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< Back Kully Bal Teacher of ICT kully.bal@rugbyfreesecondary.co.uk kully.bal@rugbyfreesecondary.co.uk

< Back Phil Edwards Associate Assistant Headteacher philip.edwards@rugbyfreesecondary.co.uk philip.edwards@rugbyfreesecondary.co.uk

< Back Gareth Campion Teacher of Food Technology gareth.champion@rugbyfreesecondary.co.uk gareth.champion@rugbyfreesecondary.co.uk

< Back Sarah Coad Teacher of Art and Design sarah.coad@rugbyfreesecondary.co.uk sarah.coad@rugbyfreesecondary.co.uk

Welcome to Sixth Form at RFSS You are looking to join us at a hugely historic moment for the school, as we embark on our first cohort of sixth form students to join us in our brand new state of the art £25 million facility. We are a school that is driving forward at pace. Our collaborative approach to working with our community, local universities and employers is providing those students who choose to place their faith and futures with us, with the support needed for them to make the progress they want and deserve. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 We hope that you will join us and play your part in our future success. Back to Sixth Form Home Page Kindness The quality of friendliness, generosity, consideration, honesty Our Core Values Collaboration The belief that working and learning with others will lead to greater success Curiosity A strong desire to know and learn Respect To appreciate the importance of understanding and admiration for others and self Resilience The ability to recover quickly and learn from the difficulties we face Endeavour The belief that hard work is needed to achieve something we can be proud of RFSS makes an inclusive vision a reality. We have high expectations of how our students behave and what they will achieve to prepare them for life. We believe in every student being given the opportunity to achieve his, her, their potential...even go beyond it. At RFSS we strongly believe that education transforms the lives of young people so that they can become successful adults. Helping to deepen students’ understanding of human values and attitudes, developing students' vision, ambition and aspirations, are a key part of the work within the sixth form. We believe our role is to promote students to gain the confidence and capacity to flourish in the global society we live in today, and into the future. When students move on from us to their chosen destination, they will have been supported to make the carefully considered, well informed choices, whether that is work, university or an apprenticeship. We hope that you will join us and play your part in our future success, as earnestly as we hope to help contribute to your ongoing development and academic achievements. The students who have been with us from Years 7–11 will welcome external applicants with open arms, to join us in this bright, exciting future we are building together. Sixth Form Enrolment We still have spaces for Year 12 for September 2022. Please contact Mrs James on the email below: amy.james@rugbyfreesecondary.co.uk

Students Anchor 1 Student Support Careers Student Login

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

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

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

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.

_MG_6844_WEB _MG_6844_WEB 1/1 Prospectus Application Process Summer Transition work 2025 Course Guides Open Evening Presentation Oct 24 Welcome Welcome to Sixth Form at RFSS Applications for 2025 are now open. You can make your application by visiting the following link: https://rugbyfreesecondary.applicaa.com/5 Gallery Section We are a school that is driving forward at pace. Our collaborative approach to working with our community, local universities and employers is providing those students, who choose to place their faith and futures with us, with the support needed for them to make the progress they want and deserve. Prospectus Anchor 1 Meet the Team Read more Of all RFSS parents asked... Meet the Team 1/4 OUR CORE VALUES Kind Endeavour_OVERLAY OUR CORE VALUES 1/13 Contact Iain Green HEADTEACHER Welcome to our Blog! I hope you find it both engaging and informative. Read more FRIENDS OF RFSS AWAITING BLOG Add latest blogs here! Click here to add images, text and links, or connect data from your collection. Read more WOULD YOU LIKE TO BLOG? PLEASE GET IN TOUCH amy.james@rugbyfreesecondary.co.uk Read more Blogs Recent Blogs

< Back Sara Neal Librarian sara.neal@rugbyfreesecondary.co.uk sara.neal@rugbyfreesecondary.co.uk

