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222 items found for ""

  • Megan Angell | Rugby Free Secondary

    < Back Megan Angell Head of Year 8 megan.angell@rugbyfreesecondary.co.uk megan.angell@rugbyfreesecondary.co.uk

  • Elsa Elliott | Rugby Free Secondary

    < Back Elsa Elliott SRP Manager elsa.elliott@rugbyfreesecondary.co.uk elsa.elliott@rugbyfreesecondary.co.uk

  • Peter Allington | Rugby Free Secondary

    < Back Peter Allington peter.allington@rugbyfreesecondary.co.uk peter.allington@rugbyfreesecondary.co.uk

  • Rugby | Rugby Free Secondary School | England

    Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Year 11 Head Students Anchor 1 Austin Morris - Head Student Eshaal Islam- Deputy Head Student Ananya Veeragandlam - Deputy 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.

  • John Harris | Rugby Free Secondary

    < Back John Harris Deputy Head Teacher john.harris@rugbyfreesecondary.co.uk john.harris@rugbyfreesecondary.co.uk

  • Meet Iain Green | Rugby Free Secondary

    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).

  • Chris Doherty | Rugby Free Secondary

    < Back Chris Doherty Teacher of English - Assistant Head of English christopher.doherty@rugbyfreesecondary.co.uk christopher.doherty@rugbyfreesecondary.co.uk

  • Haseeb Khan | Rugby Free Secondary

    < Back Haseeb Khan Teacher of Maths haseeb.khan@rugbyfreesecondary.co.uk haseeb.khan@rugbyfreesecondary.co.uk

  • Tim Ash | Rugby Free Secondary

    < Back Tim Ash Teacher of Computer Science tim.ash@rugbyfreesecondary.co.uk tim.ash@rugbyfreesecondary.co.uk

  • Rugby | Rugby Free Secondary School | England

    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.

  • Rugby | Rugby Free Secondary School | England

    Mathematics Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Mathematics, rightly viewed, posseses not only truth, but supreme beauty. Bertrand Russell M athematics 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. Mathematics Curriculum in Context: Our aim is to develop our students to be intellectually curious, to enjoy the subject and to be able to use their mathematical skills to understand the world around them - both locally and globally. At Rugby Free Secondary School our curriculum is designed to stretch, challenge and support our students so that they receive a high-quality mathematics education and feel mathematically confident. The curriculum will enable the students to recall and apply facts and knowledge, to become fluent in the fundamentals of mathematics through varied and frequent practice, and to develop students’ ability to reason mathematically, so that they have the ability to solve problems that they may come across in the real world, whether now, or in the future. Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We have found in recent times that we are dealing with greater gaps in knowledge from KS2, with fewer students being “secondary” ready at the start of Y7. More significantly, we have seen an increase in the lack of confidence shown towards the subject, with students requiring greater reassurance when learning new content, and when recalling previously taught topics. Parents and carers also hold this insecurity towards mathematics, and therefore feel less confident in supporting their child with the mathematics being taught to them, which only widens the gap still further. Curriculum Aims: Our curriculum aims to: Give students he ability to think critically about mathematics and communicate confidently, through their numeracy, oracy. and writing Give students the tools to support, evaluate and challenge their own and others’ views through questioning, and using detailed mathematical evidence derived from a range of contexts. Empower our students to: Know more about the maths we study and its appropriate contexts Remember more about the methods used, and to be able to recall these skills independently Do more by applying this knowledge regularly in their own independent practice. 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: Offering a wide variety of interesting, fun and compelling learning activities. Making sure reasoning questions are embedded into the schemes of work in KS3 so that it is clear to what level teachers should be taking discussion and learning to in their classrooms. Making sure topics are regularly revisited and expanded upon over the course of KS3/4. A robust and regular assessment structure is used to help students reflect on their previous learning and knowledge. Maintaining a systematic quality assurance approach to ensure the maximum impact of student knowledge and progress. Emphasising that the use of accurate mathematical vocabulary is paramount to successful maths teaching, and therefore the learner’s progression through the subject Using Home Learning effectively in Key Stage 3 to consolidate students understanding of topics covered in lessons. In Key Stage 4, Home Learning is developed to not only consolidate students learning from the classroom, but also broaden and extend student understanding, and to ensure that students are exam ready. 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 and importance of numeracy in society Resilient learners who reflect on their work, and the work of others, diligently, in order to make progress Creative thinkers who challenge and develop interpretations, and reflect this nuanced understanding in the way they approach mathematical problems Articulate individuals who can verbalise their own mathematical thoughts, ideas and arguments 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 with their numeracy skills, and be able to use the problem-solving skills that they have learnt in mathematics in way which can be adapted to many problems beyond the classroom. They will also be empowered in their thinking, viewing the world through a critical lens of mathematics, and understanding that their voices have the power to change it in social, political, cultural and economic contexts. Please view or download our 'Sequence Overview' document for Mathematics 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.

