Search Results

Science At RFSS, science means curiosity and discovery. Through discoveries within biology, chemistry and physics, science has changed our lives throughout history and is vital to the world’s future health, happiness and prosperity. The skills students develop in all science lessons are transferable across multiple career paths, both within and outside of what would traditionally be thought of as a scientific career. Anchor 1 Anchor 2 Back to Subjects Science 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. ​ Science Curriculum in Context: ​ Rugby Free Secondary School (RFSS) is a member of the Learning Today and Leading Tomorrow (LT2) Trust, which encompasses RFSS and Rugby Free Primary School (RFPS). Rugby as a local authority has a higher-than-national average cost of living and is the site of a famous private school as well as 3 grammar schools within the local area. The local context of Rugby influences our curriculum intent and implementation and our offers is driven by the diverse and multicultural nature of our student body and our commitment to celebrate diversity and champion equity and diversion. We cater to a wide range of subgroups with alternative provision available to a higher-than-national average numbers of SEND, pupil premium and EAL students as well as enriching, stretching and challenging high performing pupils to enhance and deepen their understanding of the scientific concepts and world around them. The ongoing impact of the COVID-19 can still be felt across Science learning where student’s disciplinary knowledge of working scientifically and practical skills has been significantly impacted due to the inability to conduct hands on practical work during this time and staff being unable to effectively model and demonstrate practical investigations which support learning. Whilst the impact on substantive knowledge has seen less of an impact, the impact on literacy and numeracy skills has directly impacted student’s foundational knowledge which support the Science curriculum. In a growing technological world the importance of student’s understanding how things work in order to support them in their future careers where Science and technology will play a pivotal role is important. We have built our curriculum in order to engage pupils with the content but also by incorporating real life and Curriculum Aims: Our curriculum aims to: ​ Develop of an inclusive, diverse and immersive environment focusing on a 360 student experience where academia, creativity, talent and aspiration is combined with the building of resourceful, resilient problem solvers, fully equipped as outstanding learners to become outstanding world citizens and the young adults as a whole. Inspire scientific curiosity and confidence by building on the ideas that pupils bring to lessons and have previously learnt in primary science. Prioritise and develop scientific disciplinary and substantive vocabulary and support pupils ability to read complex academic texts and write confidently about Science. Provide opportunities for structured talk to improve student’s oral communication and responses in order to effectively present solutions and grow their problem-solving skills, as well as accurately analyse and draw conclusions from a wide range of subject matter. Create self-regulated independent learners who are able to apply and link key scientific knowledge and principles across a broad spectrum of contexts and subjects they study. Develop students’ knowledge of working scientifically over time through revisiting disciplinary knowledge throughout each key stage with extensive practical work and or demonstrations; with a focus on specific skills at each opportunity linking to working scientifically and the ‘SET for Life’ principles of RFSS. 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 and independence by shaping content to engaging with the world around pupils using real life contexts and examples. Ensuring that enough time is built into the curriculum for pupils to learn and remember key knowledge and regularly connect new learning to what pupils have already learned and promoting challenge for all, irrespective of starting points. Having suitable curriculum time allocated to science so that all content from the KS3 curriculum is taught in Y7 and Y8, which builds on their substantive and disciplinary knowledge from KS2. This is then linked through to KS4 and KS5 to ensure the full breadth of the science national curriculum is accessible. Stretch students by introducing disciplinary and substantive vocabulary early in their learning journey to ensure mastery at higher levels and avoid misconceptions e.g. accuracy and precision. Using models to support understanding but also discussing the limitations of models in order to ensure no misconceptions are brought forward into new learning. Ensure pupils have enough opportunities to take part in high quality practical work that has a clear purpose in relation to the curriculum and identifies and sequences the disciplinary knowledge that pupils need to work scientifically. Enriching pupils learning through extra curricula clubs and trips to support, encourage and promote STEM careers. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: ​ Resilient, well-rounded and hardworking citizens equipped with analytical and problem-solving transferable skills they are able to take forward with them into their chosen careers. Articulate individuals who can verbalise their own thoughts, ideas, emotions and knowledge and confidently ask questions, explore and challenge ideas about the world around them. Open minded, morally balanced young people who are empathetic to all cultures and beliefs and promote diversity and equity in their everyday lives and encompass and champion British values. Curriculum Outcome: At the heart of our Science curriculum is a passion to ignite curiosity and scientific thinking so students leave RFSS with an understanding of how the world works around them. It aims to empowering them with transferable skills in writing and communication, problem solving, analysis and research strategies to ensure they are equipped for their futures as industrious and productive members of our society who are confident to challenge the world around them and equipped to impact change on it. Biology Chemistry Physics If an elderly but distinguished scientist says that something is possible, he is almost certainly right; but if he says that it is impossible, he is probably wrong. Arthur C. Clarke Anchor 3 Please view or download our 'Sequence Overview' document for Biology Anchor 4 Please view or download our 'Sequence Overview' document for Chemistry Please view or download our 'Sequence Overview' document for Physics 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. 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. Anchor 5 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.

