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All that we do at RFSS is aimed towards the future of our students. We endeavour to prepare them for adulthood and the world of work, not only through our curriculum, but very specifically by delivering a thorough, complete and engaging careers programme, which begins in year 7 and continues through to sixth form and beyond. Specialist Resource Provision “Resourced provision allows children to attend mainstream school, whilst accessing specialist provision. Placement in these settings is agreed by the Local Authority Provision Panel. This may be appropriate for a child with an EHC plan or who is undertaking the EHC assessment process. The Specialist Resource Provision at Rugby Free Secondary School is a resource base that offers a bespoke programme of support to students in years 7 to 11 whose primary area of need is Communication and Interaction. The provision is a calm, welcoming and safe space located at the heart of our beautiful school. Students enrolled in the provision are able to access a highly personalized and nurturing curriculum delivered by both our specialist and mainstream staff; including speech and language therapy, occupational therapy, and Set for Life skills. ​ ​ Our Specialist Resource Provision is fully integrated with the broader educational and SEND offer of our school and our goal is to nurture each student’s wellbeing, confidence, and most importantly, their independence. We aim to develop the crucial skills and attitudes each young person needs to be successful and to ensure that our students feel they belong within our school and the wider community. As such, students at our provision will be fully supported to access as much of the National and GCSE Curriculum as they are able, and where appropriate will be able to follow alternative pathways to gain functional skills and life skills qualifications including ASDAN qualifications. Students also have access to the rich and diverse range of extracurricular clubs and activities offered including sports, arts, and personal development that are on offer. ​ RFSS is an inclusive, aspirational school that currently supports a wide range of students with SEND​ ​ The DfE full scale national SEND review acknowledged that the SEND system was failing to deliver improved outcomes for children and young people with SEND or alternative provision. ​ ​ The green paper (2022) focused on delivering improved outcomes for children and young people with SEND, or who need alternative provision, building confidence and improving experiences, within a financially sustainable system. ​ ​ The SEND Local Area Inspection by Ofsted/CQC visit in 2021 highlighted that ‘too many children and young people [in Warwickshire] have been placed in specialist settings without proper consideration of whether their needs could be met in mainstream schools.’ In addition, training for mainstream staff working with children with SEND was also highlighted in the inspection as an area of weakness in meeting the needs of this cohort. ​ ​ ​ The SRP is intended to address the shortage of appropriate provision, whilst also enhancing the level of specialist SEND expertise within our school. ​ Who does the SRP serve? ​ Students whose primary additional educational need is Communication and Interaction, including; Those with Autism, developmental delays, significant speech and language delays and disorders, hearing impairment, ACEs ​ Students with related anxiety disorders, sensory needs, and motor coordination difficulties ​ Our provision is NOT suitable for students whose primary barrier to attending mainstream school is SEMH*** A maximum of 15 pupils for the 23-24 academic year, rising to 20 pupils in September 2024 ​ ​ Meet The Team ​ Elsa Ell iott Manager, Specialist in Speech and Language Difficulties and Specialist in SEND Assessment ​ Donna Whitley HLTA Specialist in Communication and Interaction, Sign Language, and PDA ​ Helen Townsend SEND Specialist Teacher and Specialist in Children’s Mental Health and Wellbeing, experienced in SEMH ​ Natalie Flitter HLTA experienced with students with complex needs and SEMH ​ Finlay Miles Specialist SEND LSA, experienced with students with complex social, emotional, behaviour, and sensory needs ​ Useful Website s​ ​ ​ What is autism? Why Autism is a Difference, not a Deficit ​ Autism Advice and Guidance ​

