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  • Rugby | Rugby Free Secondary School | England

    Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Pankhurst 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. Jack Yates Tilly Hobson Holly Prestige Eden Iles

  • Meet Seb Cooper | Rugby Free Secondary

    Meet Seb Cooper Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Seb Cooper Seb joined Rugby Free Secondary School as a qualified Physics Teacher in September 2019, experienced with teaching students age 11 - 18. Born and raised in London, Seb has also spent his formative teaching years in the Lake District before settling back with family in the Midlands. Coming into his teaching career with a degree in 'Physics, Astrophysics and Cosmology', he has found great success as a teacher of Physics, Head of Subject, Head of Year and Whole School Assessment Lead. Naturally, he will be progressing up to his new role as Associate Assistant Headteacher in September 2023, with a specific focus on our MIS system, Timetabling, Assessment and Cover. As a result, Seb will be at the core of the work we perform daily. Utilising his great working relationships with the rest of the staff body and his knowledge of both pastoral and subject pedagogy, he is building on the achievements of his predecessors to carry us forward to 'Outstanding' in the future. Transitioning Seb into the senior leadership team has been a natural and easy step to take, having spent the past year in close collaboration with all our current members. He passed his NPQSL qualification in 2022, writing about his pastoral achievements and further highlighted his attention to detail with data and how to use data to boost school improvement from a behaviour perspective. Throughout his career at RFSS, he has been able to not only support our teachers, but also form effective relationships with our parents and students. Outside of RFSS, Seb spends his time being the greatest dad in the world to his daughter Ada, born in January 2023, and husband to his wife Abi. He is a self-certified 'geek' who builds computers and loves using technology to be creative with Art, Music and more. Looking ahead, he simply can not wait to teach his daughter how to play the guitar.

  • Rugby | Rugby Free Secondary School | England

    safeguarding team Karen%20Grant%20SLT%20and%20safeguarding Roberts,Samirah,1657906_COL_square safeguarding team 1/12 Safeguarding Safeguarding is the action that is taken to promote the welfare of children and protect them from harm. Child protection is part of the safeguarding process. It focuses on protecting individual children identified as suffering, or likely to suffer significant harm. This includes child protection procedures which detail how to respond to concerns about a child. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers Joedie Bradgate Deput y Designated Safeguarding Leader Bethan Austen Deput y Designated Safeguarding Leader Mandy Milsom Desi gnated Safeguarding Leader RFSS is committed to safeguarding and promotes the welfare of children and young people. protecting children from abuse and maltreatment preventing harm to children’s health or development ensuring children grow up with the provision of safe and effective care taking action to enable all children and young people to have the best outcomes Coping with self harm information Click the above file to view Keeping children safe in education 2024 Safeguarding at RFSS RFSS is committed to safeguarding and promotes the welfare of children and young people, expecting all staff and volunteers to share this commitment. The safety and welfare of our staff and students is of paramount importance to all those involved in education. We have a team of Designated Safeguarding Leads who are responsible for leading on safeguarding. However, students can, and do, form positive relationships with school staff, and will at times view them as significant and trustworthy adults. We encourage students to talk to staff about anything that worries them, and staff will always act in the best interests of students. Anchor 3 How children can be harmed What do I do if I have a safeguarding concern? If you have a safeguarding concern about a child or adult, please follow the instructions below for reporting your concern; During Schools Hours-Contact the Designated safeguarding lead, to share your concerns. Contact Out of school hours; Contact Warwickshire multi-agency safeguarding hub Front Door on 01926 414144 or contact 101 .

