke with curriculum leaders, visited lessons, looked at books and spoke to both pupils and staff.  Inspectors also looked at curriculum plans and a sample of pupils’ work from mathematics, modern foreign languages, art and design, computing and performing arts.  Inspectors examined the schools’ behaviour records, spoke to pupils who had

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Information about this inspection

been suspended from school and spoke with providers of alternative education.  Inspectors met with the special educational needs and/or disabilities coordinator. They looked at a range of documentation, including education, health and care plans and individual learning plans. Inspectors also checked how pupils with SEND are supported in lessons. One inspector also visited the resourced provision for pupils with ASD.  Inspectors checked the school’s safeguarding policies and procedures, including checks made on all adults who come on to the school site. Inspectors spoke with pupils and staff to ensure their understanding of safeguarding procedures. An inspector met with the designated safeguarding leader to check on their work to keep pupils safe in school.  Inspectors considered responses to Ofsted’s parent, pupil and staff surveys, including free-text responses.

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Inspection team

John Linkins, lead inspector His Majesty’s Inspector

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Inspection team

Kate Morris His Majesty’s Inspector 10 and 11 January 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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