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:

Anchor 1 RFSS Houses Our house system comprises four distinct Houses: Attenborough, Turing, Pankhurst, and Ali. ​ Each member of the RFSS community, including students and staff, is assigned to one of these Houses upon joining the school. The House system serves as a platform for fostering teamwork, promoting our RFSS values, and instilling a strong sense of community. ​ ​ Our house values ensure all students are fully enriched core_values2 kind2 endeav3 core_values2 1/18 Back to Our School Anchor 2 Throughout the academic year, Heads of House organise a range of exciting events, competitions, and challenges in which all houses participate. These events include academic quizzes, sports tournaments, creative performances, charity initiatives, and more. By engaging in these activities, both students and staff have the opportunity to showcase their talents, learn new skills, and build lasting friendships across different age groups and departments. ​ Participating in events not only offers an avenue for personal development but also contributes to the overall success of each house. Every event earns house points, which are accumulated throughout the year. These points are tallied to determine the house champion at the end of the academic year. ​ In September 2022, students and staff collaborated to compile a list of House names. This compilation comprised individuals who embody the core values of RFSS and have made notable contributions to our society. Through a voting process, students and staff selected those individuals they believed best exemplified the values of RFSS. As a result of this collective effort, our four Houses were established, each representing the embodiment of RFSS values. ​ Every House has a designated charity that was selected through a voting process by House members. This chosen charity holds a prominent role during our annual charity day and remains a central focus for various fundraising events throughout the year. ​ In 2023, Pankhurst emerged as the victor of our inaugural House trophy. This year, Turing, Ali, and Attenborough Houses are all eager and determined to claim the House trophy for themselves. Click on a house logo to find out more about your house and Head of House

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

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.

Meet Phil Edwards Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Phil Edwards Phil has been a qualified teacher for 14 years and has taught across the secondary age range from Year 7 - 13 in three different secondary schools across Warwickshire and Leicestershire. In all 3 schools Phil has been part of the Extended Leadership teams, focusing on Sixth Form, boy’s achievement and data and reporting. He has also been a Director of Learning for English and Media. Phil has also worked externally for OCR, and has examined externally assessed qualifications across Key Stage 4 and 5. He’s also been a moderator for OCR, focusing on standardisation of marking for internally assessed units. Phil has been part of two leadership teams that have undertaken Ofsted inspections, both times his areas of responsibility have been deemed at least ‘Good’. Phil has been a coach and a mentor for both recently and newly qualified teachers and is always willing to share his practice with new staff. Phil moved to RFSS to introduce Media to the curriculum in 2021. He places high value on ensuring that all students are given the opportunity to make at least expected progress. Phil was educated in Rugby and as an ex-Lawrence Sheriff student, is fully invested in helping the a fairly new school develop and serving his local community. Outside of school-life, Phil has a young son of which he is extremely proud, and has a passion for sports (Liverpool FC), technology and travel. Phil has also worked as an independent wedding videographer and is keen to use these skills to assist the school develop content for students and parents.

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

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

Anchor 1 If there are any additional questions or queries you have, whether for this upcoming September admissions or looking ahead to the future, please do not hesitate to get in touch – there is no question too big or too small! You will find my contact details at the bottom of this page. I very much look forward to meeting you all at some point soon as you look to start your secondary school adventure with us here at Rugby Free Secondary School. Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers The move from primary school to secondary school is one that is often faced with a mixture of emotions; excitement, nerves, hope for the future, but a fear of the unknown. My hope is that this page is able to allay some of those fears by providing you with answers to many of the questions you may have around this transition process. Year 7: Transition Hello and welcome to RFSS! 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. Bethan Austen Senior Assistant Headteacher Click here for our recent Transition Taster Events We ensure all students can establish positive relationships with their peers, and very quickly feel part of the RFSS family. Summer School 2022

