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Registering your child for free school meals means that the school will receive extra money to enhance your child's education? Free School Meals You may have heard about the Government initiative, the “Pupil Premium”. It is a grant available for schools, determined by the number of students eligible. If your child is in receipt of Free School Meals (FSM), or has been within the last 6 years, this grant is then offered to the school to support your child’s learning. The Pupil Premium is targeted funding; we have to demonstrate to the Government how we use the funding to benefit your child. Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 There is a Pupil Premium strategy. This includes extra-curricular activities, literacy and numeracy assistance plans, homework clubs and revision clubs; all designed to enhance your child’s education. If you are successful in registering for FSM, your child immediately receives the benefit of school lunches. You may have made the decision to provide your child with a packed lunch out of preference. Consider that if you choose your own packed lunch option, then you should still register with the school so that school are in receipt of this grant. Schools will receive a further £935 for each student in year 7 to year 11, registered as eligible for free school meals (FSM) at any point in the last 6 years: If you think your child might be eligible for free school meals please apply by following the link below: Apply for free school meals 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.

Curriculum at RFSS Our values-driven curriculum enables students to leave school with a combination of both academic qualifications, and crucial life-skills, allowing our students to open doors to the world that we live in. We passionately believe that positive relationships and learning go hand-in-hand, and it is through these connections that lifelong learners are created and established. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Curriculum The curriculum at RFSS places a significant emphasis on enabling academic, cultural, mental and moral growth. To find out more about our curriculum offer, design and implementation please contact our Deputy Headteacher John Harris at john.harris@rugbyfreesecondary.co.uk Curriculum Vision Statement: We intend to provide a broad, inclusive and ambitious curriculum that empowers our students to make both academic and personal progress. As a school with a diverse demographic, our aim is to ensure that all students achieve an excellent standard of education that not only prepares them for GCSE and A Level examinations, but ensures they are ‘set for life’ beyond the gates of Rugby Free Secondary School. As a consequence, all of our work is underpinned by our core values of: Kindness, Respect, Curiosity, Resilience, Collaboration and Endeavour. Curriculum Context: We are a proud member of the Triumph Learning Trust (TLT), which encompasses Rugby Free Secondary School, Rugby Free Primary School, Courthouse Green Primary School and Alderman’s Green Primary School. The local context of Rugby heavily influences our curriculum intent and implementation, with contextual factors signifying that students need to be equipped with key knowledge and skills due to the higher-than national-average cost of living in the area. Here at RFSS, our curriculum offer is driven by the diverse and multicultural nature of our student body, which is something we are proud of, and actively celebrate. Aspiration and ambition form key components of our curriculum intent and implementation, as at least sixty percent of our cohort experiences at least one form of deprivation, whilst over one third of our students live in areas that have above-average crime rates. As a consequence, we support a multitude of sub-groups both academically and pastorally, with curriculum amendments assisting our high numbers of SEND, EAL and disadvantaged students, whilst also supporting High Prior Attaining students to flourish and thrive in a truly holistic environment that seeks to develop the child as a whole. Relationships and disciplinary Literacy (reading, writing and oracy) are at the heart of everything we do here, and our warm-strict approach is what makes RFSS a unique, and special and fulfilling place to learn and work. Curriculum Aims: Our curriculum aims to: • Fully support our students to be happy, healthy and safe in the modern world • Empower our students to know more, remember more, and do more • Inspire our students to strive for excellence throughout their lives • Promote inclusion of all students no matter their background, prior attainment or barrier to learning, to ensure access to the same ambitious curriculum content • Provide the widest possible options available at GCSE and A Level in order to suit the needs of our students, and the local and national requirements • Ensure the implementation of consistent planning & logical sequencing of content that leads to long term knowledge retention and learning • Deliver a quality-first wave approach to teaching & learning, that promotes high expectation and inclusive classroom practice • Supports the personal & character development of our students, enabling students to be ‘set for life’, and therefore having a positive impact on the community and the world around them • Enables opportunities for students to develop socially and creatively • Ensures that all students are numerate and literate Curriculum ‘How’: • Stimulating intellectual curiosity and independence • Facilitating collaboration • Promoting challenge for all, irrespective of starting points • Enabling creativity • Sequencing learning to ensure logical