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  • Rugby | Rugby Free Secondary School | England

    _MG_7116_SQUARE _MG_69762 _MG_7116_SQUARE 1/13 Welcome to RFSS At RFSS we have a culture of high expectations across the school, supported every step of the way by our Trust. We hope you find our website informative and helpful SAFEGUARDING QUERIES SAFEGUARDING QUERIES2 SAFEGUARDING QUERIES 1/2 Button Welcome Gallery Section An ambitious culture has been achieved through the development of strong and positive relationships with staff, students, parents and carers. Our reflective approach means we are always striving to improve in all that we do and believe that mistakes are only an opportunity to learn. LATEST NEWS Save the date: Summer school is back Monday 31st July to Friday 4th August 2023 news roundel news roundel 1/1 core_values2 kind2 endeav3 core_values2 1/18 Iain Green SLT Iain Green SLT 1/1 Read more Prospectus Meet the Team Anchor 1 Of all RFSS parents asked... gallery slide 3G4A9019_SQUARE _MG_6959 gallery slide 1/16 _MG_7282 _MG_7282 1/1 USEFUL INFO SQUARE USEFUL INFO SQUARE 1/1 anon blog2 Iain Green SLT_GREEN friends of RFSS_circle anon blog2 1/3 BLOGS BLOGS 1/1 3G4A8979 3G4A8979 1/1 WHAT'S ON WHAT'S ON 1/1 Privacy Notices Privacy Notices 1/1 Meet the Team Blogs PROSPECTUS BUTTON prospectus 2 PROSPECTUS BUTTON 1/2 Year 11 Revision 2024 ​ The Senior Leadership & Key Stage 4 Team have provided the following documents to support your child’s learning & revision Subjects You Struggled With Flipped Learning Cognitive Load Theory Keeping Active During Revision Interleaving ​ ​​ Click here to view our Privacy Notices Year 11 Exam Booster Sessions Year 11 Exam Times

  • Rugby | Rugby Free Secondary School | England

    Year 11 Revision 2024 ​ The Senior Leadership & Key Stage 4 Team have provided the following documents to support your child’s learning & revision Subjects You Struggled With Flipped Learning Cognitive Load Theory Keeping Active During Revision Interleaving ​ ​​ Year 11 Exam Booster Sessions Year 11 Exam Times Student Support: Year 11 ​ Year 11 is a year of opportunity at RFSS. Students are expected to take greater responsibility for their learning. They are encouraged to reflect on all aspects of their learning, seek and respond to feedback, and work closely with subject teachers to address gaps in knowledge and skills. A variety of target-setting days and next-step evenings provide students, parents and carers with support and advice on how to effectively prepare for their GCSE examinations. ​ The Personal Development Programme supports students with effective strategies to develop resilience, and the self-belief needed to achieve their potential. This includes the development of personalised plans for students next steps and opportunities to develop life-skills to support their journey to adulthood. All students have the opportunity to take part in our sixth-form taster days, which provide an insight into a variety of post-sixteen courses and enable students to make an informed choice about their next steps. ​ Year 11 is also a year of celebration of all that has been achieved at RFSS, culminating in the end of year prom, held in June. This event is a fantastic opportunity to share great memories and look to the future. ​ 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 RACHAEL PROBERT HEAD OF YEAR 11 rachael.probert@rugbyfreesecondary.co.uk CLAIRE GROOCOCK ASSISTANT HEAD OF YEAR 11 Claire.groocock@rugbyfreesecondary.co.uk Meet the Head of Y11 - Miss Probert Rachael joined Rugby Free Secondary School as a qualified Physical Education Teacher in September 2017; the first female PE Teacher to join the school, the second year it was opened. In 2018, Rachael became a Head of Year and supported a year group from Year 8 all the way through to Year 11. Since September 2021, Rachael has been the Head of Year 11, supporting students through their exams and getting them prepared for 'life after RFSS'. Rachael takes great pride in ensuring students are prepared and in the best possible place to sit their Year 11 exams, so they can achieve their potential and be proud of the grades they open in their envelope on Year 11 results day. Rachael has also set up and ran the Duke of Edinburgh Award over the past 5 years, supporting many students through their Bronze and Silver Awards. Rachael spends several weekends taking students (and very keen staff) on their DofE expeditions, in several parts of Warwickshire and sometimes further afield. Outside of RFSS, Rachael enjoys playing hockey every Saturday, loves to spend holidays walking in the Lake District with family and travelling around the world during the summer holidays. Rachael has an incredibly gorgeous and cheeky cocker spaniel, Wally, who she likes to take for long runs and walks. If you ever ask to see a photo of Rachael's dog... you may be there a while!