Art and Design The Art & Design curriculum is vibrant and dynamic, and is designed to provide students with the skills, knowledge and confidence to continue to study the subject at A-Level and beyond. The curriculum is broad, enabling students to explore different disciplines within Art, Crafts and Design. Students can expect to learn about the formal elements of Art, drawing techniques, science illustration, wire sculpture, pottery, ceramic clay techniques, print making, portraiture and architecture, as well as how to create a personal response in a sustained project. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Art is not what you see, but what you make others see. Edgar Degas Back to Subjects Art Department - Overarching Curriculum Intent (September 2023) RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. ​ Art Curriculum in Context: At Rugby Free Secondary School, our Art curriculum endeavours to deliver a comprehensive and well-rounded educational experience, incorporating a blend of traditional and contemporary activities, culminating in students' independent and personal artistic outcomes. We firmly acknowledge that art encompasses a journey of exploration, experimentation, inquiry into various sources, and personal interpretation. It encompasses the development of students' confidence and resilience, enabling them to respond to artistic challenges with imaginative and independent thinking. We recognize that students enter secondary school with varying levels of knowledge and skill, and thus, during their initial term in Year 7 at RFSS, we prioritize the cultivation of drawing, painting, and ceramic techniques. Additionally, we focus on enhancing students' art vocabulary and literacy skills. These foundational skills continue to be nurtured and refined throughout their artistic journey within the comprehensive Art curriculum. In line with the findings presented in Ofsted's report, "Drawing together," which emphasizes the thriving of boys when given opportunities to engage with three-dimensional artwork, our Art department ensures that all genders can derive fulfilment and flourish in their Art lessons. Complementing the aforementioned core skills, students undertake an assortment of stimulating three-dimensional projects, including clay and wire work. Within our Art department, we foster an environment that encourages students to take artistic risks, experiment with diverse techniques, and venture into unfamiliar artistic territories. Thought-provoking assignments, constructive feedback, and engaging projects serve as catalysts for students to surpass their perceived limitations and achieve personal artistic breakthroughs. In alignment with our commitment to ensuring that all students feel capable of achieving success in the realm of Art, we have opted for students to study GCSE and A-Level AQA Art, Crafts, and Design rather than Fine Art. This choice reflects our dedication to providing an inclusive and supportive Art curriculum that accommodates diverse talents and aspirations. Overall, at Rugby Free Secondary School, our Art department strives to provide a nurturing and inspiring environment where students are empowered to explore their artistic potential, challenge themselves, and cultivate a lifelong appreciation for the transformative power of art. ​ Curriculum Aims: ​ Our curriculum aims to: • Offer a broad and balanced Art curriculum incorporating traditional and contemporary activities for independent personal outcomes. • Foster students' holistic artistic journey, promoting discovery, experimentation, investigation, and personal responses. • Develop foundational skills in drawing, painting, and clay, while enhancing art vocabulary and literacy during Year 7. • Create opportunities for all students, including boys, to thrive in three-dimensional artwork through projects like clay and wire work. • Encourage artistic risk-taking, diverse technique exploration, and personal breakthroughs through thought-provoking assignments, constructive feedback, and engaging projects ​ Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills and enhances their understanding of the world around them. ​ We do this by: • Provide students with opportunities to engage in meaningful artistic experiences that foster communication skills. • Creating activities that encourage independence, resilience, nurturing students' character development. • Exposing students to a wide range of artistic traditions, styles, and techniques from various cultures and historical periods. • Creating problem-solving tasks that challenge students to think critically, analyse artistic concepts, and develop innovative solutions. • By creating and supportive learning environment where students feel encouraged to take risks, express themselves freely, and embrace their individuality. ​ Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: ​ • Effective Communicators: Students will develop strong communication skills, utilizing various mediums and forms of expression to convey their ideas and emotions confidently and effectively. • Resilient Individuals of Character: Our curriculum aims to cultivate resilience, perseverance, and discipline, instilling in students the qualities necessary for personal growth, adaptability, and success in their future endeavours. • Culturally Aware and Appreciative: Through the exploration of diverse artistic traditions, students will develop a deep appreciation for different cultures, fostering empathy, respect, and a global perspective. • Creative Problem-Solvers: Our curriculum encourages creative thinking and problem solving, nurturing students' ability to think critically, approach challenges with innovation, and seek solutions from multiple angles. • Confident and Self-Expressive: Students will gain self-confidence and a strong sense of self-identity through artistic exploration, empowering them to embrace their uniqueness, take risks, and express themselves authentically ​ Curriculum Outcome: Upon leaving Rugby Free Secondary, students will emerge as confident and resilience communicators who are culturally aware individuals. They will have diverse artistic experiences, problem-solving abilities, and a strong sense of self-expression. All of these attributes will equip them for success in their future endeavours and personal growth. Please view or download our 'Sequence Overview' document for Art Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

Meet John Harris Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about John Harris John has been a qualified teacher of English for 21 years. He has taught the full range of students from Years 7-13 in five different schools across Warwickshire and Northamptonshire. John has previously been Head of English at three different schools as well as part of the Senior Leadership Team in three schools, too. John has worked in a range of contexts. He has worked in big town schools to leafy suburban schools, from outstanding schools to those that require improvement. John led a school subject review that Ofsted rated as Outstanding and was also part of a leadership team that moved a school from 'Inadequate' to 'Good' in just nineteen months. John values enjoyment in learning above all else, appreciating that relationships at all levels in school are vital. John was appointed as Deputy Headteacher for Behaviour and Attitudes earlier this year and is looking forward to developing an ethos at Rugby Free School where students love their learning and their hard work is appreciated. When John is not in school, he loves to spend time with his family. If he's not with his family, he's sure to be found on the golf course or at a sporting event.