progression, both horizontally and vertically • Revisiting previous learning to support the transfer to long-term memory • Promoting a set of teaching and learning principles that are underpinned by best practice and the latest educational research • Enabling discussion so that students can work towards being confident orators Curriculum ‘What’: Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: • Kind, caring citizens who contribute positively to society in a respectful manner • Reflective learners who are resilient enough to problem-solve, reason, evaluate and debate • Articulate individuals who can verbalise their own thoughts, ideas and emotions • Hard-working and empathetic young people who are aware of how their learning links to real-world situations Curriculum Implementation: Here at RFSS, we have an agreed approach to quality-first teaching and learning in our school. Our approach is based around the most up-to-date educational research and proven pedagogy into what leads to high levels of knowledge acquisition. All staff Continuing Professional Development and Quality Assurance of lessons links back to this school-wide quality-first teaching approach. We ensure that this is embedded regularly through CPD that communicates the expectations, models best practice and then provides the opportunity to embed this a departmental level through collaboration and determination of an agreed pedagogical approach for each subject. Our staff strive to ensure that their planning allows the core elements of the RFSS principles to be evident in all lessons, and that there is clear student support throughout. Beyond the taught curriculum, we promote and recognise participation and success in a wide range of extracurricular activities to enable our students to discover lifelong interests and talents, and develop their knowledge of the world around them. This rich set of experiences develops students’ character, their cultural capital and enables them to live-and-breathe our core values outside of the classroom, as well as inside the classroom, linking back to our aim of developing the whole child.

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:

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 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.

Sixth Form Academic Subjects Anchor 1 Below are the academic options we offer at RFSS A Level Art Students will undertake a mini practice project to prepare them for component 1 & 2. During component 1 they will choose a personal investigation. Alongside the investigation they will produce a 1000 - 3000 word essay about their chosen investigation and research. Component 1 forms 60% of the final grade, and component 2 forms the remaining 40%. Component 2 consists of a 15-hour exam and a supporting portfolio. A Level Biology Biology is a subject sought after by many employers as it allows students to develop their ability to adapt and work logically in both learned and new environments. This is a two year linear course and the A level is based on the exams taken at the end of year 13. In their first year of study, students will complete four units of work: biological molecules; cells; how organisms exchange substances with their environment; genetic information, variation and relationships between organisms. Each of these units will also contain required practicals that will need to be completed as part of the practical endorsement for this subject. In the second year of study, students will complete a further four units of work: energy transfers in and between organisms; how organisms respond to changes in their internal and external environments; genetics, populations, evolution and ecosystems; the control of gene expression. Each of these units will also contain required practicals that will need to be completed as part of the practical endorsement for this subject. A Level Chemistry Students will study aspects of Physical, Inorganic and Organic chemistry in both years of the course. The Year 12 course covers the following from 1 - Physical Chemistry: Atomic structure, Amount of substance, Bonding, Energetics, Kinetics, Chemical equilibria and Oxidationd, reduction and redox equations. 2 - Inorganic Chemistry: Periodicity, Group 2 and Group 7. Alongside this students will complete the specified Required Practicals. Students will study further aspects of Physical, Inorganic and Organic chemistry in Year 13. The Year 13 course covers the remaining topics from Physical Chemistry, Organic Chemistry and Inorganic Chemistry: 1 - Physical Chemistry: Thermodynamics, Rate and equations, Equilibrium constant for homogeneous systems, Electrode potentials and Acids and bases. 2 - Inorganic Chemistry: Properties of Period 3, Transition metals, Reactions of ions in aqueous solution. Alongside this students will complete the specified Required Practicals. A Level Computer Science A-level specification in computer science will have students develop: • an understanding of, and the ability to apply, the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms and data representation • the ability to analyse problems in computational terms through practical experience of solving such problems, including writing programs to do so • the capacity for thinking creatively, innovatively, analytically, logically and critically • the capacity to see relationships between different aspects of computer science • mathematical skills related to: Boolean algebra; comparison and complexity of algorithms; number representations and bases. • the ability to articulate the individual (moral), social (ethical), legal and cultural opportunities and risks of digital technology. Curriculum Year 1: Subject content: 1. Programming – imperative