  • Rugby | Rugby Free Secondary School | England

    Psychology The Rugby Free Secondary Psychology curriculum allows students to develop an understanding of human behaviour through an exciting array of topics. The A Level curriculum allows students an opportunity to delve into the theories while applying their newly gained knowledge to a wide range of topics and every-day situations They will show an inquisitive mind and enjoy the challenge of this new and unfamiliar subject. Our intent is that our students will be offered a curriculum which is academically rigorous but also helps them to develop into curious and well-rounded young people, who become more analytical in the way that they view everyday human behaviours Anchor 1 Back to Subjects Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Like all science, psychology is knowledge; and like science again, it is knowledge of a definite thing, the mind. Psychology 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. Psychology Curriculum in Context: Psychology is an increasingly popular option, both at A level and in further education, with a 34% growth in entries at A level since 2016 (compared to on average 2.5% growth across all A level entries), making it the second most popular A level course (and most popular overall for female students, seond most popular for disadvantaged stuents FFT, 2022), and over 75,000 students studying psychology undergraduate degrees at university (UCAS, 2015). Conversely to the course’s popularity, attainment of top grades in psychology is slightly lower when compared to other A levels, even when considering teacher assessed grades, which is likely to be, at least partly, a result of the ongoing impact of COVID-19. Evidence suggests that, due to COVID-19, students have fallen behind on a number of skills which are crucial for success in psychology, most notably literacy (spelling, punctuation, grammar and spoken English) which are required for essay questions and for students to fully engage with debates within Issues & Debates; mathematics (fractions and problem solving) which make up at least 10% of the marks across the A Level papers; and a lack of practicals in subjects such as science, which is necessary for students to develop understanding of the research methods used within psychology, which makes up at least 25% of marks across the A Level papers (Ofqual, 2021). Students’ lack of understanding of mathematical content has also been linked to greater maths anxiety, which can cause students difficulties when studying Psychology A Level. Therefore, these are parts of the content which are at the core of our delivery of Psychology A Level, which is why we begin the course by looking at the mathematical and research methods content, allowing this to be interweaved and revised throughout the rest of the two year course. We also provide students with explicit teaching support around the literacy elements of constructing answers to essay questions, and scaffold this support so that students build confidence and independence in these skills. ​ Furthermore, the COVID-19 lockdowns brought about greater prevalence and awareness of a wide variety of mental health conditions. Psychology is ideally placed to support students to understand their own and others’ minds, an area which an increasing number of students are curious to know more about. Through studying the mind and behaviour, students can gain an understanding of why people might think or act in a particular way, and how this thinking and behaviour might be changed. This allows students to develop their ‘psychological literacy’ (defined as developing ‘critically scientific thinkers and ethical and socially responsible participants in their communities’, McGovern et al., 2010). With the diverse nature of RFSS, this skill would encourage and enable students to be inclusive and understanding of students’ different backgrounds. This also develops students who would be suitable for a number of different further education and career options, it has been noted that 72% of psychology undergraduates go directly into employment (UCAS, 2015), but that these cover a broad and diverse range of careers (Nuffield Trust, 2021). This means that students studying A Level Psychology at RFSS are well placed to navigate the challenging context of employment once they leave RFSS, for example, in Rugby there are higher rates of people employed in jobs in professional, scientific and technical activities, education, and administration and support service activities, all of which are helped by an understanding of psychological literacy (Warwickshire County Council, 2022). In the wider context, there is a growing focus on roles focused on equality, diversity and inclusion, wellbeing of staff, children’s mental health, and wider mental health education, again all of which would be benefitted by an understanding of psychology (APA, 2023). Curriculum Aims: Our curriculum aims to: Fully support our students to be happy, healthy and safe in the modern world, through developing a better understanding of the behaviour of people in the world around them Empower our students to Know more about human behaviour and thinking Remember more about the approaches within psychology Do more by applying their knowledge to real world contexts and research methods Inspire our students to strive for excellence and success throughout their lives Prepare our students to be both literate and numerate 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: Stimulating intellectual curiosity about human behaviour and thinking and independence to research these ideas Facilitating collaboration, where students work with each other to research and conduct psychological studies Promoting challenge for all through the topics we cover and particularly the evaluation and comparison of these topics, irrespective of starting points Enabling creativity, by encouraging students to debate contrasting perspectives to find their own voice and arguments for essays Sequencing learning so that students build on their early understanding of psychological approaches and research methods with logical progression, taking into account individual starting points Revisiting previous learning of approaches, research methods and issues and debates to support the transfer to long-term memory Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: ​ Kind, caring citizens who contribute positively to society in a respectful manner due to their greater understanding of human behaviour around them Reflective learners, who can learn from their work and the work of others, and who are resilient enough to problem-solve, reason, evaluate and debate within exams Articulate individuals who can verbalise their own thoughts, ideas and emotions within debates and evaluation Hard-working and empathetic young people who are constantly applying their learning to real-world situations Curriculum Outcome: As a consequence of our curriculum, students who leave RFSS will be empathetic and self-reflective individuals, competent at considering different opinions whilst being able to argue and support their own perspective. They will have a multitude of necessary skills, therefore, to enable them to progress to any further education course or career they wish to pursue. Please view or download our 'Sequence Overview' document for Psychology What are they learning? 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.

