This is a rewarding headship; you must be able to lead this unique and highly regarded school on to the next stage of its remarkable journey. You must exhibit confidence, empathy and a clear focus on building a healthy workplace culture to benefit the wellbeing of the staff and our children and young people with SEND.

It is an exciting opportunity for the new Headteacher to develop and implement effective strategies to raise standards and continually improve pupil attainment and progress.

About You

To be successful;

• You must be able to demonstrate a proven track record of working with young people with SEND
• You will have an established understanding of the foundation for working with young people with CLDD
• You will be a passionate champion of equality and diversity in relation to accessing personalised and relevant curriculum for our young people
• You will need the tools and strength to adapt and cope positively in order to create improved mental health outcomes for all in the face of significant challenges. You will excel in supporting both staff and pupil resilience.
• You will need a solid understanding of the SEND code of practice and the underpinning legislation in the Children and Families Act to ensure that statutory duties are delivered
• You will need to understand the broader context around Disability and have awareness of the types of support available
• You will need to be skilled at gathering and responding to the voices of all young people in the school including those who communicate through behaviour, symbols, signs or alternative and augmentative communication
• You will need to have a commitment to enabling each pupil to becoming a self-advocating, independent adult who uses their full potential to contribute to their community
• The Head will need to have a solid understanding of accountability frameworks (such as Ofsted) and up to date knowledge of SEND guidance and research with regards to curriculum and assessment.
• The Headteacher will need to have strong leadership knowledge and skills to be able to monitor and evaluate current provision and strategically plan for improvement within budgetary constraints
• The Headteacher will have the skills to utilise the strengths of the current staff and partners to maintain the existing strengths whilst driving further improvements.

PERSONAL CONVICTION

Passionate commitment to education

The successful candidate will be an experienced and passionate leader with a proven track record of strong and recent leadership experience at Headteacher or Deputy Headteacher level in a special school for children and young people with Learning Disabilities and associated needs including but not limited to complex medical needs, physical disability, sensory impairments and Autism.

This person will be a passionate champion of equality and diversity in relation to accessing personalised and relevant curriculum for our students and be determined/committed to challenging and adapting.

They will be Independent and able to contribute in their community to their fullest potential.

The new headteacher will need a solid understanding of the SEND code of practice and the underpinning legislation in the Children and Families Act to ensure that statutory duties are delivered whilst having the ability to challenge and adapt policies and procedures that do not appreciate or have the best interests of our young people at their core.

Resilience is an essential quality (both self and building resilience in others to support children and young people and their families within the school community)

The Headteacher must be capable of managing a rapid change of pace and direction (i.e. in response to the current Pandemic) understanding and excellent pedagogical skill when working with students with highly complex needs. They must be confident in their own skills, but be willing to ‘share the load’ and work seamlessly with the Deputy Headteacher and senior leadership team.

The Headteacher should have the tools and strength to adapt and cope positively in the face of significant challenges in order to create improved mental health outcomes for all, whilst also continuing to support both staff and pupil resilience. This will be achieved by promoting a sense of belonging, encouraging and modelling help-seeking, and supporting on going reflections and learning.

PERFORMANCE FOCUS

High expectations of self and others and to include high aspirations for students 

The Headteacher will build on the excellent achievement, innovation and legacy of recent years and wholeheartedly commit to establishing a safe and stimulating environment for our young people and staff, rooted in mutual respect and trust, whilst setting goals that stretch and challenge students of all backgrounds, abilities and learning needs.

The Headteacher must maintain a solid understanding of accountability frameworks (such as Ofsted) and up to date knowledge of SEND guidance and research with regards to curriculum and assessment.

The successful candidate will ensure an appropriate assessment structure and the setting of realistic but aspirational targets informed by sound baseline data and lead the team to put in place a curriculum, interventions and support that enable each child to achieve these outcomes.

Through strong leadership knowledge and skills, the Headteacher will be able to monitor and evaluate current provision and strategically plan for improvement to develop and implement effective strategies to raise standards and continually improve student attainment and progress, with a meticulous eye for detail in records and attainment.

COMMUNICATING

Skilful communication according to audience

As a skilful communicator the Headteacher will successfully adapt their communication to the different needs of their many audiences and according to purpose.  The Headteacher needs to be a highly competent leader who is able to demonstrate skills in empowering and supporting governors, staff, parent/carers and students through engaging in verbal and non-verbal interactions. Additionally, effective communication through behaviour, symbols, signs or alternative and augmentative communication is imperative.