  • Rugby | Rugby Free Secondary School | England

    How children can be harmed Please click on icons below for specific descriptions for each category: Physical Abuse Peer on Peer Abuse Emotional Abuse Neglect Sexual Abuse Child Sexual Exploitation Online Abuse Child Criminal Exploitation Domestic Abuse Wellbeing Radicalisation physical abuse Physical Abuse Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Key Indicators Anxiety Depression Anger Self Harm Eating Disorders Post-Traumatic Stress Disorder To top emotional Emotional Abuse The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child from participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone. Key Indicators Anxiety Depression Anger Self Harm Eating Disorders Post-Traumatic Stress Disorder To top Sexual abuse Sexual Abuse Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue in education. Key Indicators Anxiety Depression Anger Self Harm Eating Disorders Post-Traumatic Stress Disorder To top online Online Abuse Thinkuknow provides advice from the National Crime Agency (NCA) on staying safe online Parent info is a collaboration between Parentzone and the NCA providing support and guidance for parents from leading experts and organisations Childnet offers a toolkit to support parents and carers of children of any age to start discussions about their online life, to set boundaries around online behaviour and technology use, and to find out where to get more help and support Internet Matters provides age-specific online safety checklists, guides on how to set parental controls on a range of devices, and a host of practical tips to help children get the most out of their digital world London Grid for Learning has support for parents and carers to keep their children safe online, including tips to keep primary aged children safe online Net-aware has support for parents and carers from the NSPCC and O2, including a guide to social networks, apps and games Let’s Talk About It has advice for parents and carers to keep children safe from online radicalisation UK Safer Internet Centre has tips, advice, guides and other resources to help keep children safe online, including parental controls offered by home internet providers and safety tools on social networks and other online services Government has also provided: support for parents and carers to keep children safe from online harms , includes advice about specific harms such as online child sexual abuse, sexting, and cyberbullying support to stay safe online includes security and privacy settings, blocking unsuitable content, and parental controls To top domestic Domestic Abuse Rugby Free Secondary School in an Operation Encompass school. This means we are taking part in a jointly run operation called Operation Encompass in partnership with Warwickshire County Council and Warwickshire Police. Many other schools in Warwickshire will also be participating in the scheme. Operation Encompass is a way of working initially developed in south-west England that is already operating successfully in a number of other Local Authority areas. Its objective is to help schools provide support to children who are affected by incidents of domestic violence and abuse. There is a great deal of research evidence that children can suffer significant physical and/or emotional harm when they are present during, witness or are directly involved in incidents of domestic violence and abuse. The Operation Encompass process is simply that after any incident of domestic violence or abuse attended by the Police, the Headteacher and Designated Safeguarding Lead at the school attended by any child in the household will receive a confidential and secure Email on the morning of the next school day. The Email will only inform the Headteacher and Designated Safeguarding Lead that the Police have attended an incident and will request that the school is mindful of that in their care and responses to the child throughout the school day. The school will not be informed about the specific details of the incident. The only exception would be when Warwickshire County Council and Warwickshire Police deem the incident to be a child protection matter that requires further investigation. Information would then be shared with the school as part of Warwickshire County Council’s child protection checks and investigation, which is current practice and will not be changed by Operation Encompass. The Headteacher and Designated Safeguarding Lead have entered into a formal agreement with Warwickshire County Council and Warwickshire Police to use the information shared to make sure that the right support is available for children who are present during, witness or are directly involved in an incident of domestic violence or abuse. This means that the school will also be in a position to offer parents and carers support as appropriate. The confidential information shared securely with the school will be managed and stored with the utmost sensitivity and discretion. We want to assure all parents and carers that only the nominated Designated Safeguarding Lead and the Headteacher will see the information shared with the school. We will then use the notification discretely to ensure that teachers and other staff directly in contact with affected children support them with due kindness, care and sensitivity. We are keen to offer the best support possible to our students and we believe this is going to be extremely beneficial for all those involved. Key Indicators Anxiety Depression Anger Self Harm Eating Disorders Post-Traumatic Stress Disorder To top radical Radicalisation What is Prevent? The government’s official definition of Prevent Duty is the legal obligation of schools to provide “due regard to the need to prevent people from being drawn into terrorism”. Protecting children from the risk of radicalisation should be seen as part of schools’ wider safeguarding duties - similar to protecting children from other forms of harm and abuse Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism As with managing other safeguarding risks, all school staff should be alert to changes in children’s behaviour which could indicate that they may be susceptible to being radicalised, thus protecting the individual child and the community from violent extremism. Key Points Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism leading to terrorism. Extremism is defined by the Government in the Prevent Strategy as 'Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas. Extremism is defined by the Crown Prosecution Service as: 'The demonstration of unacceptable behaviour by using any means or medium to express views which: Encourage, justify or glorify terrorist violence in furtherance of particular beliefs; Seek to provoke others to terrorist acts; Encourage other serious criminal activity or seek to provoke others to serious criminal acts; or Foster hatred which might lead to inter-community violence in the UK. There is no such thing as a "typical extremist": those who become involved in extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity. Students may become susceptible to radicalisation through a range of social, personal and environmental factors. It is known that violent extremists exploit vulnerabilities in individuals to drive a wedge between them and their families and communities. It is vital that school staff are able to recognise those vulnerabilities. Indicators of vulnerability include: Identity Crisis - the student / pupil is distanced from their cultural / religious heritage and experiences discomfort about their place in society; Personal Crisis - the student / pupil may be experiencing family tensions; a sense of isolation; and low self-esteem; they may have dissociated from their existing friendship group and become involved with a new and different group of friends; they may be searching for answers to questions about identity, faith and belonging; Personal Circumstances - migration; local community tensions; and events affecting the student / pupil's country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy; Un-met Aspirations - the student / pupil may have perceptions of injustice; a feeling of failure; rejection of civic life; Experiences of Criminality - which may include involvement with criminal groups, imprisonment, and poor resettlement / reintegration; Special Educational Need - students / pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others. However this list is not exhaustive, nor does it mean that all young people experiencing the above are at risk of radicalisation for the purposes of violent extremism. More critical risk factors could include: Being in contact with extremist recruiters; Accessing violent extremist websites, especially those with a social networking element; Possessing or accessing violent extremist literature; Using extremist narratives and a global ideology to explain personal disadvantage; Justifying the use of violence to solve societal issues; Joining or seeking to join extremist organisations; Significant changes to appearance and/or behaviour; Experiencing a high level of social isolation resulting in issues of identity crisis and/or personal crisis. children who suffer from changes in emotional well-being; children who misuse drugs and alcohol; children who go missing for periods of time or regularly come home late; and children who regularly miss school or education or do not take part in education. To top Peer on peer Peer on Peer Abuse Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue in education. Key Indicators Anxiety Depression Anger Self Harm Eating Disorders Post-Traumatic Stress Disorder To top Neglect Neglect Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy, for example, as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. Key Indicators Anxiety Depression Anger Self Harm Eating Disorders Post-Traumatic Stress Disorder To top CSE Child Sexual Exploitation Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact, it can also occur through the use of technology. Like all forms of child sex abuse, child sexual exploitation: can affect any child or young person (male or female) under the age of 18 years, including 16- and 17-year olds who can legally consent to have sex; can still be abuse even if the sexual activity appears consensual; can include both contact (penetrative and non-penetrative acts) and noncontact sexual activity; can take place in person or via technology, or a combination of both; can involve force and/or enticement-based methods of compliance and may, or may not, be accompanied by violence or threats of violence; may occur without the child or young person’s immediate knowledge (e.g. through others copying videos or images they have created and posted on social media); can be perpetrated by individuals or groups, males or females, and children or adults. The abuse can be a one-off occurrence or a series of incidents over time, and range from opportunistic to complex organised abuse is typified by some form of power imbalance in favour of those perpetrating the abuse. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, sexual identity, cognitive ability, physical strength, status, and access to economic or other resources. Key Indicators Some of the following signs may be indicators of child sexual exploitation: children who appear with unexplained gifts or new possessions; children who associate with other young people involved in exploitation; children who have older boyfriends or girlfriends; children who suffer from sexually transmitted infections or become pregnant; children who suffer from changes in emotional well-being; children who misuse drugs and alcohol; children who go missing for periods of time or regularly come home late; and children who regularly miss school or education or do not take part in education. To top CCE Child Criminal Exploitation Criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity, drug networks or gangs groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns. Key to identifying potential involvement in county lines are; missing episodes, when the victim may have been trafficked for the purpose of transporting drugs Like other forms of abuse and exploitation, county lines exploitation: can affect any child or young person (male or female) under the age of 18 years; can affect any vulnerable adult over the age of 18 years; can still be exploitation even if the activity appears consensual; can involve force and/or enticement-based methods of compliance and is often accompanied by violence or threats of violence; can be perpetrated by individuals or groups, males or females, and young people or adults; and is typified by some form of power imbalance in favour of those perpetrating the exploitation. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, cognitive ability, physical strength, status, and access to economic or other resources. To top wellbeing Mental Health & Wellbeing Children and Young Person Advice Helpline number to support crisis intervention and prevent mental health crisis Coventry and Warwickshire Partnership NHS Trust (CWPT) want to support you during the difficult times we are facing due to the Covid 19 situation. To do this we have developed a 24 hour 7 day a week tele-phone Advice Helpline run by qualified mental health clinicians to be there for you to contact when you need. We know that the feelings you may be experiencing at such difficult times are frightening and can make you feel that your emotional wellbeing is in crisis. We know that these emotions can lead to a mental health crisis which often means that you no longer feel able to cope or be in control of your situation. You may feel great emotional distress or anxiety, cannot cope with day-to-day life, intense sadness and may be thinking about suicide or self-harm or experiencing thought disorientation that can feel like hallucinations or hearing voices. We want to be there for you to support and give advice, to work with you to feel more able to be in control of your emotions and manage the distress you are feeling together with you. Children and Young Peoples Specialist Mental Health service in CWPT have with the current crisis team worked together to develop a CYP response that will allow us to support you 24 hours 7 days a week and where needed continue to support you within the Rise Mental Health and Emotional Wellbeing service directly for CYP. Contact details If you are calling between the hours of 8am and 8 pm please call Childrens Crisis Team at Whitestone on: 02476 641799 If you are calling between the hours of 8pm and 8 am please call Coventry Crisis team Crisis team: 02476 938000 What to expect when you call: The mental health clinician who you speak to will want to know about you and will ask you some questions to help understand your feelings and emotions. They are doing this to help understand how to best help you and make sure that they get the right support for you. Listening to you is so important and hearing your voice in terms of what you are experiencing, the feelings and the situation. We may ask you about your family and the adults who are able to also support you or be part of your coping plan. This may mean we need to speak to an adult in your house as well but we will do this with you. At times we may need to call you back to offer ongoing support and advice to do this we will need to have a contact number. We also may need to think with you about other agencies that can support you but we will talk these suggestions through with you and or the adults you feel able to involve. Most importantly we want to be able to offer advice and support over the phone as you need it to pre-vent a crisis feeling becoming too overwhelming. As well as our 24 hour 7 day a week phone advice helpline we have also been working hard to provide resources on line to provide more direct advice and guidance. We acknowledge that these Covid 19 times are presenting challenges for all of us and we want to make sure that we are reaching out to you all - children and young people, parents, career’s and families. On the CWRise website you will find a wealth of up to date links, advice, guidance and support to help support during these times. In addition the following resources are available to all to telephone or contact via their website that are CYP focused. Young Minds parent helpline: 0808 802 5544 https://youngminds.org.uk/find-help/for-parents/parents-helpline/ Papyrus 0800 068 4142 https://papyrus-uk.org/hopelineuk/ opening hours 9am-10pm weekdays and 2pm – 10 pm weekends and Bank holidays ChildLine 0800 1111 www.childline.org.uk Safeguarding Children Top Tips Parent Resource https://ssscpd.co.uk/education/parentsandguardians/child-mental-health-10-tips-for-parents/-/pj== To top