  • Rugby | Rugby Free Secondary School | England

    At Rugby Free Secondary School, our vision for students in Year 8 is for them to grow in confidence as they progress through the school from Year 7 to Year 8 and beyond. We will do this by supporting, encouraging and monitoring your child to ensure progress is made, and begin our transition programme including an increased focus on Career Education and advice around choosing their GCSE options. We will foster a positive atmosphere within the year group where all students feel valued and understand our joint responsibility for developing their academic, emotional and social skills. We want our students in Year 8 to not accept ‘okay’ or ‘good enough’, instead strive for excellence. We expect them to maintain high standards of behaviour and enthusiasm for their learning as they move forward towards their GCSEs and further grow into respectable young people. Year 8 is a vital year for our students where we hope to embed positive habits that will allow all students to be successful in school and wider life. Key Dates ​ What are we learning? What are we reading? Gallery GURJIT RUPAL HEAD OF YEAR 8 Gurjit.rupal@rugbyfreesecondary.co.uk STUART BRAMBELL ASSISTANT HEAD OF YEAR 8 Stuart.brambell@rugbyfreesecondary.co.uk

  • Rugby | Rugby Free Secondary School | England

    Drama Increasingly the power of drama is being recognised as one of the most effective ways to develop skills and emotional intelligence in young people. Drama promotes communication skills, teamwork, dialogue, negotiation, socialisation and problem solving. The essence of Drama lies in its capacity to provide students with the opportunity to ‘pretend to be someone else’. It is through such acts of imagination that students are able to explore the way they might behave and react in different circumstances and within different social and cultural parameters. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects I regard the theatre as the most immediate way in which a human being can share with another the sense of what it is to be a human being. Oscar Wilde Drama 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. Drama Curriculum in Context: Within KS3 we intend to equip students with the skills, knowledge and understanding of dramatic techniques that they will need to interpret themes and issues that surround them within society. In the classroom we model and have high expectations across the board in standards of learning and behaviour. This has been developed through an ethos of respect and creative freedom in the classroom. We intend to stretch and challenge all our students through the development of independent learners and allowing students the freedom of interpretation and the culture that it is OK to get something wrong! Drama is assessable to all groups of students i.e. PP, SEN, EAL, through students working in mixed ability groups and students supporting one another in their learning. Within KS4 and KS5 we intend students to apply their skills, knowledge and understanding of dramatic skills and techniques whilst being able to demonstrate critical judgement in their application. Students will be able to do this with support from teaching staff. Across the school, we aim to give all students the opportunity to experience the Arts in a wider context, for example; to perform in whole school musical productions, enrichment, visits from professional theatre companies and theatre trips. Curriculum Aims: Our curriculum aims to: Develop confident young people who can communicate effectively with one another. Inspire our students to explore and develop their own ideas creatively. Give students the skills needed to be able to sympathise and empathise with situations around them. Explore and develop their own social, spiritual, moral and cultural understanding. 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: Delivering engaging topics that are relative to the world around them, in a safe and trusted environment. Giving students the opportunity to articulate and express their ideas, views and opinions about a wide range of topics and issues clearly, confidently and respectfully. Enabling creativity by supporting students to develop their own ideas and that of others. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Empathetic citizens who can understand and engage with others outside their own social, cultural and historical setting. Creative and imaginative thinkers who are not afraid to get things wrong. Team players who can communicate effectively in group situations and understand the importance of listening to others to move forward. Articulate individuals who can verbalise their own thoughts, ideas and emotions. Curriculum Outcome: As a result of our curriculum, students will leave RFSS with improved confidence, who have developed the skills required to work as part of a team by communicating effectively with those around them. Students will have taken part in cultural experiences both inside and outside of the classroom that will enhance their understanding of drama, themselves and others. Please view or download our 'Sequence Overview' document for Drama 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 | Rugby Free Secondary