Adherence to principles and values

We are looking to recruit a Headteacher that will put our students at the heart of every decision they make and consistently demonstrate the positive attitudes, values and behaviours, which are expected of students, staff and governors.

Partnership working

The Headteacher must exhibit confidence, empathy and a clear focus on building a healthy workplace, culture and relationships for the benefit of the wellbeing of the staff and students.

They must Develop and maintain a range of positive and effective partnerships with all stakeholders, including parents/carers and the wider community.

The Headteacher will have skills to recognise, utilise and drive the strengths of the current staff and partners to maintain the existing strengths whilst driving further improvements.

A deeper understanding of the broader context around disability is required along with an awareness of the types of support available, the other agencies involved across Health and Care and the Third sector. The ability to work effectively in this wider context is vital.

Springhead School is situated in Scarborough, an area of coastal deprivation and one of 12 national Priority Areas. The North Yorkshire Coast ranks 312 out of 324 districts in the social mobility index. The school has derived some benefit from improved facilities, such as access to a relatively new sports village with ‘Olympic Legacy’ swimming pool, and some small benefit from the Scarborough Pledge (with its main focus on young people in mainstream schools) such as an Opportunity Area Award.

Our young people have a wide range of learning needs including Complex Learning Difficulties and Disabilities (CLDD), which may be severe or profound alongside a broad range of additional special educational needs such as autism, physical disabilities or complex medical needs.

Students in our Sixth Form have a broader range of special educational needs, including moderate learning difficulties, often with SEMH needs.  Pupils attend from across a wide geographical area from Scarborough, Whitby and Ryedale to the East Riding of Yorkshire.

• We currently have 88 pupils on roll, which has risen from 75 in September 2018
• 58.4% of pupils are entitled to free school meals (National average = 24.3%)
• 63% of pupils aged 5 – 16 are in receipt of the Pupil Premium Grant.

We have 3 sites. Our main site is on Barry’s Lane and is for pupils aged 3 – 16. A satellite class is based half a mile away from our Main site at Falsgrave community centre in a specialist classroom that we developed 12 years ago. This specialist outstanding provision is for the medical and physical needs of our most complex pupils.

In September 2017 our Sixth Form moved to a base on Lady Edith’s Drive on the site of a former Secondary School 2.5 miles from the Main site.

Having a split site  is challenging but gives our pupils a sense of progression through the school.

The Governing body Role

The Governing body is strong, provides both support and challenge. Recently, we have appointed a new Chair and Vice Chair. They will support the school, and the Head teacher, with a strong knowledge base and moral purpose underpinning everything that they do.

Our staff are our greatest resource. They are incredibly committed, loyal and dedicated, and always have the best interest of the children and young people at heart. They are determined to find something at which every child can shine. Staff get to know the pupils in the school very well and use this knowledge to personalise opportunities for learning.

Class teachers lead their support team through shared goals, working in close partnership with parents and carers, Governors and the local community, to provide an excellent primary educational experience for all. Inter-staff relationships are positive, everyone is committed to the strong moral purpose of the schools shared purpose and goals.

Staff Structure (Teaching & Non-teaching): 

Current Senior Leader Team from January 2021:

• Headteacher with SENCO
• 1 Deputy (teaching commitment)
• School Business Manager
• 1 Teacher with TLR for Behaviour and ICT (teaching commitment)

This SLT structure has supported savings to the budget but it is not sustainable due to split sites, complex needs of the students and the rising role of the school.

Proposal for Senior Leader Team from September 2021: (This structure is still in discussions with the Governors)

• Headteacher – SENDCo Duties
• 2 Deputy (teaching commitment)
• School Business Manager
• 1 Teacher with TLR (teaching commitment)

Teaching Staff - 10 classes across the whole school

Teachers have recently taken on the role of Subject Leaders and are at varying stages in the development of their leadership roles.

• 12 Teachers - this includes the HT, DHT
• 1 Teacher part time (3 days a week)
• 1 Teacher with a contract linked to one child with complex medical needs
• 1 Higher Level Teaching Assistant
• 3 Senior Level Teaching Assistants. They lead classes and teach lessons across the school and, prior to COVID, covered Teacher absence where possible and for a short term only

Support staff:

• Approximately 14 ATAs and 28 GTAs - Usually based across 2 classes
• 1 ATA is the Home-school Liaison Officer
• 1 ATA leads the Halliwick swimming offer
• 5 Personal care assistants - they are also Midday Supervisory Assistants across the whole school
• 1 Senior MSA on the Main site
• 2 Full Time and 3 part time Administrators (1 works from 7.30am – 8.30am each morning to Support with staff cover and manage communication from parents linked to pupil absence).