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

Meet Pinda Mann Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Rapinder Mann Rapinder has been a qualified teacher since 2017 and has experience of teaching English across all three Key Stages in two different secondary schools. Within this time, he has worked in a variety of roles such as Literacy Co-ordinator, Assistant Head of Faculty and is also a former Head of English. After reading English at University of Birmingham, he relocated to London to work at an advertising agency before completing his teaching qualification. Since joining RFSS in January 2023, he has spent time working closely with key sub-groups with an aim to improve their outcomes. He strives for high expectations, building positive relationships and communicating regularly with parents and guardians as he strongly believes in the notion that academic success is the catalyst for students improving their life chances. He is proud to have joined RFSS at an such an exciting time for the school and looks forward to what staff and students can achieve in the future. Moving forwards, he aims to continue working with staff, parents and relevant stakeholders in order to help improve academic progress for students at RFSS. Outside of school-life, he lives in Birmingham, enjoys travelling and watching his beloved Tottenham Hotspur try to win a trophy!

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

Music Technology The music technology curriculum gives students the opportunity to create and manipulate sound to produce music, develop their knowledge and skills of sound production and editing, and explore areas such as live sound, sound recording, sequencing, mixing and mastering. Students will also develop an understanding of the history of music technology and production, and develop their skills and knowledge to prepare for a wide range of careers in production and technical roles within the music industry. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects 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. It's amazing the way you can apply technology to an art form. Geoff Downes, Keyboardist in Yes

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

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

Rugby Free Secondary School Provider Access ​ All pupils in years 8-13 are entitled: ​ To find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point; To hear from a range of local providers about the opportunities they offer, including technical education and apprenticeships – through options events, assemblies and group discussions and taster events; To understand how to make applications for the full range of academic and technical courses. ​ ​ A number of events, integrated into the school careers programme, will offer providers and employers an opportunity to come into school to speak to pupils and/or their parents/carers. ​ A provider or employer wishing to request access should contact Mr Edwards, Careers Lead: on 01788 222060 or email: philip.edwards@rugbyfreesecondary.co.uk ​ You can view our full careers education, information, advice and guidance (CEIAG) programme on here. ​ ​ ​ You can review our provider access policy here:

Computers are incredibly fast, accurate, and stupid. Human beings are incredibly slow, inaccurate, and brilliant. Together they are powerful beyond imagination. Albert Einstein Digital Communications -Computer Science Computer Science recognises the well-established methodologies of computing, alongside the technological advances which make it such a dynamic subject. Computer Science includes fresh features, including a programming exam to provide a programme of study for students of all ability levels. Within computer science, students will develop logical thinking skills, and how to "think" like a computer. They will gain practical programming skills in python, one of the most common programming languages worldwide, the concepts of which can be applied to any programming language. They will also learn about the various job roles available for computer scientists in various industries, and begin to develop the skills they need for any of these careers that they may choose to pursue. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Digital Communication - 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. Digital Communication Curriculum in Context: As we recover from the impact of COVID-19 we have built a curriculum that both bridges the gaps in student understanding of basic digital communication tools as well as developing the skills and attributes needed to be a success long term in their computing, business and media fields. There has been a societal move away from using desktop PC’s and their associated programs and onto hand-held devices whilst the world of work in corporates such devices the traditional use of programs such as MS Office, Photoshop and Python remain the dominate methods of input and task completion. We have developed a broad curriculum that aims to meet these long-term requirements on citizens whilst enthusing and inspiring students to take up careers and interests in our subject suite. Curriculum Aims: Fully support students that are happy, healthy and safe in the modern world. We want students to enjoy our lessons and look forward to the next one. Empower our students to know more, remember more and be able to do more: Understand a range of programs and their features Remember more about techniques used to create outstanding projects Do more by applying the skills demonstrated in lessons to advance the quality of their work Inspire our students to strive for excellence and success throughout their lives: We want students to develop their skills like acorns, to study our subjects at University, in Apprenticeships and in their careers as they become mighty Oaks Prepare our students to be both digitally literate, aware of the environment in which their digital selves operate but also to create new content 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 and independence to explore ideas, programs and inspiring students’ creativity Facilitating collaboration, students will share new techniques, be self-critical and supportive peers Promoting challenge for all, irrespective of starting points by scaffolding knowledge and understanding allowing students to develop their skills and maximise their potential. Enabling creativity, students have broad choices to develop their own pathway through united and interpretation of briefs. Sequencing learning to ensure logical progression, both horizontally and vertically. Content and skills are revisited across the key stages and across our suite of subjects to develop confident learners Revisiting previous learning, key vocabulary, ideas and concepts 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 contribute positively to society in a respectful manner, who understand the power of the tools we use and the responsibility they have to use these tools correctly Reflective learners who are resilient enough to problem solve, reason, evaluate and debate as well as become critical of their outcomes to develop skills for the future. Articulate individuals who can verbalise their own thoughts, ideas and emotions. We support creativity and encourage all to express their ideas regardless of starting points. Hard-working and empathetic young people who are aware of how their learning links to real-world situations and can forge these links independently. Curriculum Outcome: As a consequence of our curriculum, students who leave RFSS will be equipped with the academic qualifications and personal qualities to progress into further education and employment. Our students will have a positive outlook and a commitment to achieving their personal best, being creative, enterprising and innovative through a love of life-long learning. Please view or download our 'Sequence Overview' document for Computer Science Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