  • Attenborough House

    Learn a little more about Attenborough House 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.

  • Rugby | Rugby Free Secondary School | England

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

  • Mandy Milsom | Rugby Free Secondary

    < Back Mandy Milsom Assistant Headteacher Mandy.milsom@rugbyfreesecondary.co.uk Mandy.milsom@rugbyfreesecondary.co.uk

  • Xian Wright | Rugby Free Secondary

    < Back Xian Wright Associate Assistant Headteacher xian.wright@rugbyfreesecondary.co.uk xian.wright@rugbyfreesecondary.co.uk

  • Laura Caldas | Rugby Free Secondary

    < Back Laura Caldas Director of Learning - MFL Laura.Caldas@rugbyfreesecondary.co.uk Laura.Caldas@rugbyfreesecondary.co.uk

  • Tom Waugh | Rugby Free Secondary

    < Back Tom Waugh Director of Learning - Digital Communications / Vocational Lead tom.waugh@rugbyfreesecondary.co.uk tom.waugh@rugbyfreesecondary.co.uk

  • Lucy Mercer | Rugby Free Secondary

    < Back Lucy Mercer Teacher of Humanities lucy.mercer@rugbyfreesecondary.co.uk lucy.mercer@rugbyfreesecondary.co.uk

  • Rugby | Rugby Free Secondary School | England

    Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Student Leaders Anchor 1 Student Leaders 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 tutor groups after a short presentation. Students Leaders are representatives for their form and support staff with ensuring the smooth running of multiple school events. We look forward to them becoming a central part of our new and growing community. Year 7 Student Leaders 7.1 Seb Kallah, Josh Murphy 7.2 Sienna Smyth, Penny Hobson 7.3 Mara Baesu, David Szulc 7.4 Freya Walker, Ruby Clarke 7.5 Amara Brassey, Malachi Chambati 7.6 Rebecca Coltan, Khwezi Moyo 7.7 Willow Palmer, Sofiya Shadiq Year 8 Student Leaders 8.1 Keira Cossar, Evan Gravell 8.2 Theo Muller, Dorrit Davies 8.3 Hala Al Tourn, Shub Vaja 8.4 Stefan Manea, Lydia Wu 8.5 Abraham Jarju, Ellie Patrick 8.6 Sofia Bates, Jessica Charlton Year 9 Student Leaders 9.1 Freddie Green, Kiefer Teasdale 9.2 Lauren Wilkins, William Barlow 9.3 Aquila Dulco, Zack Lowe 9.4 Cianan Evans, Hidaya Ahmed 9.5 Junior Kabeya, Angelo Laye Year 11 Student Leaders 11.1 Jacob Green, Emine Das 11.2 Nicole Finnegan, William Carvell 11.3 Hemali Mistry, Hazel Jennings 11.4 Ella Trainer, Harrishan Sivaraj 11.5 Toby. O, Anastasia. G 11.6 Muhammad Salman, Elijah T 11.7 Gabriel Stroe, Nicole Nolberczak Year 12 Student Leaders Denise Veiga, Petala Dulco Lexi Issitt, Zoe Dredge Cameron Sheepy, Melissa Maron Brogan Flowers, Freddie Ouattara Richie Ford Alvin Leung Year 13 Student Leaders Drew Moore, Jack McCulloch Lauren Gibbons, Harriet Pryor Tsunguari Chirumba, Joe Torrance Matthew Sanders

  • Rugby | Rugby Free Secondary School | England

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

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