Search Results

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

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

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

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

< Back Natalie Flitter HLTA natalie.flitter@rugbyfreesecondary.co.uk natalie.flitter@rugbyfreesecondary.co.uk

< Back Kelly Davies Attendance Officer kelly.davies@rugbyfreesecondary.co.uk kelly.davies@rugbyfreesecondary.co.uk

< Back Helena Southworth Teacher of Social Science helena.southworth@rugbyfreesecondary.co.uk helena.southworth@rugbyfreesecondary.co.uk

Meet Kerry Masterman Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Kerry Masterman Kerry has been a qualified teacher of Food and Nutrition and Textiles for 11 years. She started her teaching career at an outstanding school in West Sussex, where she taught for six years. During this time, she was promoted twice; becoming Subject Leader for Food and Nutrition and then Head of Design and Technology, overseeing all subjects within the subject suite. Looking for a new challenge and ready to return home to the Midlands, she joined RFSS in September 2018 as Director of Learning for ADT, when the department was in its infancy. Having overseen the successful growth of the department over the last 5 years, Kerry was promoted to Curriculum Lead for Vocational in September 2022, to oversee the entirety of the Vocational suite. Kerry played an active role in RFSS’ most recent Ofsted inspection, with both Art and Food & Nutrition undertaking a ‘Deep Dive’ from inspectors. Kerry completed her NPQLT in January 2023, which focused on curriculum design, intent, and implementation, and has worked with other Middle Leaders in order to ensure that curriculums are planned and sequenced effectively. In addition to this, Kerry has transitioned into overseeing examinations, due to her passion for qualification processes, and her knowledge and understanding of vocational assessment. As a consequence of her excellent communication and organisation, Kerry was promoted to Assistant Headteacher with oversight of examinations, communications and systems in September 2023. Outside of work, Kerry loves cooking and going out for meals, and enjoys going on holiday and exploring new places!

< Back Iain Green Head Teacher iain.green@rugbyfreesecondary.co.uk iain.green@rugbyfreesecondary.co.uk

< Back Gurjit Rupal Key Stage 4 Pastoral Lead gurjit.rupal@rugbyfreesecondary.co.uk gurjit.rupal@rugbyfreesecondary.co.uk

< Back Fae Bantleman Assistant Head of Year 7 fae.bantleman@rugbyfreesecondary.co.uk fae.bantleman@rugbyfreesecondary.co.uk

< Back Robert Fairbrother Teacher of Science robert.fairbrother@rugbyfreesecondary.co.uk ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us. robert.fairbrother@rugbyfreesecondary.co.uk

< Back Rachael Hopkins Teacher of Music rachel.hopkins@rugbyfreesecondary.co.uk rachel.hopkins@rugbyfreesecondary.co.uk

< Back Toni Stokes Teacher of Drama toni.stokes@rugbyfreesecondary.co.uk toni.stokes@rugbyfreesecondary.co.uk

Meet Mark Laity Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Mark Laity Mark has been a qualified History teacher since 2008, working with students across Key Stage 3, 4 and 5. He has worked across Leicester, Coventry and Warwickshire in the course of his career and in a number of challenging educational environments, spending long stints at inner city schools in Leicester and Coventry helping them in their journey from Ofsted ratings of Requires Improvement to Good. Mark is an experienced middle leader having been head of department for a number of years at two of the different schools he’s worked at, where one of his duties included the complete curriculum rebuild for both GCSE and A-Level History. Mark moved to RFSS in the September of 2021 to work as Assistant Director of Learning for Humanities, eventually being promoted to the role of co-Director of Humanities along with another member of staff. It is whilst at RFSS that Mark was given the opportunity to work with members of the senior leadership team as Pupil Premium Lead for the school, and through this role he has gained valuable leadership experience across a whole school setting. In December 2023 Mark completed his NPQSL which focused on the implementation of initiatives to help support the teaching and learning of Pupil Premium students and how to assess their effectiveness. Outside of school life Mark enjoys spending time with his partner, family and socialising with friends, he can be found regularly in the gym, and weather permitting losing golf balls across various courses in the UK and abroad. He is a supporter of Coventry City FC and tries to watch them as often as he can.