We are often told that when people come in to our school and meet staff for the first time that they always receive a friendly and warm welcome. Visitors comment on how engaged and happy pupils appear and within the Sixth Form how confident our young people are.

OUR MISSION STATEMENT

To provide an educational environment that enriches and enhances every child and young person’s learning and quality of life experiences by breaking down barriers to learning and participation.

OUR MORAL PURPOSE

Our moral purpose focuses on five key aspects of our pupils’ lives:

• Respect
• Self-determination
• Inclusion
• Fostering relationships
• Learning

This represents a commitment to our pupils that can be expressed as a promise in each case.

• Respect – we undertake to listen to you, to enable you to speak for yourself as far as possible, and to speak up for you when you want us to
• Self-determination – we will enable you to make choices about your life
• Inclusion – we will enable you to take your place in the community
• Relationships – we will enable you to spend time with different groups of people and to choose your friends
• Learning – we will enable you to learn by allowing you to explore, experiment, rehearse and do things by yourself and learn from your mistakes

SPRINGHEAD SCHOOL VISION:  (Agreed by staff and governors November 2018) 

We are committed to

• Raising aspirations for the future, developing ambitious, independent and resilient learners
• Equipping our children and young people with skills essential for lifelong learning, in preparation for adulthood
• Developing pioneering, inspiring and innovative practice, backed by action research
• Providing wide-ranging learning opportunities through an extensive range of strong partnerships, in collaboration with other schools and colleges
• Creating increasingly powerful connections to our local, regional, national and virtual communities

OUR AIMS

Springhead aims to offer a broad and balanced curriculum, which is highly personalised and responds to their changing needs. The staff and governors aim to holistically improve the children and young people’s life chances leading to an improved quality of life for all. In order to achieve this we aim:

• To provide the highest standards of teaching and learning, developing skills in paying attention, perceiving, thinking, remembering, imagining, generalising and developing communication, leading to more dynamic cognitive functions such as planning, problem-solving and questioning
• To have high expectations of pupils’ work and behaviour, and to develop self-motivation through praise and encouragement.
• To support pupils in exercising their right to freedom of expression and opinion through all forms of communication, and to their access to information in accessible formats and appropriate technologies
• To guide and prepare pupils for each new phase of their life
• To develop and maintain a healthy lifestyle for every pupil
• For all pupils to participate equitably in every aspect of school life
• To promote an inclusive curriculum, ethos and learning environment for all pupils with whom we come into contact – including those at partnership mainstream schools, within the Scarborough Teaching Alliance and through the Special Schools Commissioning Group.
• To oppose racism, bias, stereotyping and all other forms of discrimination based on a person’s class, ethnic origin, gender, age, nationality, language, religion, disability, sexuality, size or any other aspect linked to their self-worth, and to challenge discrimination wherever it is found.
• For all pupils, parents, staff, governors and other professionals attached to the school to feel that they have a voice and a view that is valued
• For the working surroundings to be of a high standard for pupils and staff, creating a happy, safe and supportive environment.

Our Values Statement

The Pupils / Students 

• Are respected, valued and listened to, and can develop positive relationships and their self-esteem.
• Feel part of a caring community, are safe and treated with confidentiality
• Take responsibility for their own actions and develop their awareness of those actions on others
• Are happy, purposeful, confident and independent
• Are able to achieve their own potential, having their achievements recognised and celebrated
• Are actively encouraged to contribute to their reviews and target planning, and whose opinions are used in shaping new provision and evaluating current practice
• Have access to a wide range of effective support and services

The Staff 

• Are committed to the welfare and education of pupils at all times
• Support and motivate each other
• Are flexible, and able to work as part of a team – valuing the principle of a whole school approach
• Communicate effectively
• Are perceptive to others’ needs and concerns
• Work in partnership with parents, governors and other agencies
• Are committed to updating their skills, including through developing evidence-based practice (research)
• Are able to deliver an appropriate curriculum

The Governors 

• Work in partnership with all staff
• Are committed to undertaking appropriate training in order to fulfil their legal responsibilities
• Develop a high profile within the school, as well as being ambassadors of the community
• Are good communicators
• Through access to the daily life of the school, be reflective and supportive of all aspects
• Feel well informed and valued members of the school community