Design & Technology The design and technology curriculum aims to equip students with the skills and knowledge needed to participate confidently and successfully in an increasingly technological world. Students will have the opportunity to explore the five key curriculum concepts: materials and their working properties, specialist techniques and processes, communication of designs, prototype development and impact on society and the environment. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Design and Technology is a phenomenally important subject. Logical, creative and practical, it's the only opportunity students have to apply what they learn in maths and science. James Dyson Design & Technology Department - Overarching Curriculum Intent (September 2023) RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. Design & Technology Curriculum in Context: In 2022 the IET discovered that there is an estimated shortfall of over 173,000 workers in STEM sectors, with an average of 10 unfilled roles per business in the UK, costing the economy a “shocking” £1.5bn each year. 49% of engineering businesses are experiencing difficulties recruiting workers with the skills they need. Design and technology is more than a practical subject. The knowledge gained from learning the subject allows pupils to understand how the world around them has been created. Also, through first-hand experiences they can see that things are designed and made to help people in their daily lives. To that end, through designing and making products, pupils are realising their ability to respond to needs and wants, whilst solving real-life problems. At RFSS the Design & Technology curriculum is collaboratively and coherently planned and sequenced across Years 7- 9/GCSE to ensure that pupils build on all aspects of prior learning and stretches and challenges all pupils regardless of starting point. As pupils progress through Key Stage 3, they are given the opportunity to focus on specific areas of the subject such as Graphic communication, Textiles & Resistant materials. Cultural capital is explored across the key stages by appreciation of the work of others locally, nationally and internationally, each subject identifies and relates to real contextual challenges focusing upon people, communities or businesses. Curriculum Aims: Our curriculum aims to : • Excite and ignite our pupils’ interest in design and technology and prepare them to participate in the development of a rapidly changing world. • To ensure that learners develop technical and practical competencies as well as the wider soft skills valued by employers. • To have a curriculum which will allow students to become self-motivated and confident learners, who can work independently and as part of a team. ​ Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: • Incorporating elements of KS4 work even in year 7 as we instill in all our pupils high academic rigour and challenge from the outset. • In Years 7-9, all pupils experience all areas of Design & Technology each year, taught by subject specialist teachers that are enthusiastic about their subjects and share this passion with all our pupils. • Design & Technology staff use academic language consistently and appropriately in their subject specific teaching and learning where pupils are encouraged to use tier 2 & 3 language in lessons both verbally and in extended written work for example in evaluations. • Plan projects, tasks and challenges to enable students to find areas that they can excel in, that they may never have had the opportunity to see or do. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: ​ • Able to problem solve real contextualised briefs in a variety of materials. • Able to analyse, critique and evaluate their own work and the work of others. • Critical and creative thinkers, problem-solvers, evaluators and decision makers. • Willing to express their own creativity through their designs and are more socially confident to give their opinions. ​ Curriculum Outcome: As a result of our curriculum, students will leave RFSS with a range of practical modern life skills and create a work ethic to prepare students for the world of work. Please view or download our 'Sequence Overview' document for Design Technology Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

Careers It is our passionate belief that every child has the right to achieve their very best in whatever field of work they pursue. All that we do at RFSS is aimed towards the future of our students. We endeavour to prepare them for adulthood and the world of work, not only through our curriculum, but very specifically by delivering a thorough, complete and engaging careers programme, which begins in year 7 and continues through to sixth form and beyond. This is an exciting time for our students as we build our careers programme in conjunction with SET for life work. What an amazing opportunity to offer the very best we can to our students, as they prepare to move on to further education, apprenticeships or full time employed work. ​ ​ Book a Careers Appointment If you need further support, you can book an appointment with our careers advisor by emailing Mr Edwards on philip.edwards@rugbyfreesecondary.co.uk Students On this page we have selected some really useful websites to help you research your careers ideas and help you plan your next steps ​ Parents Rugby Free Secondary School benefits from having a Prospects Careers advisor who delivers a one-to-one service and works alongside our pastoral teams to deliver a range of services for our students. Find out how you can help as a parent. ​ Employers and Education Providers A number of events, integrated into the school's careers programme, will offer providers and employers the opportunity to come into school to speak with students/their parents/their carers. ​ ​ CEIAG Programme Information on how RFSS utilises Unifrog to embed our careers programme of study across Key stage 3, 4 and 5.