    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.

  • Careers | Rugby Free Secondary

    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.

  • Rugby | Rugby Free Secondary School | England

    Enrichment Enrichment is a huge part of school life. This is often some of the experiences we remember the most and can provide students with fantastic opportunities, these experiences push us out of our comfort zone and equip us with skills we can transfer into further learning and outside of the school environment. The staff at RFSS offer a wide variety of different opportunities ranging from Duke of Edinburgh Awards to STEM clubs, Equality club to learning sign language with a wide variety of clubs in-between. Staff also offer homework clubs and interventions to support our student’s academic progression as well as developing wider skills. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Curriculum At RFSS we believe that learning should extend beyond the classroom. Clubs are offered throughout the week both at lunch time and after school. Please speak to the staff involved for more information. The timetable is reviewed each term to ensure that we are offering a wide variety of clubs. We have a proud history of entering both local, regional and national competitions and we have had some great success in sporting events and Robotics, where we have represented the region at national fixtures. Our termly Music concerts and recitals have always been well supported by students and parents showcasing the diverse skills that our students (and staff) possess. ​ All of the clubs hit our six core values of Endeavour, Respect, Kindness, Collaboration, Resilience and Curiosity. We also value the place that Enrichment sits within our curriculum, with all subjects planning within their schemes of learning opportunities for Enriching their curriculum so that all students’ experiences make their time at RFSS a time to remember. 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 Bethan Austen | Rugby Free Secondary

    Meet Bethan Austen Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Bethan Austen Bethan has been a qualified Science Teacher with a Chemistry specialism for 7 years, and has experience teaching across all secondary years and sixth form. She is originally from Manchester and relocated to Rugby 5 years ago at which point she joined the team at RFSS. Initially employed as a Classroom Teacher and then promoted to Science Second in Department, she was then appointed as the first Head of Year 7 in 2019. She has been integral in the development of the Year 6 Transition programme as well as helping to lead and develop the Pastoral Team in her promotion to KS3 Raising Standards Leader in 2021. She has seen and contributed to the school's progression through two Ofsted inspections and as a result was appointed as Assistant Headteacher in January 2023. In September 2023 she will take on the role of Senior Assistant Headteacher, supporting the Headteacher in the triangulation of Behaviour & Attitudes, Quality of Education and Personal Development. Bethan completed her NPQSL in 2021, which focused on improving the engagement of students through the implementation of a relationships focused behaviour strategy. Throughout her roles at RFSS, Bethan has always strived to ensure both students and parents feel supported and that students leave being fully 'set for life' ahead with the challenges and opportunities this can bring. Outside of RFSS, Bethan lives with her husband and their mischievous tree-climbing cat Murph! She enjoys reading, walking and spending time with family and friends back in Manchester whenever possible.