The Parents/Carers

• Feel welcome
• Can be involved in the life of the school, and work in partnership on behalf of their young people
• Have high expectations
• Can be helped to live ‘ordinary’ lives

Teaching and Learning 

• Is of a high standard, using a variety of methods and approaches, and is monitored regularly
• Takes place throughout the school day
• Is sharply focused, with ongoing assessment
• Is stimulating and interesting
• Conforms to statute and school policies
• Gives access to a range of learning opportunities
• Is relevant to the needs of each pupil
• Recognises and promotes achievements in all areas
• Promotes positive behaviour
• Is well planned and recorded
• Demonstrates high expectations of the pupils

Ofsted Inspection – Rated Outstanding in all aspects - March 2018 - OFSTED recognised “the outstanding contribution all staff give the school, they feel well supported, fairly treated, with respect and their health and wellbeing is recognised as fundamental to the this”.

Current levels of pupil achievement, attainment and progress:

Background

At Springhead we are proud of all of our children and young people and the outstanding progress they make across all aspects of their learning and development.

For more than twenty years, ‘P Levels’ have been used nationally to measure and describe attainment and progress for pupils with learning difficulties working below the level of the National Curriculum. Following the changes made to the National Curriculum since 2014, and the subsequent release of the Rochford Review Final Report (DfE, 2016) the growing consensus is that P Levels are no longer fit for purpose. We share this view on the grounds that P Levels do not correspond with the curriculum we want to teach at Springhead, which is now structured according to three types of curriculum access:

• Informal (with a focus on connecting and responding)
• Semi-formal (with a focus on life skills)
• Adapted (modified from the National Curriculum)

Any suitable universal assessment framework for our school must therefore also be organised in line with these three areas.

The use of P Scales, therefore, do not fit as a measure of progress in these three areas, and indeed the Rochford Review of 2016 recommended scrapping P scales – a system of levels that worked in parallel with the old national curriculum level descriptors – and replacing with them with “interim pre-key stage standards”. The huge conceptual flaw is that these pre-key stage standards are designed for mainstream schools to assess pupils with SEND using consistent measures, not for pupils working at lower levels attending special schools. The criteria are so generalised that they tell you little about what works and doesn’t work within a given curriculum or approach. Essentially, they will end up telling us that all of our pupils are working “below age-related expectations” and will all be forever “emerging”. The purpose of summative assessments is to tell the government, parents and students what they are attaining, but mainstream students are attaining different things to special school pupils.

During the academic year 2018 – 2019 – Springhead continued to monitor progress of each individual pupil targets (as related to their EHCP aspirational outcomes on an ongoing basis, and reported to parents via Annual Review meetings and reports, and face-to-face at Parents’ Evenings. Our hoped-for progress with overhauling these targets within our Onwards and Upwards software proved elusive hence the change to EfL. Some teachers worked further on the 7 Aspects of Engagement Scale which is set to replace assessment for pupils currently achieving P Scales 1 – 4.  This is now called the ‘Engagement model’ and is focussed on 5 areas of engagement.

In addition to the above, pupils at KS4 also have AQA accredited assessments, and in Sixth Form ASDAN Personal Progress is used which is externally moderated and some students take OCR Exams in Functional Skills (replaced by Open Awards from Sept 2020) and achieve the Duke of Edinburgh Bronze/Silver award.

In 2021 - Assessment has changed and ALL PUPILS have been assessed within 6 weeks of starting this autumn term to give us a new starting point due to the impact on their learning linked to COVID. Some pupils will have their progress described using the Engagement model, some using EYFS, most pupils will be using the Differentiated Foundation Outcomes tool which is based on EYFS and meets the criteria of our curriculum,  some using Pre key stage standards, some using Entry levels.

Springhead is required to be clear about the starting points of its pupils and how they  progress. Expected outcomes will vary according to each individual but we will be aspirational and have high expectations of progress for all within appropriate parameters.

Current School Strengths

Springhead School is a highly regarded school meeting the diverse needs of pupils with a range of complex special educational needs and disabilities. Working with families and partner agencies (particularly Health and the Disabled Children’s Service) is a particular strength and is facilitated by staff with the skills, training and knowledge to truly understand and support the development and independence of our pupils.  Staff are hugely committed to supporting and empowering pupils, enabling them to thrive and develop in their own highly individual and unique way.