Food Preparation & Nutrition Food preparation and Nutrition is an exciting and creative course, which focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. The curriculum covers five key concepts: food nutrition and health, food science, food safety, food choice and food provenance. Students will have the opportunity to explore food nutrition and health during key stage 3 and key stage 4, with a focus on the nutritional value of ingredients, how to make healthy choices and how to cook nutritional meals. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Every kid in every school no matter their background, deserves to learn the basics about food. Jamie Oliver Food and Nutrition Department - Overarching Curriculum Intent (September 2023) RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. Curriculum in Context: The National Child Measurement Programme, England, found that the percentage of children living with obesity was highest in the North East at 26.6% and the West Midlands at 26.2% in 2021-22 (NHS, November 2022). Our aim is to ensure that all students have the opportunity to learn about healthy eating and practical cooking during their time at RFSS. Schemes of learning focus on savoury cooking and aim to develop practical culinary skills needed for independent living; in line with our school ethos ‘Set for Life’ (Creating a culture and ethos of healthy eating: DfE February 2023). We are passionate about supporting our subgroups; ensuring all students have the opportunity to succeed. As a result of this, our curriculum offer at Key Stage 4 provides two pathways into the food industry, with students having the option to study GCSE Food Preparation and Nutrition or Level 2 Hospitality and Catering. The subject naturally develops skills such as independence and problem solving, as well as providing students with key information about having a healthy and nutritious diet. Curriculum Aims: Our curriculum aims to: • Provide students with the knowledge needed to make healthy, nutritional food choices • Provide students with the practical skills needed to cook healthy, nutritional meals • Support students’ religious, cultural, moral and/or ethical food choices with carefully selected recipes • Provide students with the knowledge needed to reduce food waste • Provide opportunities for students to reflect on and refine their work; practical and written Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by : • Sequencing learning so students can revisit key learning about nutrition throughout each Key Stage • Selecting recipes that are nutritional and can easily be adapted to suit a range of nutritional needs • Introducing students to a range of medium and high-level skills, to promote challenge for all • Empowering students to make creative adaptions to dishes; which in turn limits food waste • Encouraging students to critically analyse their work in relation to nutrition, technical skill and food provenance Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: ​ • Independent learners, who understand how to prepare and cook healthy, nutritious meals • Curious learners, who seek to problem solve • Reflective learners, with a desire to improve and refine their work • Learners who are socially aware and understand the cultural diversity around them ​ Curriculum Outcome: As a result of our curriculum, students will leave RFSS with the knowledge and skills necessary to live independently; able to make healthy food choices and cook nutritious and skillful meals. Please view or download our 'Sequence Overview' document for Food & Nutrition Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

Parents & Carers Advisory Board We recognise that parents play a vital role in supporting students to achieve their potential and encourage parents to work closely with staff. As a school we provide effective and efficient communications to ensure that parents and carers are involved in all aspects of school life. We use parent mail as our main method of contact but also provide monthly newsletters and updates via social media platforms. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers We strive to develop well rounded individuals who are respectful, curious and resilient. Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

Meet Mitch Chadwick Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Mitch Chadwick Mitch has been a qualified teacher for 12 years and has taught in Secondary schools in Leicester, Coventry and Warwickshire. Mitch is a PE teacher, former Head of PE and has worked in several different leadership roles including leading on teaching and learning, as well as transition and careers. Over the past 7 years, Mitch has specialised in Sixth Form leadership, running Sixth Forms in three extremely different settings, including a large Sixth Form in Leicester, which has been rated as ‘Good’ by OFSTED in its last 2 inspections and is also in the top 20% of providers nationally for student outcomes. He joined RFSS in 2021 to take on the challenge of building a brand new Sixth Form from the ground up, and is dedicated to ensuring that it is suitable for the local community and that it provides progression routes for all students, no matter their background or academic ability. Outside of school life, he is a keen sportsman, with cricket and kickboxing being his two main sports. He lives in Leicester, with his wife, who is a primary school teacher and their Labradoodle named Bella.

Meet Roger Eadon Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Roger Eadon Roger has 33 years of experience in secondary education in schools, 18 of these were as a senior school leader. He was Deputy Headteacher at Southam College through two 'Outstanding' Ofsted Inspections and was Headteacher of DSLV, a 3-18 'Good' school in Daventry, overseeing a significant increase in student numbers and student performance in examinations. Roger's background is in Physical Education and he still enjoys teaching on the sports field, in the Sports Hall and in the classroom. He was Head of PE for 12 years and acted as a mentor to new Heads of PE in Warwickshire. He joined RFSS, having previously worked with Iain Green, as he strongly aligns with the school's ethos that 'Relationships are at the heart of RFSS'. Roger states that students will only make the most of their potential if they feel safe, valued and respected. Roger was appointed to Deputy Headteacher at RFSS in May 2023 to lead on the 'Quality of Education'. He is working with colleagues to continue to evolve an inclusive curriculum which is aspirational for all and which empowers our students to make outstanding academic and personal progress. He is overseeing teaching and learning to help ensure that lessons are effective in building student motivation and success in external exams. Away from school, Roger's wife is a Primary School Headteacher and he is incredible proud of his son and daughter. Although his Rugby, Cricket and Marathon days may have passed. Roger still competes in Bikejor, which involves his dogs pulling his mountain bike!