  • Careers Information for Parents | Rugby Free Secondary

    Careers information for PARENTS Should you require further advice and guidance in addition to the information below, please contact Mr Edwards on philip.edwards@rugbyfreesecondary.co.uk Rugby Free Secondary School benefits from having a Career Torch 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 2024 - 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

    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 2024) 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. As a school with a diverse demographic beyond our school gates, it is essential that we not only prepare them for their examinations, but also for the challenges life may bring. English Curriculum in Context: With more than a third of our students experiencing higher than average levels of deprivation, we are acutely aware of the impact this has on both literacy levels and cultural capital. With this in mind, we carefully craft our curriculum to include texts that inspire and engage our pupils, stimulating debate and acting as spring-boards for their own writing and thinking skills. We have built a curriculum around the diverse nature of our cohort, so that students see themselves reflected, and see English as a way to understand the world around them. Due to the ongoing legacy of COVID-19, research has indicated ‘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. This was evidenced in our 2023 GCSE results, where Literature lagged someway behind Language. This has resulted in a change to our intervention curriculum where deeper knowledge and exploration of literature texts is now further foregrounded. Curriculum Aims: Our curriculum aims to: Ensure our students view language skills, from a written, analytical and spoken perspective, as a springboard to create more opportunities in life and facilitate the ability to become a greater stakeholder in society. 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 Apply 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: Encouraging a love of language and developing and nuancing students’ vocabularies so that they can be both precise and concise in their written and spoken communication. 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.