School Improvement Plan and Key Priorities

Quality of Education (Intent; Implementation; Impact):

• Leaders and those responsible for governance should ensure that the recently introduced assessment system is quickly embedded, and that leaders analyse the information collected to check that all pupils continue to make strong progress. (Ofsted action)
• Ensure that the intent, implementation and impact of the curriculum across informal, semi formal and adapted strands is clear, ambitious and suitable for all pupils in EYFS, KS 1,2,3 & 4.
• Develop the use of ICT Learning platform (Google suite) across the school to support curriculum delivery and to offer remote learning to pupils working at home (due to COVID) .
• Provide remote learning packages to support curriculum delivery to offer remote learning to pupils working at home (due to COVID)

Behaviour and attitudes:

• Maintain high levels of engagement; behaviour for learning; and social and emotional support for all pupils

Personal Development:

• Improve health and well-being in relation to fitness of pupils by completing the Healthy Schools Award (Bronze) and by developing the role of the school nurse.
• Improve the Relationships and Sex education (RSE) curriculum offer across the school and ensure it meets statutory requirements by September 2020

Leadership and Management:

• Leaders and those responsible for governance should ensure that they evaluate the impact of additional funding in detail and use the results to further improve pupils’ outcomes. (Ofsted action)
• Develop distributed leadership roles for all teachers to ensure clear development and progression in all areas of the curriculum.
• Set up and implement the use of SharePoint across the school to improve administration and communication systems, in order to reduce work load and improve transfer of information at times of transition. From March 2020 use TEAMS as meeting app to facilitate continued communication with pupils, staff, families and other professionals.
• Complete work on new website and launch by April 2020 to improve information sharing with families and other stakeholders.
• School Leaders and Governors will monitor and evaluate the school budget in relation to the increasing budget deficit to return the school to a point of financial stability whilst ensuring outstanding teaching, learning and safeguarding is maintained.

Continuing priorities:

• Maintaining outstanding practice across school – particularly engagement for learning
• Review the outstanding practice in the use of CPOMS to develop tools to analyse trends and ensure all pupils are safeguarded
• Health and wellbeing: Academic resilience; Resilience training for parents (one staff member trained); Compass Buzz Level 3 qualified staff; Student champion (one staff member attended training). Considering Healthy schools bronze award
• Communication: Signing across school improved; ELKLAN training (Teacher PM target)
• Sixth Form action plans: Increased numbers accessing DofE; Offer of ICT Functional skills OCR qualification; Careers plans; RSE in Sixth Form; Consultation for SF building.
• Cleaners TUPE to school in April 2020
• TA and office staff appraisal followed by Cleaning staff appraisal

Future considerations

New site for Springhead:

Whilst the school has continued to be Outstanding, the buildings continue to present huge challenges which have  implications for running costs and the number of staff required. Further, the learning environment we currently provide is not  best  for our wonderful pupils. This is a great opportunity for the new Headteacher to make an impact with the necessary changes.

Our families are our most important partners. We endeavour to always make them feel welcomed  and able to contact us with any thoughts and concerns they may have.

Our pupils are complex and each child has a unique set of strengths and needs but through our partnerships with parents and our efforts to support parents to meet other people with similar experiences, we strive to all work together to achieve the best outcomes for each child.

We have a Home-school liaison officer who ensures that families are contacted regularly. She will also support parents with form filling and fact finding. Prior to COVID a ‘Chat ‘n Chill’ morning ran at least once a half term. This gave families time to catch up and often had a speaker/activity to provide a focus. It is hoped that we will be able to return to this in the Summer term.

Our annual Christmas Church service and our Summer Achievement assembly have usually been points in the year when the whole school community has come together to celebrate. The school Prom, for pupils of secondary age and above, also provides a time for shared celebration and reflection.

Relationships with local and wider community

Our Senior Education Adviser has supported Springhead since February 2020. They come with a wealth of experience supporting other Special schools in the County and will support us with development plans moving forward.

The local authority also provides support through ‘Inclusion’ team officers; they host regular meetings and invite all Special school Headteachers to provide a forum for discussion and to share information. In particular, the SEND team strive to support the school (through regular meetings) around consultations for placement with specific pupils for their needs and circumstances.

Springhead is a part of the Scarborough Schools Teaching alliance and have links with other Special schools throughout the county.