procedural-oriented, OOP, recursive techniques 2. Data structures – arrays, lists, dictionaries, hash tables, queue, graph, tree, stack, vector, fields, records, files (text & binary) 3. Algorithms – traversal, search, sort, optimisation 4. Theory of computation – abstraction, automation, FSM with and without output, language hierarchy, complexity, Turing machines 5. Data representation – number systems/bases, information coding systems, encryption 6. Computer systems – logic gates, Boolean algebra, program translator types, classification of programming languages, system software 7. Computer organisation and architecture – machine code/assembly language, CPU, internal components of computer, external hardware devices (limited range) 8. Consequences of uses of computing – software and their algorithms embed moral & cultural values, issue of scale brings potential for great good but also ability to cause great harm, challenges facing legislators 9. Communication and networking – communication methods/basics, network topology, wireless, the Internet, TCP/IP, CRUD applications and REST, JSON, JavaScript Curriculum Year 2: Subject content: 10. Databases – data modelling, relational database, SQL, client server databases 11. Big Data – volume/velocity/variety, fact-based model, distributed processing and functional programming 12. Fundamentals of functional programming – function type, first-class object, function application, partial function application, composition of functions, map, filter, reduce, lists 13. Systematic approach to problem solving – skills needed for Paper 1 and NEA 14. NEA - The computing practical project A Level Drama Yr 12 & 13 is spent preparing, rehearsing and examining students for their Component 1, 2 & 3 examinations. Students are encouraged to work as part of a group, whilst also being able to be independent with their studies. Students are encouraged to book masterclass sessions with their teacher to refine their practical and written work. We offer students the opportunity to attend live theatre productions and work alongside professional artists. C1 - Theatre Workshop Internally assessed, externally moderated, 20% of qualification Students participate in the creation, development & performance of a piece of theatre based on a reinterpretation of an extract from a text. Students must produce a performance and a creative log. C2 - Text in Action Externally assessed by a visiting examiner, 40% of qualification Students participate in the creation, development and performance of two pieces of theatre based on a stimulus; a devised piece and an extract from a text. Students must produce two performances and a process and evaluation report. C3 - Text in Performance Written examination, 40% of qualification Students must answer two questions based on two different texts, one written pre-1956 and one written post-1956, whilst also answering a question based on a specific extract from The Curious Incident of the Dog in the Night-Time. A Level English Literature & Language This A Level course offers opportunities for students to develop their subject expertise by engaging creatively, critically and independently with a wide range of texts. Using literary and linguistic concepts and methods, students analyse literary and non-literary texts in a range of modes and genres, in the process gaining insights into the nature of different discourses and ideas about creativity. Students develop skills as producers and interpreters of language by creating texts themselves and critically reflecting on their own processes of production. The 2 year course comprises of 3 components: Component 1: 'Telling Stories’ Section A: Remembered Places ( studying the AQA Non-Fiction Paris Anthology) Section B: Imagined worlds (studying a prose text) Section C: Poetic Voices (studying a collection of poetry by a particular poet) Component 2: 'Exploring Conflict’ Section A: Writing about Society (studying a set text with the purpose of producing re-creative writing and a critical commentary) Section B: Dramatic Encounters (studying a drama text) Component 3: 'Making Connections’ A personal investigation that explores a specific technique or theme in both literary and non-literary discourse. A Level English Literature English Literature A Level encourages students to explore the relationships that exist between texts and the contexts within which they are written, received and understood. Studying texts within a shared context enables students to investigate and connect them, drawing out patterns of similarity and difference using a variety of reading strategies and perspectives. English Literature privileges the process of making autonomous meaning, encouraging students to debate and challenge the interpretations of other readers as they develop their own informed personal responses. Curriculum Year 1: The 2 year course comprises of 3 components: Component 1: 'Love Through the Ages’ Section A: Shakespeare Section B: Unseen Poetry Section C: Comparing Texts (one pre and one post 1900) Component 2: 'Texts in Shared Contexts: Modern Times’ Section A: Set Texts Section B: Contextual Linking (comparing two texts) Component 3: 'Texts Across Time’ An independent critical study of two texts, at least one of which must be pre 1900. A level Geography Geography is for those interested in the world around them, and how people and the environment interact. It is suitable for those interested in the sciences and natural sciences, but who want to focus on actual places and real life situations, taking in traditional and contemporary issues. By studying Geography at A- Level, students will develop a deep understanding of the world around them and how it can change. Geography combines