OFSTED & OUTCOMES Anchor 1 Click the icon for our latest Ofsted report Ofsted Report Pupil Premium Performance Information SEND Information Report and Policy Self Evaluation and School Improvement Plan Key Stage 4 & 5 Provisional Outcomes 2023

Meet our Headteacher Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Iain Green I ain has been a qualified teacher for 13 years and has taught across the secondary age range from Year 7 - 13 in four different secondary schools across Coventry, Warwickshire and Northamptonshire. Iain is a former Head of English and has experience in three schools of leading Teaching and Learning, Curriculum Development and Student Outcomes at Assistant Headteacher and Deputy Headteacher levels. Iain is an English teacher, and has taught both Language and Literature across Key Stage 3, Key Stage 4 and Key Stage 5. Iain’s background is in school improvement, and he has been part of two leadership teams that have moved schools from ‘Inadequate’ to ‘Good’ within eighteen-month periods. Iain is currently undertaking his NPQH and has led on training with external partners for senior and middle leaders, with a particular emphasis on upskilling leaders of the future. Iain was appointed as Acting Headteacher in March 2023 and helped to move the school forward from ‘Inadequate’ to ‘Good’ in his previous role as Deputy Headteacher (Quality of Education), before becoming the permanent Headteacher of RFSS in June 2023. Iain enjoys the challenge of leading a growing inclusive and diverse school, and inspiring all members of the community to achieve their potential and beyond. He places high value on promoting people-centred leadership, in conjunction with research and best practice. Iain is proud to be a key part of RFSS, alongside students, staff and parents and carers. Outside of school-life, Iain has a young daughter of which he is extremely proud, and has a passion for sports (Liverpool FC), music (Oasis) and eating out (Italian).

Equal Opportunities and Diversity We recognise our moral and statutory responsibility to safeguard and promote the welfare of all students. All students, regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect, exploitation or radicalisation and follow our procedures to ensure that children receive effective support, protection and justice. Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Our Objectives We endeavour to provide a safe and welcoming environment where children are respected and valued. To improve students knowledge and understanding of the ethnic diversity of the UK To improve rate of attendance for students with SEND To narrow the gap in progress rates between disadvantaged and non-disadvantaged students Equal Opportunities and Diversity Policy Warwickshire Schools SEND Charter