  • Rugby | Rugby Free Secondary School | England

    Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Subjects at RFSS Anchor 1 Art and Design Core PE Drama Health and Social Care MFL _ French Psychology Sports Studies Business Studies Creative iMedia English History Music Religious Education Careers Education Criminology Food Preparation and Nutrition Mathematics Physical Education Science Computer Science Design Technology Geography MFL - Spanish PSHE / RSE Sociology Anchor 2 Anchor 3 Anchor 4 Anchor 5 Anchor 6

  • Meet Sami Bryant | Rugby Free Secondary

    Meet Sami Bryant Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Sami Bryant Sami has worked in education, primarily as a teacher of English for 12 years. She has worked in 3 schools across Coventry and Warwickshire and has previously been a Head of Faculty and Assistant Headteacher as well as teaching English language and literature to a range of students from years 7 to 13. Starting as a literacy lead, alongside of being a classroom teacher, Sami has worked through the different stages of leadership in a range of different schools, gaining invaluable experience and expertise in a range of areas from curriculum, literacy, interventions, pastoral support and behaviour. She successfully led a large faculty in English and Media, creating record results in her second year as faculty lead, before embarking on her SLT journey as an Assistant Headteacher, developing reading, literacy and EAL across a whole school and trust. Sami is passionate about education and sees the impact we can have on our young people by building positive relationships and being a supportive and engaging practitioner. Her previous experience of working in a large trust to develop whole trust reading and literacy practise means she is well equipped to take up the baton at RFS and she is looking forward to being a driving force in her new role as … Out of school Sami is dedicated to looking after her fitness, knowing full well the link between a healthy body and healthy mind. More often than not you can find her in the gym, out for a run or walking in the countryside. Sami is excited to return to Rugby where she has previously worked for 4 years. She is keen to become part of the fantastic team that has made RFSS such a huge success and is looking forward to being part of an ambitious, strong and positive team.

  • Rugby | Rugby Free Secondary School | England

    Meet the Senior Leadership Team We have a dedicated and dynamic team of senior leaders at RFSS, all of whom have specific areas of responsibility, but work closely with students, staff and parents and carers. Please see their contact details below. Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Iain Green HEA DTEACHER iain.green@rugb yfreesecondary.co.uk Mandy Milsom ASSISTANT HEADTEACHER DSL, Behaviour & Attitudes, Personal Development, Vulnerable Student Lead mandy.milsom@rugbyfreesecondary.co.uk Elizabeth Towle ASSISTANT HEADTEACHER SEND & Inclusion Lead, SEND Quality of Education, Interventions, Alternative Provision, SRP Oversight Timetable Adjustment Plans Unit Award Scheme etowle@rugbyfreesecondary.co.uk Laura Edmonds ASSISTANT HEADTEACHER Professional Development, KS4 Outcomes, HPA Lead, Revision Strategies laura.edmonds@rugb yfreesecondary.co.uk Phil Edwards ASSOCIATE ASSISTANT HEADTEACHER Sixth Form, Careers Personal Development, Website Marketing and PR, Compliance philip.edwards@rugb yfreesecondary.co.uk Staff Contact List - usual emails at RFSS are: f orename.surname@rugbyfreesecondary.co.uk Please use the above format to contact specific members of staff John Harris DEPUTY HEADTEACHE R Quality of Education, Staff Wellbeing, Sub-Groups, Trips, john.harris@rugbyfreesecondary.co.uk Mitchell Chadwick ASSISTANT HEADTEACHER Sixth Form, KS5 Outcomes, Appraisal mitchell.chadwick@rugbyfreesecondary.co.uk Simon Tibke ASSISTANT HEADTEACHER Quality Assurance Lead (Maths Lead ), Home Learning, Data analysis simon.tibke @rugb yfreesecondary.co.uk Seb Cooper ASSOCIATE ASSISTANT HEADTEACHER Data Production, Reporting, Timetable Creation, Curriculum Design, MIS Management sebastian.cooper@rugb yfreesecondary.co.uk Xian Wright ASSOCIATE ASSIS TANT HEADTEACHER Personal Development, Behaviour & Attitudes Tutor Time Programme, Assembly Programme Tutor Time Quality Assurance, Transition xian.wright @rugb yfreesecondary.co.uk Bethan Austen DEPUTY HEA DTEACHER Behaviour & Attitudes, Culture & Ethos, Pastoral Interventions, Head of Year Lead, Admissions bethan.austen@rugbyfreesecondary.co.uk Kerry Masterman ASSISTANT HEADTEACHER Exams, Calendar, Communications & Cover, Heath & Safety, Marking & Feedback Kerry.masterman @rugb yfreesecondary.co.uk Sami Bryant ASSISTANT HEADTEACHER Curriculum Intent, Curriculum Implementation, Teaching & Learning, Literacy sami.bryant @rugb yfreesecondary.co.uk Marc Skelton ASSOCIATE ASSISTANT HEADTEACHER Teaching & Learning, CPD, Research lead marc.skelton @rugb yfreesecondary.co.uk Mark Laity ASSOCIATE ASSIS TANT HEADTEACHER Pupil Premium Leadership Mark.laity@rugbyfreesecondary.co.uk Our aim is for all students to achieve their full potential.