Design & Technology The design and technology curriculum aims to equip students with the skills and knowledge needed to participate confidently and successfully in an increasingly technological world. Students will have the opportunity to explore the five key curriculum concepts: materials and their working properties, specialist techniques and processes, communication of designs, prototype development and impact on society and the environment. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Design and Technology is a phenomenally important subject. Logical, creative and practical, it's the only opportunity students have to apply what they learn in maths and science. James Dyson Product Design Department – Overarching Curriculum Intent 2024-25 RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. Design & Technology Curriculum in Context: In 2022 the IET discovered that there is an estimated shortfall of over 173,000 workers in STEM sectors, with an average of 10 unfilled roles per business in the UK, costing the economy a “shocking” £1.5bn each year. 49% of engineering businesses are experiencing difficulties recruiting workers with the skills they need. Design and technology is more than a practical subject. The knowledge gained from learning the subject allows pupils to understand how the world around them has been created. Through first-hand experiences they can see that things are designed and made to help people in their daily lives. To that end, through designing and making products, pupils are realising their ability to respond to needs and wants, whilst solving real-life problems. At RFSS the Design & Technology curriculum is collaboratively and coherently planned and sequenced across Years 7- 9/GCSE to ensure that pupils build on all aspects of prior learning and stretches and challenges all pupils regardless of starting point. As pupils progress through Key Stage 3, they are given the opportunity to develop skills in using a range of materials and equipment as well as understanding the process of designing and making products. Cultural capital is explored across the key stages by appreciation of the work of others locally, nationally and internationally, each subject identifies and relates to real contextual challenges focusing upon people, communities or businesses. Curriculum Aims: Our curriculum aims to: Excite and ignite our pupils’ interest in product design and prepare them to participate in the development of a rapidly changing world. To ensure that learners develop technical and practical competencies as well as the wider skills valued by employers. To have a curriculum which will allow students to become self-motivated and confident learners, who can work independently and as part of a team. Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: Incorporating elements of KS4 work even in year 7 as we instil in all our pupils high academic rigour and challenge from the outset. Enabling pupils to experience a range of product design projects and contexts, taught by subject specialist teachers that are enthusiastic about their subjects and share this passion with all our pupils. Use academic language consistently and appropriately in their subject specific teaching and learning where pupils are encouraged to use tier 2 & 3 language in lessons both verbally and in extended written work for example in evaluations. Planning projects, tasks and challenges to enable students to find areas that they can excel in, that they may never have had the opportunity to see or do. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Able to problem solve real contextualised briefs in a variety of materials and using a range of strategies. Able to analyse, critique and evaluate their own work and the work of others. Critical and creative thinkers problem solvers evaluators and decision makers. Willing to express their own creativity through their designs and are more socially confident to give their opinions. Curriculum Outcome: As a result of our curriculum, students will leave RFSS with a range of practical modern life skills and create a work ethic to prepare students for the world of work. Please view or download our 'Sequence Overview' document for Design Technology Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

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:

< Back Ellie Vella Head of House - Turing ellie.vella@rugbyfreesecondary.co.uk ellie.vella@rugbyfreesecondary.co.uk

Attenborough House Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Our School Learn a little more about Attenborough House Attenborough House derives its name from the esteemed Sir David Attenborough, a distinguished naturalist, broadcaster, and environmentalist, who devotes himself to raising awareness about the exquisite yet fragile nature of our planet. As the head of Attenborough House, one of my priorities is to foster inclusivity among all House members, irrespective of their abilities or prior experiences. Attenborough House stands as a symbol of collaboration, where we join forces as a united House to enhance the RFSS community. In our inaugural year, Attenborough House achieved great success including fundraising over £150 for our designated charity, Warwickshire Air Ambulance, and emerging victorious in the Inter-House games tournament. Above all, I take immense pride in the fact that Attenborough House secured the highest average of positive behavior points during each half-term last year. As we embark on the journey of 2023/24, let us strive to surpass Pankhurst and claim the top position among the Houses.

< Back Susie Bagnall Assistant Head of Sixth Form susannah.bagnall@rugbyfreesecondary.co.uk susannah.bagnall@rugbyfreesecondary.co.uk

< Back Ana Oliver Teacher of MFL ana.oliver@rugbyfreesecondary.co.uk ana.oliver@rugbyfreesecondary.co.uk

Year 13 Head Students Anchor 1 Sharon Adebisi - Head Student Bradley Abbott - 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.