Sixth Form Vocational Subjects Anchor 1 Below are the vocational options we offer at RFSS BTEC in Applied Science ​ Unit 1: Principles and Applications of Science I This unit introduces fundamental scientific principles. Topics include the structure of atoms and molecules, chemical reactions, energy changes in chemical reactions, and the periodic table. Practical laboratory skills and data analysis are emphasized. Unit 2: Practical Scientific Procedures and Techniques This unit focuses on practical laboratory skills and techniques. It covers essential procedures such as accurate measurement, using laboratory equipment, and safe handling of chemicals. Students learn to collect and analyze data from experiments. Unit 3: Science Investigation Skills Unit 3 emphasizes the process of scientific investigation. Students learn how to plan and carry out scientific investigations. It covers aspects like research methods, hypothesis testing, and data presentation. Critical thinking and problem-solving skills are developed. Unit 8: Physiology of Human Body Systems This unit explores the physiology of various human body systems. Topics include the cardiovascular system, respiratory system, musculoskeletal system, and nervous system. Students learn about the structure and function of these systems and their role in maintaining homeostasis. Practical skills in measuring physiological parameters may be included. All the units provide a foundational understanding of scientific principles, laboratory techniques, investigative skills, and human physiology, which are essential for students pursuing applied science studies. Keep in mind that the specific content and depth of coverage may vary depending on the institution and course curriculum. Cambridge Technical in Business Studies The Cambridge Technical in Business qualification is assessed via a combination of 3 examined units and 2 coursework units. The examined units in Year 12 consist of topics ranging from marketing methods, factors influencing a business and financial documents used in businesses. Students will have the opportunity complete examined components in January and June each year and have resit opportunities to boost their grade. In Year 12 students will complete Unit 1 The Business Environment (examination), Unit 2 Business Decisions (examination) and Unit 3 Customers and Communication (coursework). In Year 13 students will complete Unit 4 Working in Business (examination) and Unit 5 Business Events (coursework). In these units students will explore the day-to-day operation of businesses as well as planning, delivering and evaluation their own business event! Cambridge Technical in Digital Media The Cambridge Technical in Digital Media is assessed via Coursework and Exams. In Year 12 you'll study Media audiences and producers across a range of different Media industries. You'll have 2 opportunities to take this 2 hr examination. For your coursework you'll create a magazine in a genre of your choice. ​ In Year 13 you'll explore social media and globalisation as well as pre production skills. These skills will assessed in 2 exams, both of which you can sit twice. Finally you'll learn scriptwriting skills and conventions for your final piece of coursework. BTEC in Food ​ The Level 3 qualification links closely to the GCSE in Food Preparation and Nutrition and Level 2 Hospitality and Catering. In Year 12 you will complete Unit (1), which explores the nutritional needs of individuals and includes a piece of coursework and a practical examination. This unit also includes a written examination at the end of the year. You will have two opportunities to complete Unit (2); once in year 12 and again in year 13. This unit focuses on health, safety and hygiene in the kitchen, and is an externally set brief. Year 13 focuses primarily on Unit (4), which is a research project of your choice. You will compose a research question linked to an issue in the food industry, and carry out primary and secondary research linked to this. Throughout this two year course, you will cook a series of dishes, which enable you to develop key culinary skills, to prepare you for the hospitality industry and independent living. Cambridge Technical in Sport Single Award ​ The OCR Level 3 Cambridge Technicals Extended Certificate in Sport and Physical Activity introduces the sector for learners looking to build a career in sport, within one of its occupational areas. These areas include careers in exercise and fitness, coaching, leadership and sports development. This course provides a more practical, real-world approach to learning alongside a theoretical background, giving learners the knowledge, understanding and skills that they need to prepare for employment. Students will study a wide range of centre assessed coursework units with practical and wider project-based assessment opportunities, as well as examined units on the body systems and the long and short term impacts of sport and physical activity; how sport is organised and the purpose of sports development; sports injuries and rehabilitation; sports coaching and activity leadership and sport and exercise psychology. BTEC in Sport - Double Award Cambridge Technicals in Sport and Physical Activity qualifications help students to achieve their potential and progress to the next stage of their lives, whether that’s higher education, an apprenticeship or employment. Students will study a wide range of centre assessed coursework units with practical and wider project-based assessment opportunities, as well as examined units. There is a diverse range of topics within the OCR Cambridge Technicals in Sport Level 3 Diploma which makes it a hugely interesting course for pupils. From the Sport Science of Unit 1, to the Sport Psychology of Unit 19; from the Biomechanics of Unit 10 to the Sports Coaching of Unit 2; and from the Sports Injuries and Rehabilitation of Unit 17 to the how sports organisations are organised and run in Unit 3. The breadth is vast and stimulating and importantly, relevant to the real world. Learners will develop an appreciation of the importance of physical activity, exercise and sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry as well as demonstrating and developing their own practical ability and leadership skills. Cambridge Technical in Health & Social Care The extended certificate in Health and Social Care see’s you leave with the equivalent of 1 A level, made up of 4 different units. Two units are examination units, that focus on Human Lifespan Development, how we grow and develop throughout our life and what different factors can impact us, understanding the different effect they can have both positively and negatively on our health and wellbeing. Your second exam, taken in year 13, sees you demonstrate knowledge on those who work within health and social care, including the importance of roles and responsibilities, preventing discrimination, demonstrating knowledge of the care values and much more. There are 2 pieces of coursework where you learn content on a given topic and then have to write a contextualised report on the content, applying it to a case study demonstrating your understanding of the topic and your ability to research around that topic area. Cambridge Technical in Health & Social Care (Double Award) The Diploma in Health and Social Care see’s you leave with the equivalent of 2 A Levels, it is made up of 8 units across the 2 years. You will complete the same 4 units as those doing the extended certificate, as well as an additional 4. Those additional units see you complete an examination on research within health and social care, where you will learn about the importance of research in this sector, how you would carry out research and how it drives change within the sector. You will also complete 2 further pieces of coursework where you will develop knowledge and understanding of safeguarding within health and social care, as well as promoting public health. Your final unit is a unit of work experience. Within this you will spend 100 hours within a setting and in that develop a vast amount of skills that will allow you to pursue your career into heath and social care.