  • Samantha Malt | Rugby Free Secondary

    < Back Samantha Malt samantha.malt@rugbyfreesecondary.co.uk samantha.malt@rugbyfreesecondary.co.uk

  • Rugby | Rugby Free Secondary School | England

    Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies 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 2024

  • Sami Bryant | Rugby Free Secondary

    < Back Sami Bryant Assistant Head Teacher sami.bryant@rugbyfreesecondary.co.uk sami.bryant@rugbyfreesecondary.co.uk

  • Rugby | Rugby Free Secondary School | England

    Set for Life At RFSS our Personal Development curriculum extends beyond the academic and supports our students in the many diverse aspects of life. We aim to provide students with the opportunities to focus on their personal development and character in order to ensure all students grow as active, healthy and engaged citizens and are ultimately ‘Set For Life’ when they leave our school. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Curriculum Create the highest grandest vision possible for your life, because you become what you believe. Oprah Winfrey We recognise that in a national study that was undertaken at the start of 2021, only 47% of students who were ready to leave school, felt that they were equipped to flourish and thrive in the real-world. In addition to this, only 2 in 5 business owners believed school-leavers to be prepared for life, as part of the same study. These findings have shaped our ‘Set For Life’ offer, as we continue to prepare students to be the best they can be in all aspects. As a consequence of this, our ‘Set for Life’ curriculum is split in four areas, which include: Community Volunteering Cultural Diversity Social skills and attitudes Community Groups School, Local and national Law and authority Fairness and justice Communication Equality and Diversity Democracy Local and National Social Action Student Leadership Independent Living Self care Independent travel – Road safety Kitchen skills Home management Safety Personal Finance Accessing the community Talents and interests – Enrichment Organisation Health and Wellbeing Sex and Relationship Education Mental health Developing digital resilience in context of online pressures Respect for self and others Individual Liberty and informed choices Self esteem and belief Employability Social Skills (public speaking, eye contact) Volunteering participation Careers Education – Gatsby Benchmarks Metacognition Communication skills Self Regulation Standards and Expectations The SET for Life programme begins from Year 7 and is delivered in a variety of ways: Through dedicated ‘SET For Life’ Tutor Time Cross curricular links made throughout lessons Drop Down Days Dedicated lessons Deliberate content choices within the Curriculum

  • Steve Beasley | Rugby Free Secondary

    < Back Steve Beasley Head of Year 7 steven.beasley@rugbyfreesecondary.co.uk steven.beasley@rugbyfreesecondary.co.uk

  • Meet Mitch Chadwick | Rugby Free Secondary

    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.

  • Laura Edmonds | Rugby Free Secondary

    < Back Laura Edmonds Assistant Head Teacher laura.edmonds@rugbyfreesecondary.co.uk laura.edmonds@rugbyfreesecondary.co.uk

  • Simon Goodwin | Rugby Free Secondary

    < Back Simon Goodwin Head of House - Attenborough simon.goodwin@rugbyfreesecondary.co.uk simon.goodwin@rugbyfreesecondary.co.uk

  • Bethany Fortune | Rugby Free Secondary

    < Back Bethany Fortune Student Support Lead beth.fortune@rugbyfreesecondary.co.uk beth.fortune@rugbyfreesecondary.co.uk