  • Meet Laura Edmonds | Rugby Free Secondary

    Meet Laura Edmonds Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Laura Edmonds Laura has been teaching Science for 18 years within three local secondary schools in Warwickshire. Laura has experience of being both Head of Science and Assistant Head Teacher in two of those schools, as well as being Head of a Teaching School for a local MAT. Within this period Laura has also had some time out of education to prioritise looking after her two children, who mean the world to her. Being a working parent, and living in the local community, bring an understanding and perspective of the contexts we work within and allow her to be extra proud to be working with parents, carers, staff and students at RFSS on a daily basis. Laura has an absolute passion for teaching, for making ‘every lesson count’ and for the continual professional development of all staff. As an Assistant Head Teacher at her previous school, she was solely responsible for Teaching and Learning and Staff Development and the rating of this area went from ‘Good’ to ‘Outstanding’ in a full Ofsted Inspection under her leadership. Laura firmly believes that all students and staff have talents to be celebrated and shared and that, with collaboration and dedication, all students can achieve their full potential, personally as well as academically. From September 2023, Laura’s main area of focus at RFSS will be upon raising Year 11 achievement through ensuring high-quality teaching, regular feedback, intervention and support. Laura works with other school leaders, staff, students and their families to develop an achievement culture in which care and ambition for our students are at the very heart. Focusing time and effort upon what is evidenced to have the most impact, according to academic research and the relevance to our students, is always a priority, as well as an attitude of ‘leaving nothing to chance’. Outside of school, Laura will usually be found spending time with her family and, crazy but adorable, border collie! She loves boxing fitness classes and yoga, reading and listening to and playing music. In her spare time, she’s at her happiest spending time with family and friends, out in nature and eating Indian food.

  • Rugby | Rugby Free Secondary School | England

    English Education and society are rooted in English. History is documented, perspectives are captured, and empathy developed through literature. A high-quality education in English will teach students to speak and write fluently so that they can communicate their ideas and emotions to others. Through reading and listening, others are able to communicate their ideas and emotions with them. It is through reading that students are able to develop culturally, emotionally, intellectually and socially, enabling them to acquire knowledge and build on their existing knowledge. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects This is part of the beauty of all literature. You discover that your longings are universal longings, so that you're not lonely and isolated from anyone. You belong. F. Scott Fitzgerald English 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. English Curriculum in Context: Due to the ongoing impact of COVID-19, research has found ‘particularly negative impacts on reading for secondary school students’. With our ever-changing cohorts, we will only see the detrimental impact increase as primary school closures had ‘a greater impact on primary reading on average’ and ‘writing outcomes for primary-aged children were lower than expected compared to previous year groups’ (The Impact of COVID-19 on Learning: May 22). Therefore, we aim to ensure that we are not only building upon previous knowledge in our English Curriculum, but are consistently filling in the gaps too. We are also noticing the generational change where school-age pupils now have more control of the media they consume, which in turn limits their cultural capital. Short-term media forms are becoming increasingly popular, meaning that sustained exploration of ideas across longer texts is something we need to explicitly teach. As a result, we seek to choose texts that inspire and engage our pupils, stimulating debate and acting as spring-boards for their own writing. We have built a curriculum around the diverse nature of our cohort, so that students see themselves reflected, and see English a way to understand the world around them. ​ Curriculum Aims: Our curriculum aims to: Empower our students to communicate effectively and independently (developing their core literacy skills) Fully support our students’ moral and cultural understanding of the modern world Inspire our students to explore and develop their own ideas creatively Empower our students to Know more about the texts we study and their contexts Remember more about the methods used by writers Do more by applying this knowledge regularly in their own extended responses 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: Stimulating intellectual curiosity about texts and allowing for independent exploration of these ideas Facilitating collaboration, where students work with each other to develop and challenge ideas on texts and in their own writing Promoting challenge for all through both the texts we teach and the tools we provide students with to interrogate them. We see explicit teaching of vocabulary as a core element of this. Enabling creativity, by supporting students to develop their own authorial and journalistic voices Sequencing learning so that the texts, ideas, and styles of writing they engage with are logically progressed, taking into account individual starting points Revisiting previous learning of analytical approaches, vocabulary, methods and key literary ideas to support the transfer to long-term memory. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Empathetic citizens who understand the power of writing and language in society Resilient learners who reflect on their work, and the work of others in order to make progress Creative thinkers who challenge and develop interpretations, and reflect this nuanced understanding in their own writing. Articulate individuals who can verbalise their own thoughts, ideas and emotions Hard-working students who are committed to fully developing and exploring their ideas. Curriculum Outcome: As a result of our curriculum, students will leave RFSS competent in the skills of reading, writing and spoken language. They will also be empowered in their thinking, viewing the world through a critical lens and understanding that their voices have the power to change it. Please view or download our 'Sequence Overview' document for English 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 Information for Parents | Rugby Free Secondary