Religious Education Like Aristotle, here at Rugby Free Secondary School we believe that education should have an impact on your character. Religious studies not only offers the opportunity for high quality academic excellence, but also a chance to enhance your personal excellence. The themes and topics covered will change how you think about the world, society and religion itself. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Educating the mind without educating the heart is not education at all. Aristotle R.E Department - Overarching Curriculum Intent (September 2023) RFSS Curriculum Vision Statement: ​​ To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. ​ Religious Education Curriculum in Context: ​ ‘When you understand religion, you see the world in full technicolor. All works of Art, literature, paintings, poems, films and books trace their origins to religious stories’ Nikki McGee – Curriculum Conversations. ​ The teaching of R.E is going through a metamorphosis, with a sharper focus on supporting our students in developing their own worldview and in turn understanding the world view of others. Throughout their curriculum journey, we aim to provide opportunities for our students to reflect on the lens through which they view the world around them, allowing our students to explore questions of spirituality, identity, ethics, discrimination and prejudice. We will enable pupils to develop religious literacy and an understanding of what it means to be a person of faith or no faith. We will encourage pupils to engage critically with ideas and experience of religion, belief and spirituality and in turn understand their own personal worldview. This will be achieved by building the KS3 curriculum around our Coventry and Warwickshire agreed Syllabus but also by reflecting on the needs, experiences of our school community. Our enquiry questions will allow students to examine key themes such as changes, belonging and believing, authority and power, personal responsibility and grand narratives. We aim to help students in appreciating and respecting what it means to belong to a faith community in 21st century, by examining topics like Sikhism in the Community, exploring how the Sikh community actively promotes charity and generosity to all, as reflected in their community efforts during the cost of living crisis and Covid Pandemic. At KS3, our curriculum will explore religions thematically to enable students to explore links and trace the key thinkers, events that have shaped the direction of religious belief, philosophy and ethical debate. Curriculum Aims: ​ Our curriculum aims to: Develop confident young people who have a secure knowledge and understanding of their individual worldview and that of others. Enable the students to engage with religious, philosophical and ethical texts that allow them to appreciate and explore how people and texts may influence belief and lived expression in diverse ways Foster the ability to support, evaluate and challenge their own and others’ views using evidence derived from a range of sources. Empower our students to respect, reflect, debate, discuss religious, philosophical and ethical issues and beliefs. We do this by: ​ By creating a multi-disciplinary Religious Education curriculum that allows our students to explore themes around Theology, Philosophy and Human and Social Sciences. Building opportunities for our students to engage with spiritual, academic texts and art to foster curiosity but also support in our understanding of how ideas and belief are both shaped and expressed. Building a sequenced curriculum which presents opportunities for our students to engage with the disciplinary knowledge and concepts that underpin our subject; changes, belonging and believing, authority and power, personal responsibility and grand narratives Following the guidance provided by the Coventry and Warwickshire SACRE and the context of our school community, we have selected key themes around some of the six major world religions but our exploration will be conducted thematically ​Curriculum Outcome: ​Our curriculum is focused on the development of communication, character and cultural capital of each individual student. The study of Religious Education is important because it will allow our pupils to: ​​ ​ Respect others and gain a broader understanding of views and beliefs. Will enable our students to consider their own worldview and the factors that shape it To appreciate and respect the influence of religions and beliefs on individuals, culture, behaviour and national / international life. Improve their knowledge of global affairs Develop a stronger sense of wellbeing, ethical standards and personal happiness Avoid extremism and religious discrimination Contribute to and build a more cohesive community ​​ ​​ Please view or download our 'Sequence Overview' document for Religious Education Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

Teaching and Learning Quality-first Teaching and Learning is at the centre of our school’s ethos, and is the key priority for all staff. Our aim is for teachers to deliver high-quality lessons to all year groups, whilst also being supported to develop through pertinent and purposeful internal and external CPD that is bespoke. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers At RFSS, we believe our students are entitled to consistently good lessons. Learning is integral to everything we do at RFSS. We ensure that all of our students, regardless of gender, ethnicity or ability, receive the best possible learning experiences, to enable them to achieve and maximise their potential. Our forward-thinking curriculum, designed to meet the needs of all learners, is delivered by subject specialists, who embrace the latest innovations in teaching and learning. At RFSS, we continually support students to develop a love of learning to help them become learners for life, in order to equip them with the knowledge and skills that they will need in the real world. This is also the case with our teaching staff, who continuously develop and update their own pedagogical practices, through Action Research projects and other bespoke professional development sessions. At RFSS, we expect our staff to adopt a set of Teaching and Learning principles that are both research-based and pedagogy-led, ensuring all students are seen as individuals who are not limited by their ability or expertise. This framework allows for the systematic growth of minds, and the development of the cognitive skills, values, attitudes and attributes needed to reach success. In addition to this, we believe that staff are the experts in their areas, and we aim to work collaboratively to share good practice and ideas. Our students are encouraged to use their thinking skills to build on existing knowledge, generate their own ideas and opinion, and to solve problems effectively, both individually and in collaboration with their peers. This philosophy also extends itself to the personal aspect of Teaching and Learning, as we strive to develop well rounded individuals who are respectful, curious and resilient. ​ To support Parents and Carers we have created some help sheets around home learning and revision techniques that you can use with your child whilst they are away from the classroom. ​ Cognitive Load Theory Flipped Learning Interleaving Chunking Using Flashcards Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

Registering your child for free school meals means that the school will receive extra money to enhance your child's education? Free School Meals You may have heard about the Government initiative, the “Pupil Premium”. It is a grant available for schools, determined by the number of students eligible. If your child is in receipt of Free School Meals (FSM), or has been within the last 6 years, this grant is then offered to the school to support your child’s learning. The Pupil Premium is targeted funding; we have to demonstrate to the Government how we use the funding to benefit your child. Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 There is a Pupil Premium strategy. This includes extra-curricular activities, literacy and numeracy assistance plans, homework clubs and revision clubs; all designed to enhance your child’s education. If you are successful in registering for FSM, your child immediately receives the benefit of school lunches. You may have made the decision to provide your child with a packed lunch out of preference. Consider that if you choose your own packed lunch option, then you should still register with the school so that school are in receipt of this grant. Schools will receive a further £935 for each student in year 7 to year 11, registered as eligible for free school meals (FSM) at any point in the last 6 years: If you think your child might be eligible for free school meals please apply by following the link below: ​ Apply for free school meals Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