  • Rugby | Rugby Free Secondary School | England

    Music The music curriculum is designed to give all students the opportunity to develop their musical potential to its fullest, regardless of their background or musical experience. Students will explore music as a means of self-expression, be creative, experience making music with others and develop subject specific knowledge and skills. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects The future of our nation depends on providing our children with a complete education that includes music. Gerald Ford: USA President Music Department - Overarching Curriculum Intent (June 2024) RFSS Curriculum Vision Statement: To cultivate a vibrant community of musicians who ignite their creative fire and confidently share their musical voices through exceptional performance. Music Curriculum in Context: Music Curriculum Intent: Performance and Creativity Our music curriculum fosters a lifelong love of music through performance and creativity. We aim to empower students to become confident and expressive musicians, capable of sharing their musical voice with the world. Curriculum Aims: Performance: We believe that all students can develop their performance skills, regardless of prior experience. Regular solo and ensemble performance opportunities will build confidence, stage presence, and musical communication skills. Creativity: We encourage students to explore their musical ideas, experiment with composition and improvisation, and express themselves through music. Musical Literacy: Students will develop a strong foundation in music theory, including aural skills, notation, and music history. This knowledge will underpin their performance and creative endeavors. Collaboration: Music is a social art form. Students will learn to collaborate effectively in ensembles, developing teamwork, communication, and active listening skills. Key Skills and Knowledge Performance Skills: Technique on chosen instrument(s), vocal technique (if applicable), stage presence, rehearsal strategies, performance etiquette. Creative Skills: Composition, improvisation, exploration of different musical styles and genres. Music Literacy: Music theory basics, notation (reading and writing), aural skills (sight-singing, ear training), music history. Ensemble Skills: Part-playing, following a conductor, maintaining balance and blend, group dynamics. Assessment Assessment will be a continuous process that focuses on both individual progress and ensemble development. It will include: Performance assessments: Solo and ensemble performances throughout the year, with self and peer evaluation. Composition/Improvisation projects: Creation and presentation of original musical work. Music theory and aural skills assessments: Written and practical tasks to measure understanding. Learning Environment The Music department has transformed the classrooms into four bespoke learning zones that are: Inclusive and supportive: We create a safe space where students feel comfortable taking risks, experimenting, and expressing themselves musically. Hands-on and engaging: Lessons will be interactive and student-centered, with a focus on active music-making and participation. Technology integration: Technology will be used to enhance learning, such as composing software, notation programs, and interactive music learning platforms. Performance opportunities: Students will have regular opportunities to perform in a variety of settings, both inside and outside the school community. Learning Zone 1 – Music practice rooms Learning Zone 2 – Music technology room Learning Zone 3 – Keyboard room Learning Zone 4 – Performance room 6. Progression Our music curriculum fosters a love of learning through a progressive journey that ignites creativity and celebrates performance. We believe all students possess a musical voice, and our program empowers them to discover and express it with confidence. Progression is structured and signposted from year 7 through to the end of KS4 clearly building on prior knowledge and skills. 7. Links to Wider Curriculum Music has strong links to other curriculum areas, such as: Mathematics: Through music theory concepts like rhythm and counting. English: Through exploring lyrics, storytelling through music, and music history. History and Culture: Through studying music from different cultures and eras. We will build these connections to create a holistic learning experience for students. 8. Beyond the Classroom We encourage students to pursue their passion for music outside the classroom by: Joining the established school ensembles: Bands, choirs, orchestras, or other performance groups. Taking private lessons: To further develop their skills on a chosen instrument. Attending concerts and music events: To experience music live and broaden their musical horizons. This curriculum intent document provides a framework for a music program that prioritizes performance and creativity. It aims to ignite a passion for music in all students, empowering them to become confident and expressive musicians for life. Curriculum Outcome: A well-designed music curriculum should strive for a balance between performance and creativity. Here's how these outcomes can be intertwined: Performance Outcomes: Technical Skills: Students demonstrate proficiency in playing instruments, singing, or using music technology. This includes accuracy, control, and proper technique. Ensemble Performance: Students collaborate effectively with others to create a unified musical experience. This involves listening, responding, and adapting to each other. Stage Presence: Students present themselves confidently and expressively during performances. This includes posture, facial expressions, and body language that enhance the music. Performance Repertoire: Students have a growing repertoire of pieces learned and performed at various levels of difficulty. Creative Outcomes: Improvisation: Students spontaneously create music based on existing musical ideas or structures. Composition: Students develop original musical pieces, demonstrating understanding of musical elements like melody, harmony, and rhythm. Musical Interpretation: Students creatively express their own ideas and feelings while performing existing pieces. This can involve dynamics, tempo, or phrasing choices. Arranging/Remixing: Students adapt existing pieces to create their own unique versions, showcasing understanding of musical structure and experimentation. Technology Integration: Students explore music technology (e.g., synthesizers, music production software) to create and manipulate music with originality. Weaving Performance and Creativity Together: Creative Performance Assignments: Students perform familiar pieces with their own creative choices, like improvised sections, unique arrangements, or movement incorporated into the music. Composition Performance: Students showcase their original compositions to an audience, gaining feedback and performance experience. Interactive Performances: Students engage the audience through improvisation, audience participation, or movement during the performance. Improvisation Challenges: Create performances based on prompts, themes, or audience suggestions, fostering creative thinking on the spot. Please download our RFSS 24-25 Music Development Plan 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