    PARENTS Rugby Free Secondary School benefits from having a Prospects Careers Advisor who delivers a one-to-one service and works alongside the pastoral teams to provide a range of services to our students. ​ These services include: Assistance with college and university applications Securing employment and apprenticeships One to one interviews And help with CVs and application forms. ​ ​ The team also facilitates work experience, careers fairs (internal & external), A-Level and Vocational taster sessions, trips to colleges and universities. ​ Every year Rugby Free Secondary School holds a careers fair attended by higher education institutions, workplaces, public service representatives and the armed services. ​ We also provide career talks on apprenticeships, university & college options and careers on a weekly basis. Posters and flyers about careers events are also posted throughout the school and students are made aware of events via tutor time. Every summer our year 12 students are given the opportunity to take part in work experience. You can view our full careers education, information, advice and guidance (CEIAG) programme on here. ADVICE FOR PARENTS ​ As a parent, you are incredibly influential when it comes to the decisions your child makes in all areas of their lives and that is especially true when it comes to their education and careers. This guide makes it as easy as possible for you to talk to your child about their options. Careers Advice for Parents - Careers Advice for UK parents, young people, school leavers, A Level students, teenagers. Independent, informative & accurate Mumsnet Education - Find all you need to know on getting them from preschool through to higher education. Parent Adviser - Parent Adviser provide useful, up to date advice for parents about the career options available to their children. Advice on UCAS for parents and guardians - Lots of resources and information dedicated to helping parents and guardians support students applying to uni. Paths to Professional Careers – a Parent’s Guide 2019 - Get advice aimed at parents on careers, university and school leaver programmes such as higher apprenticeships and sponsored degrees. CHILD EMPLOYMENT ​ The youngest age a child can work part-time is 13 - except children involved in areas like: television, theatre, modelling. Children working in these areas will need a performance licence. Children can only start full-time work once they’ve reached the minimum school leaving age - they can then work up to a maximum of 40 hours a week. Once someone reaches 16, you may need to pay them through PAYE. Once someone reaches 18, adult employment rights and rules then apply. APPRENTICESHIP INFORMATION A Parent’s Guide to Apprenticeships Information for parents about the benefits of apprenticeships and the opportunities they provide.

  • Rugby | Rugby Free Secondary School | England

    Ali House Leaders Anchor 1 A house leader is someone who will demonstrate RFSS values and ethos, they will have the desire to act responsibly and be a role model for other students. A house leader will be able to converse with staff, peers and the wider community. The are committed to encouraging others and recruiting members of the school community to participate in house events. Amna Ali Aakash Choudary Eleanor Drake Lily Baker Intira Chanrai

  • Rugby | Rugby Free Secondary School | England

    Sixth Form Subjects at RFSS Anchor 1 At Rugby Free Secondary Sixth Form we offer a wide range of subjects across our Sixth Form Curriculum to appeal to students with a range range of interests, skills and ambitions. These subjects are assessed in a variety of way including external examinations, coursework and controlled assessments. Different students will find these subjects accessible based on their knowledge from GCSEs as well as their cultural capital and life skills. Due to the rigour of Post 16 study, these subjects all have different entry requirements. Click on the pathway below to explore our different subjects and learn about what you'll be studying and expected to do. Academic Subjects Vocational Subjects ​ Entry Requirements

  • Rugby | Rugby Free Secondary School | England

    Parents & Carers Anchor 1 Student Support Year 7 Transition SEND Teaching & Learning Safeguarding Parents & Carers Advisory Board Calendar & Events Parent Login Homework

  • Rugby | Rugby Free Secondary School | England

    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 Fae Bantleman ASSISTANT HEAD OF YEAR 7 rfae.bantleman@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.