We have strong relationships with a range of professionals who work with us with our pupils:

• Disabled Children’s service social workers
• Family workers (Early Help)
• Physio, Occupational and Speech and language therapist.
• Educational psychologist
• Specialist careers adviser
• Specialist teachers for pupils with HI or VI.
• Dance teacher
• Tennis coach
• Music therapist 

Facilities used in the wider community:

• Swimming pool
• Falsgrave community centre
• Local Church
• Sports Hall at Sixth Form
• Local businesses support work placements
• Cherry Tree Lodge.

As Springhead is part of the primary network across the North Yorkshire Coast we have been fortunate to be part of the DFE North Yorkshire Coast Opportunity Area which is now in its fourth year.

The OA  supports ambition and outcomes on social mobility across Scarborough, Whitby and Filey with projects focussing on early years, phonics, literacy, attendance and teacher recruitment and development. More information on the OA can be found here.

Being able to attract and recruit the very best teachers and leaders to our area is vital to our schools continuing development. As such we are able to offer a relocation package of up to £8k for our new Headteacher, if they are having to relocate to take up post. More details can be found here.

Scarborough

Scarborough is the original seaside resort town on England’s North Sea coast with stunning scenery and glorious beaches. Its 2 bays with sandy beaches are split by a headland bearing the 12th-century Scarborough Castle. The Victorian Central Tramway funicular train links the town centre with South Bay and its harbour.

Scarborough has so much to offer anyone interested in culture and heritage, including a world-class theatre, a thriving live music scene and an active Arts culture.  The magnificent Scarborough Castle towers over the town, overlooking the two sweeping bays. The spectacular ruins are in the care of English Heritage, and provide a stunning backdrop for re-enactments. Scarborough has two much-loved Victorian funicular lifts, one of which was the first cliff tram in England. Lovers of vintage transport will also want to ride on the North Bay Miniature Railway, one of the oldest in the country, which transports visitors in style from Peasholm Park to Scalby Mills

Scarborough also boasts a new Sports Village and clubs and facilities for most sports and physical activity, including opportunities for surfing, outdoor swimming and sailing. The area is popular with cyclists and has easy access to the North York Moors.

Scarborough Video - A Place to Work, Live and Invest

Yorkshire Coast

The Yorkshire Coast is a world-famous stretch of coastline that runs from the Tees estuary to the Humber estuary on the east coast of England. The coastline between the two estuaries was historically made up of the East and North Ridings of Yorkshire. Since the 1974 county boundary shake-up, this now comprises Redcar & Cleveland, North Yorkshire and the East Riding of Yorkshire.

The North York Moors National Park extends up to the coastline and traverses 26 miles (42 km) of the coast between Boulby and Cloughton, taking in the historic fishing villages of Staithes, Runswick Bay and Robin Hood's Bay.

The section of coastline south of Bridlington to Spurn Head is known as the Holderness coast from the area of East Yorkshire that the coastline adjoins.

North Yorkshire

North Yorkshire is England's largest county and one of the most rural. The area comprises the Yorkshire Dales and North York Moors, three Areas of Outstanding Natural Beauty and a stunning coastline around Scarborough and Whitby. There are ruined castles and abbeys, serene gardens, unique breweries, thrilling rides and industrial heritage. The area hosted the phenomenal Tour de France ‘Grand Depart’ in 2014 and has since created the Tour de Yorkshire, an annual event with global recognition. Our success in supporting these events led to Harrogate hosting the UCI Cycling World Championships in 2019.

North Yorkshire has plenty to offer the outdoor enthusiast. From the hard gritstone of Almscliff and Brimham rocks to the limestone of Malham, Gordale and Kilnsey climbing venues are in abundance. The Yorkshire Dales is the premier area for caving and for mountain biking; there are the bridleways of the Dales and North York Moors as well as the renowned trail centre at Dalby Forest. There are a small number of sailing clubs on reservoirs around the county and fantastic surfsport venues and sea kayaking on the east coast.

While the county is rightly known for its wide open spaces, it also incorporates attractive market towns including Pickering and Helmsley, traditional seaside towns, the Spa town of Harrogate and the ancient city of York - the most visited city outside of London. There are a wide range of shopping, leisure and cultural facilities as well as excellent schools, universities, road and rail links, there really is everything to offer you and your family as a place to work, live and enjoy!

Travelling further afield we have convenient connectivity, with close proximity to metropolitan cities of Leeds and Newcastle, with little over two hours commute on the main train line to London. We border the Lake District, Lancashire, County Durham, and Yorkshire & Humber regions with all they have to offer.