    HIGH PRIOR ATTAINERS Rugby Free Secondary School is committed to providing a positive and engaging learning experience for all students. 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. Should you require further advice and guidance in addition to the information below, please contact Mrs Edmonds on laura.edmonds@rugbyfreesecondary.co.uk "Great teachers understand that every student, especially those with higher abilities, deserve tailored strategies that challenge their potential. By nurturing their unique strengths and encouraging intellectual growth, teachers light the path to remarkable achievements and lifelong success." What is a High Prior Attainer? When students start Secondary school, their SATs Scaled Score dictates whether they are a Low Prior Attainer (LPA), Mid Prior Attainer (MPA), or a High Prior Attainer (HPA). HPA students enter Secondary school with a Key Stage 2 scaled score of 107 upwards. This means that these students should achieve at least Grade 7s at GCSE, if they achieve in line with their expected flight path. Evidence shows that HPA children generally face additional challenges in reaching their potential at school, and this is linked to sometimes being seen as more ‘invisible’, whilst some students suffer from heightened levels of stress and anxiety due to internal and external pressures and expectations. HPA at RFSS: At Rugby Free Secondary School, we aim to ensure that our HPA students receive learning opportunities that allow them to fulfil their potential and excel in all aspects of the curriculum. Consequently, we understand that all students need to receive an appropriate level of stretch and challenge in their lessons, and of course this is particularly important for our HPA students. Strategies for providing this challenge in lessons include adaptive teaching, provision of challenge activities, Bloom’s for greater depth, and bespoke extra-curricular sessions. We currently have xxxxx students classified as Higher Prior Attainers across the whole school, which accounts for xxxx% of the overall Year 7 – Year 11 cohort. However, we also recognise that some students flourish later than Key Stage 2 data suggests, and therefore our internal register is fluid. The percentage of students who are High Prior Attainers at RFSS lower than the picture across Warwickshire. Some of this is due to being within an area that operates with Grammar Schools and 11 Plus examinations. RFSS Year Group data can be found below: Additionally, there are some students in Year 12 and Year 13 who are classified as Sixth Form HPA students: In recent times, we have experienced more HPA students joining RFSS, due to parental choice. This is because of our strong reputation for developing the whole child, and for the good work that we do here. However, this brings different pressures and expectations from parents and carers, who may have chosen Rugby Free Secondary School as their school of choice, ahead of the local Grammar and Public Schools. This change has made our demographic slightly more polarised than in previous academic years. The numbers for each of these sub-groups linked to HPA are below: = Ofsted’s Research: Ofsted’s research into HPA provision (2019) states that: Most able students should not be placed in groups where the teaching does not challenge them Most able students should be prepared for GCSE and A-Level exams from the outset of secondary school There must be high expectations of the most able students and their families Flexibility in curriculum implementation, allowing the most able students to be challenged and extended Expert teaching, supported by effective formative and summative assessment Effective training and cooperative practice, ensuring that teachers learnt from best practice Regular checks on the progress of the most able students so that any slippage was identified early and acted on, both in terms of hard and soft data An effective programme that encourages and supported the most able students to apply to our most prestigious universities This research, coupled with recent changes to our demographic means that HPA provision is a priority for RFSS, students at RFSS, and that strategies have to be interwoven through quality-first provision for all, not just bolt-ons. Wave 1 HPA strategies can be seen below: Further Research: EEF https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/within-class-attainment-grouping Summary: What & How We Have Implemented at RFSS: 2. The Sutton Trust https://www.suttontrust.com/wp-content/uploads/2019/12/PotentialForSuccess.pdf Summary: What & How We Have Implemented at RFSS: Key Statistics (2023-24): Attendance (HPA v Non HPA): Suspensions (HPA v Non HPA): Permanent Exclusions (HPA v Non HPA):

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