SEND Rugby Free Secondary School is committed to providing a positive and engaging learning experience for all students. In the SEND department, we develop individual and tailored support to build resilience, and ensure that every child has equal access to the diverse opportunities our school offers. Teaching Assistants provide in-class support, small group and 1:1 interventions across a range of areas including literacy, numeracy and social skills where appropriate. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers Inclusive education is essential because school is enhanced by inclusion, diminshed without it. Nichola Dandy SEND & INCLUSION LEAD nicola.dandy@rugbyfreesecondary.co.uk John Harrison SENCO john.harrison@rugbyfreesecondary.co.uk Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening. RFSS SEND Report 2022 RFSS SEND Policy 2022

Student Support: Year 7 ​ Year 7 is a crucial year for our students in ensuring they have a successful transition from primary school to secondary school. Whilst there are many differences that our students have to adapt to, we ensure that their transition is smooth and well supported. Throughout the year, we aim to ensure that all of our students become resilient and curious learners who always endeavour to achieve their best. Our Year 7s experience a vast and diverse curriculum, studying a range of subjects at Key Stage 3. This allows them to lay the foundations of core knowledge and enables them to develop the skills needed to continue their journey through secondary school, GCSEs and beyond. Our Year 7s also have the opportunity to become immersed within our vast enrichment programme, enabling them to collaborate with other students both in Year 7 and across the school. From September, the Year 7s will be assigned to a House and will get the opportunity to compete, support and champion their House. They will also get the opportunity to join the student council, go on a range of school trips and end the year by supporting new students transition as Year 7 buddies. ​ We have extremely high expectations of our students from day one and strive to not only see them achieve academically, but grow into students that represent our core values as kind and respectful members of both our school and the wider community. Xian Wright HEAD OF YEAR 7 xian.wright@rugbyfreesecondary.co.uk FAYE SMITH ASSISTANT HEAD OF YEAR 7 rfaye.smith@rugbyfreesecondary.co.uk Meet the Head of Y7 - Ms Wright Xian is an experienced English teacher with a profound dedication to education and a genuine passion for nurturing student development. With over six years of teaching experience, Xian's journey began in Essex, where she trained with Teach First. Having honed her expertise in the subject, Xian assumed the role of literacy coordinator at her previous school, where she made significant contributions to fostering literacy skills among students. However, her time at RFSS proved transformative as she discovered a newfound passion for pastoral care. Starting as Head of Year 7, Xian has been dedicated to ensuring a seamless transition for students as they progress through their secondary education. The bond she forged with her year group was so strong that she followed them through to Year 8, fostering a sense of continuity and trust. Xian eagerly anticipates taking on the role of Head of Year 7 yet again, allowing her to develop her passion for supporting transition and fostering a positive start to secondary school. To further enhance her leadership skills, Xian is currently undertaking an NPQ in leading behaviour and culture, demonstrating a commitment to creating a nurturing and inclusive school environment. Outside of the school setting, Xian finds solace in the pages of books, a fitting pastime for an English teacher. She also enjoys visiting the gym and spending time with her friends and family.

Student Leadership Team Anchor 1 Year 13 Head Students Attenborough House Leaders Year 11 Head Students Pankhurst House Leaders Student Leaders Turing House Leaders Ali House Leaders

Student Support: Year 9 ​ Being in Year 9 at Rugby Free offers an exciting and dynamic experience for students. Your child will find themselves immersed in a vibrant and supportive environment that emphasises both academic achievement and personal development. At this stage, students will be encouraged to explore a new range of subjects by choosing their GCSE options at Easter, enabling them to discover their own passions and interests. The school's commitment to students will foster resilience, respect and a sense of collaboration among students. Year 9 provides opportunities for individual growth, with engaging lessons and a supportive network of teachers. Your child will be encouraged to take on new challenges, develop critical thinking skills, and expand their knowledge across various subjects. At RFSS, Year 9 is a pivotal stage where students can thrive academically and personally, building a solid foundation for their future endeavours. Brandon Hallmark HEAD OF YEAR 9 Brandon.hallmark@rugbyfreesecondary.co.uk STUART BRAMBELL ASSISTANT HEAD OF YEAR 9 Stuart.brambell@rugbyfreesecondary.co.uk Meet the Head of Y9 - Mr Hallmark Mr Hallmark has been a member of staff at RFSS for 4 years. He is a specialist in Science and has interests in sports, fashion, fitness and mental health and well-being. Working within the pastoral team has always been a real passion of his. To this end, Brandon has also supported students in improving attendance, working specifically with male students to improve attainment and is in the process of creating a social mental health mentoring group within school. ​ ​ To further enhance his leadership skills, Brandon has recently completed an NPQ in leading behaviour and culture, demonstrating a commitment to creating a nurturing and inclusive school environment. Dealing with the challenges that students face and being able to support their safeguarding needs has been a privilege and a responsibility he has truly enjoyed.