Health & Social Care At a time where we need people to help others, to be caring and support others, we at RFSS are in a brilliant position to help inspire, educate and create students who are ready to make an amazing contribution to their local and wider community. Within health and social care students have opportunities to learn valuable skills to be successful within the health and social care sectors, to learn how to support themselves and others, and empower people to take care of themselves holistically. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Unless someone like you cares a whole awful lot, nothing is going to get better. It's not. Dr Seuss Health and Social Care Department - Overarching Curriculum Intent (2024-2025) 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. Health and Social Care Curriculum in Context: Over the past decade there has been a huge shift in the research behind how we should be approaching health and social care, this has come from many reviews into the current approach as well as serious case reviews over the past decade that have identified a need to change the approach to more person-centered care. In order to not just treat a symptom of a person's health but look at the root cause of it then support the person through a holistic and integrative approach. Combine this with the concerning staff shortages within Health and Social Care and a need for reforms to help support the widening increasing numbers of adults in social care you find the need to educate our young people on careers in this section as well as how to help prevent conditions from happening in the first place for themselves and others. Truly being preventative rather than reactive. Our Health and Social Care curriculum aims to empower and educate our students in deeper understanding of how we grow and develop as humans and therefore how different factors can impact this, then how these can be influential on our long-term health and happiness. Students learn in detail different supportive measures from interventions, to how to create and establish care plans for individuals, and how to involve multi-disciplinary approaches to a person's care. Underpinning all of this is their knowledge of the wide range of roles within the Health Care and Social Care sectors will grow over the 3 or 5 years they are studying the subject, learning how the 2 co-exist together and are supported by different agencies. Our curriculum ensures student’s are shown and taught how to make changes within a person's life by using real case studies of a diverse range of people to help them develop empathy, compassion, effective communication skills and a reality of the challenges of life people face. Which in return helps them to reflect on their own attributes, building resilience and a deeper understanding of the changes that can be made. Students studying Health and Social Care can aspire to move into careers that support dementia patients, work as nurses and midwives, they can become support workers and carers, amongst learning about the background staff who help the settings to function, meaning that they can aspire to be anyone, whilst developing the knowledge of how to work with a wide range of people and know how to support themselves and those around them throughout their life. Curriculum Aims: Our curriculum aims to: Empower our student’s knowledge about the influential factors that impact development across the life stages Supports students to challenge their own ethics through developing empathy and the ability to look at issues from differing perspectives to help them solve problems. Develop student’s curiosity through the vast range of real-life case studies we refer to. Inspire students to learn about and pursue different careers within the Health and Social Care sectors Empower students to know what support is out there for themselves and others and how this support can help overcome barriers to care. 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 by introducing them to a vast range of psychological theories that help to understand human development, which encourages them to independently reflect on the world around them. Facilitating collaboration through learning about the importance of multi-disciplinary approaches to support people. Promoting challenge for all, irrespective of starting point, as this is a new subject at KS4 or KS5 students are challenged from the first lesson with learning new content and themes that they haven't faced before. Enabling creativity, by supporting a person holistically within their work and practically they develop the skills to think outside the box and how this creative thinking and abstract thought can help support people who need it the most. Sequencing learning to ensure logical progression, both horizontally and vertically, units are taught in an order to ensure that themes and knowledge that underpins all units is taught first, with all students starting with pre-requisite content first to ensure there is a base starting point. Revisiting previous learning to support the transfer to long-term memory, students are taught how to make connections between content, which is explicitly taught throughout the course meaning that as their knowledge grows, they can see how it all connects, helping to put theory into context, across the units. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Compassionate individuals who ask the question ‘What happened?’ rather than ‘What's wrong?’ More resilient due to understanding what creates resilience and how this can be practiced. Moral practitioners who logically think about the approaches they take when confronted with ethical problems Caring individuals who want to help and support those around them. Curriculum Outcome: As a result of our curriculum students will leave with the skills and knowledge to be compassionate, caring, courageous, competent, committed and effective communicators. They will have the knowledge of how they can make a difference to another person's life no matter what they choose to do. KS4 Health and Social Care Specification KS5 Extended BTEC in Health and Social Care KS5 BTEC in Health and Social Care Please view or download our 'Sequence Overview' document for Health & Social Care 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.