History History is all around us. The study of history ignites student’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, students understand how the past influences the present. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects A people without a knowledge of their past history, knowledge and culture is like a tree without roots. Marcus Garvey History 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. History Curriculum in Context: History is all around us. The study of history ignites student’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, students understand how the past influences the present. History enables students to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can teach them about resilience and a respect for the people and events that shaped key turning points in our past. Our intent is that our students will be offered a curriculum which is academically rigorous but also helps them to develop into curious and well-rounded young people. This has been achieved by building the curriculum around enquiry questions which allow students to examine key themes such as daily lives, freedom and rights, gender and diversity. In creating our curriculum, the character of our school community (as below) has been carefully considered alongside the national and international context in which we live. For example, 60% of students at RFSS are White British, compared to 65% in Secondary schools across the country. 28% of students speak a language other than English as their home language. 50 different languages are spoken within our school. After English, the most common home languages are Polish and Romanian. In response, new topics and themes have been introduced, such as a study of Africa Before 1500, case studies of female history like Harriet Tubman and Empress Matilda. We have also introduced ‘Meanwhile Elsewhere’ Independent home learning which allow our students to consider which key historical events were occurring elsewhere in the world at the time of key areas of curriculum study, for example, the Vikings attacked England from Scandinavia…meanwhile, elsewhere…the Abbasid Caliphate was flourishing in the east. The range of ‘Meanwhile Elsewhere’ homework’s are provided to allow students to choose a particular area of either global or local history to examine alongside their classroom curriculum. The curriculum endeavors to be both inclusive and diverse and foster those opportunities for independent research and learning. In the context of living through a global pandemic, a study of Britain after WW2 has been included to allow students to examine the formation of the Welfare State and in turn consider the key role it played during the Covid 19 pandemic. When designing our curriculum, we were inspired by the work of Mary Myatt in designing a curriculum that contains a combination of ‘core’ and ‘hinterland’ alongside opportunities to build in powerful stories, anecdotes and all-important links to the context of the world we live in today. Our history curriculum provides and celebrates the opportunities to read the powerful stories of key individuals and events that have shaped our past but also to develop key historical skills. We have introduced a focus on, ‘Think like an historian’ where we seek to emphasise the historical skills we are nurturing alongside their literacy – For example, source analysis, inference skills, analysing cause and consequence. Our curriculum aims to: Develop confident young people who have a secure knowledge and understanding of people, events and contexts from the historical periods covered. Enable the ability to think critically about history and communicate confidently through their writing and oracy. Foster the ability to support, evaluate and challenge their own and others’ views using detailed historical evidence derived from a range of sources. Empower our students to think, reflect, debate, discuss and evaluate the past. Nurture a passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. We do this by: By allowing our students to engage with historical scholarship to enhance their study of the past. Building opportunities for our students to engage with historical evidence, both primary and secondary, to question and evaluate the utility of such evidence for a historical enquiry. Building a sequenced curriculum which presents opportunities for our students to engage with the disciplinary knowledge that underpins our subject, second order concepts such as cause, consequence, change and continuity. Providing a chronological framework to help our students make sense of the past and the key turning points that have shaped our present. Allowing sequenced opportunities for students to engage with different interpretations of people and events of our past. To question why interpretations can vary and what factors may influence this. Guided by the National Curriculum and the context of our school community, we have selected and share historical narratives which develop our pupils wider historical perspectives, we do this by carefully selecting key topics and case studies. Curriculum Outcome: Our curriculum is focused on the development of communication, character and cultural capital of each individual student. Through our history curriculum we help develop confident young people who have a secure knowledge and understanding of people, events and contexts from the historical periods covered. Students will develop the ability to think critically about history and communicate confidently through their writing and oracy. The ability to support, evaluate and challenge their own and others’ views using detailed historical evidence derived from a range of sources. The ability to think, reflect, debate, discuss and evaluate the past. A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. Please view or download our 'Sequence Overview' document for History 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.

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

< Back Hazel Kelly Office Administrator hazel.kelly@rugbyfreesecondary.co.uk hazel.kelly@rugbyfreesecondary.co.uk

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

< Back Connor Pittam Site Services connor.pittam@rugbyfreesecondary.co.uk connor.pittam@rugbyfreesecondary.co.uk