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

CEIAG PROGRAMME Rugby Free Secondary School have invested in Unifrog to bring CEIAG information into one single, impartial, user-friendly platform that helps students to make the best choices, and submit the strongest applications. Unifrog also empowers our teachers and pastoral team to manage the progression process effectively. Review our Blended Learning Plans for CEIAG for Years 7-13 here: Review our CEIAG Action Plan here: ​ ​ ​ SEE HOW WE MEASURE AND ASSESS THE IMPACT OF THE CAREERS PROGRAMME RFSS works closely with the CW Growth Hub . This is an external organisation that supports us to develop and strengthen our careers education strategy across the whole school. At RFSS we use the 8 Gatsby Benchmarks and the Careers Development Institute Framework as a foundation when planning our Careers programme. The effectiveness of our provision is reviewed by the CW Growth Hub and the Careers and Enterprise Company using the Compass Plus Tool. This tool is used by schools and colleges in England to support the analysis and evaluation of careers activity against the eight benchmarks of best practice. This ensures the development of our careers strategy is ongoing. RFSS is a member of the CW Growth Hub . We will benchmark our schools against the Gatsby Benchmarks once a term. In line with the recommendations set out in Gatsby Benchmark 1, we as a school plan to review the published information on an annual basis, inviting feedback from key audiences in our stakeholder evaluation group. ​ Why we evaluate – This careers programme is evaluated every year to assess its efficacy and areas for improvement. Key stakeholders (scholars, parents, teachers and employers) provide feedback on their participation in activities via questionnaires, surveys and focus groups throughout the year. We use the evidence collected to inform continuous improvement of the programme. ​ How we evaluate – the school careers leader combines their own knowledge, evidence and information and provides school improvement recommendations to SLT towards the end of the summer term for the following academic year. ​ What we evaluate Stakeholder Feedback – We review samples of feedback collected using various methods after activities, events and experiences. Implementation – We review what was actually delivered against the programme of planned activity and how well it went. Impact -We measure key performance indicators linked directly to our vision and desired outcomes for our students ​ ​

Meet Marc Skelton Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Marc Skelton Marc has been teaching mathematics in schools across Coventry and Warwickshire since 2008, joining Rugby Free Secondary School in 2021. During his time in education he has worked in various roles including as Head of Mathematics, Teaching and Learning Lead Practitioner, and Assistant Vice-Principal. Marc has also supported improvement in many primary and secondary schools in his capacity as a Specialist Leader of Education. At RFSS Marc teaches mathematics from years 7 to 13, coordinates staff development, oversees Teaching and Learning, and leads the school’s research initiatives. In addition to his responsibilities at RFSS Marc also works closely with the University of Warwick and is nearing completion of a PhD researching how learning can be made to be student-centered, successful, and positive. In particular he has explored how a better understanding of student motivation can lead to creating learners with better self-regulation. Marc believes passionately that education should be inclusive, and that all children, no matter their background or circumstance, should have the opportunity to become the best they can be, within a positive environment. Outside of work, Marc enjoys spending time with his family, running marathons, climbing, playing guitar, and singing in a succession of never-quite-making-it bands.