  • Rugby | Rugby Free Secondary School | England

    Sixth Form Bursary To apply for Sixth Form Bursary for 2023/2024 click the below link https://rugbyfreebursary.applicaa.com/1 Guidance for the 16-19 bursary can be found below: Click here to view guidance Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 We strive to develop well rounded individuals who are respectful, curious and resilient. Financial support is available to eligible students from the 16 to 19 bursary fund. The fund is intended to support students aged 16 to 19 in overcoming specific financial barriers to participation so they can remain in education. ​ There are two types of 16 to 19 bursaries: Bursaries for defined vulnerable students Discretionary Bursaries ​ Vulnerable Student Bursaries ​ Students with a financial need, who meet one of the following 4 criteria below, in addition to the criteria outlined in sections above, can apply for a bursary for vulnerable groups. The defined vulnerable groups are students who are: ​ In care (NB: those who are privately fostered are not classed as looked after); ​ Care leavers; ​ Receiving Income Support (IS), or Universal Credit (UC) because they are financially supporting themselves or financially supporting themselves and someone who is dependent on them and living with them such as a child or partner; or ​ Receiving Disability Living Allowance (DLA) or Personal Independence Payments (PIPs) in their own right as well as Employment and Support Allowance (ESA) or UC in their own right ​ Discretionary Bursaries can be used for the following support: ​ Help with specific course related costs such as books and other resources that are needed for your courses, educational visits (including University Open Days & Interviews) are also included. ​ Contributions to the cost of work experience placements ​ If you live more than 2 miles away from school we may reimburse bus travel expenses from weekly, monthly, or 3 monthly bus passes only. Individual bus tickets will not be accepted. If you are not eligible for FSM you will also receive a contribution towards meals in the school canteen, if funds allow. ​ Back to Sixth Form Home Page Click below to download our Sixth Form Bursary policy

  • Rugby | Rugby Free Secondary School | England

    Student Support Each year group has a Head of Year who is a full time teacher, and an Assistant Head of Year (non- teaching) supporting this role. There are also Form Tutors in each year group who meet with their class each morning for registration, and who deliver a Form Tutor programme throughout the year that covers all areas of PSHCE, and creates opportunities for celebrating success. Anchor 1 Back to Students Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Parents & Carers Our structure reinforces the school value of Collaboration as we all seek to work in partnership with your child. This structure also means that students and parents have three dedicated points of contact for their specific year group which allows for regular contact between school and home via phone, email or prearranged meetings. It also reinforces the school value of Collaboration as we all seek to work in partnership for the benefit of your child. Anchor 3 Please click the below area for information specifically relevant to your childs' year group:

  • Rugby | Rugby Free Secondary School | England

    Geography Geography is essentially about understanding the world we live in. It helps to provoke and provide answers to questions about the natural and human aspects of the world. At Rugby Free Secondary school children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum enables students to develop knowledge and skills that are transferrable to other curriculum areas. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects The study of geography is about more than just memorising places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. Barack Obama Geography Department - Overarching Curriculum Intent (September 2023) RFSS Curriculum Vision Statement: Geography is about understanding the world around us. Where, why and how events in the world happen. It encourages a curious mind and to ask as many questions as they find answers. We are preparing our students to have an interest and knowledge of the world around them. The human and physical landscapes that shape our world and their lives. ​ To become global citizens with a view as being a part of the world, not just a bystander looking from the outside. Geography Curriculum in Context: We provide a carefully sequenced and knowledge rich Geography curriculum that allows for the progressive development of students understanding of geographical concepts and skills. From Year 7 through to eventual A Level, students will hone in on concepts such as cause and effect, management, sustainability and conflict whilst developing skills such as drawing and reading graphs, reading maps and photo analysis. ​ Our curriculum comprises a balance of human and physical Geography. Each student is provided with a visual curriculum map to ensure they are aware of their learning journey. We want our students to be curious about the world around them. To encourage this, each unit begins with an enquiry question. Throughout the unit, students become equipped with the knowledge and skills required to answer this question. This guides the lesson sequence and allows us to measure the impact of our curriculum. ​ Without a strong starting point, it is impossible to measure progress effectively. Therefore, every student completes a baseline assessment at the beginning of Year 7. We have a large number of feeder schools so it is important to gain an understanding of what a student knows and can do, as well as any gaps in their learning. This information is then used to inform the scaffolding and level of challenge required in the first unit, Fantastic places. This unit focuses on the concept of scale and provides students with a grounding in geographical skills. ​ Concepts and skills are continuously revisited, but in a more challenging capacity. For example, in Year 7 students are introduced to the concept of development and the many ways it can be measured. In Year 8, students revisit this concept when assessing the impacts of natural hazards, and why this varies across the world. By revisiting concepts in different contexts, students can begin to make connections and develop their schema. ​ Every subject is communicated through its own unique language. Our curriculum develops student’s disciplinary literacy by providing opportunities to read and actively engage with challenging geographical texts. Some examples include extracts from Prisoners of Geography and Factfulness, as well as a range of articles, policy documents and fiction texts. We encourage students to strengthen their oracy when discussing and presenting ideas, and provide explicit vocabulary instruction to support students in accessing and using geographical terminology. ​ Barak Rosenshine’s Principles of Instruction (2012) and Doug Lemov’s Teach like a Champion (2014) strategies are employed to develop our teaching practice in Geography. We ensure students retain knowledge by interleaving learning. This leads to improved knowledge retention and allows students to make connections between concepts and ideas. Retrieval practice is used in every lesson in the form of Do IT Now Activities (DIN) to ensure students are constantly reviewing their learning and addressing misconceptions. We provide guided practice through the ‘I, We, You’ method and show call students work to maximise accountability and build resilience. Curriculum Aims: Our curriculum aims to: ​ To have curious students, who ask questions and to enable them to think critically about Geography and communicate confidently through their writing and oracy. To develop a geographer in every student. To have the skills, confidence and knowledge to be able to become global citizens. Having the ability to make their own judgements and ideas based on a strong foundational knowledge. To nurture a passion for Geography. To be able to appreciate the world around them. To give students a thirst to know about and see the world. To enable students to question the world around them, not just accept what they are told. To be able to filter from all the noise of information. We do this by: Building a sequenced curriculum that enables students to engage in geography, developing the skills necessary to become a geographer Providing opportunities and encouraging students to stretch and challenge their knowledge and understanding beyond the classroom. To ask “big” questions that stretch and challenge their understanding of the world. Building opportunities for our students to engage in fieldwork, proving them with the skills and techniques in carrying out investigations. Building a sequenced curriculum which presents opportunities for our students to engage with the disciplinary knowledge that underpins our subject, second order concepts such as cause, consequence, change and continuity. Providing a geographical framework to help our students make sense of the world, beyond their own. Provide the foundations for all our students to become global citizens Curriculum Outcome: By the time students leave RFSS, they will: Have secure knowledge of where places are and what they are like Have respect and appreciation of diverse places, cultures, people and resources Have an understanding of the complex interrelations of the human and physical world Be able to express well-balanced opinions and support, evaluate and challenge the opinions of others Be able to plan, conduct and evaluate fieldwork collaboratively using geographical skills and techniques Be passionate about Geography and continue to be curious about our ever changing world. Please view or download our 'Sequence Overview' document for Geography 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.

  • Rugby | Rugby Free Secondary School | England

    Year 13 Head Students Anchor 1 Lyd Moser - Head Student Damien Smith - Head Student Head Students at RFSS encapsulate our six core values at all times. They have aspirations to become leaders in their adult lives and are passionate about using their voices to empower change among the student body of our school. They are elected democratically by their peers and staff, after a leadership campaign, during which they must demonstrate their vision for and commitment to the school community. Our Head Students are role models for all students in the school, illustrating a strong academic skill set, alongside a compassion for the wellbeing of all students and staff at RFSS. They challenge all students to hold themselves to high standards, and coordinate and inspire the whole Student Leadership Team to do likewise. They play a key role in promotional events for the school and are a vital link for communication and collaboration between staff and students. We look forward to them becoming a central part of our new and growing alumni community.

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