well with both arts and science subjects. Curriculum Year 1: Water and the carbon cycles Focuses on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. This topic invites students to contemplate the magnitude and significance of the cycles at a variety of scales, their relevance to wider geography and their central importance for human populations. Hazards Focuses on the lithosphere and the atmosphere, which intermittently but regularly present natural hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environments they occupy. Changing Places Focuses on people's engagement with places, their experience of them and the qualities they ascribe to them, all of which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated, the factors and processes which impact upon places and how they change and develop over time Geographical Fieldwork All students are required to undertake fieldwork in relation to processes in both physical and human geography. Students must undertake four days of fieldwork during their A-level course. Curriculum Year 2: Physical Geography a choice of: Glacial landscapes Focuses on glaciated landscapes. These are dynamic environments in which landscapes continue to develop through contemporary processes but which mainly reflect former climatic conditions associated with the Pleistocene era. Coastal systems Focuses on coastal zones, which are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable. Hot deserts and landscapes The focus is on hot deserts and their margins, where the operation of characteristic aeolian and episodic fluvial processes with their distinctive landscape outcomes are readily observable. Human Geography a choice of: Global systems and global governance Focuses on globalisation – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Population and the environment Designed to explore the relationships between key aspects of physical geography and population numbers, population health and well-being, levels of economic development and the role and impact of the natural environment. Contemporary urban environments Focuses on urban growth and change which are seemingly ubiquitous processes and present significant environmental and social challenges for human populations. Resource security Focuses on the large-scale exploitation of unevenly distributed natural resources, which is one of the defining features of the present era. A Level History A level history will encourage you to: Develop an interest and enthusiasm for history and an understanding of its intrinsic value To acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity. To improve your ability to be an effective and independent learner and a critical and reflective thinker. To develop your ability to ask relevant and significant questions about the past and to research them. To develop your use and understanding of historical key terms, concepts and skills To make links and draw comparisons within and across different periods and aspects of the past. To organise and communicate your historical knowledge and understanding in different ways, to be able to argue a case and reach substantiated judgements. We will be studying: Component 1 – 1C The Tudors: England, 1485–1603 2Q The American Dream: reality and illusion, 1945–1980 Component 3: Historical investigation A level Maths A Level Mathematics A qualification in Mathematics is sought after by many employers, as it develops skills in logic, communication and problem solving. The A-level course is examined after 2 years of study over 3 two-hour papers. These papers cover Pure Mathematics and Applied Mathematics in the form of Statistics and Mechanics in a ratio of 2:1. Students will be assessed throughout the course in order to provide directed support, there will be a blend of topic-based assessments to inform students of the competency with a given topic and multi-topic assessments to support retrieval and to give students a picture of the long term understanding of the course Skills Needed: · Have very good mathematical knowledge · Be tenacious · Be independent learners · Be problem solvers · Go above and beyond what is expected · Have a genuine love for the subject Enrichment Those with a Grade 8 in Mathematics will have the opportunity to undertake study in aspects of the A Level Further Maths curriculum. A level Further Maths Curriculum Year 1: A-level Further Mathematics is a linear specification with no specific modules. All students will learn aspects of: • Pure Mathematics • Mechanics • Decision Mathematics. Assessment Year 1: The course is 100% examined at the end of the final year. Within year 1 assessments will consist of 2 written internal exam papers at the end of Year 12 Based on the Year 1 content. Paper 1: Core Pure mathematics. Paper 2: Decision & Mechanics. Curriculum Year 2: All students will learn aspects of • Pure Mathematics, • Mechanics • Decision Mathematics Pure Mathematics accounts for half of the curriculum with Mechanics and Decision each accounting for a quarter of the currciulum. The second year curriculum builds on and extends on what was covered in the first year of both A Level Mathematics & Further Mathematics and introduces a range new topics. Assessment Year 2: This course is 100% exam based and will consist of 3 written exam papers A-level Paper 1: Core Pure Mathematics 1. 1 hour 30 minute exam paper out of 80 marks. Accounts for 1 quarter of the final A level qualification A-level Paper 2: Core Pure Mathematics 2. 1 hour 30 minute exam paper out of 80 marks. Accounts for 1 quarter of the final A level qualification A-level Paper 3: Further Mechanics. 1 hour 30 minute exam paper out of 80 marks. Accounts for 1 quarter of the final A level qualification A-level Paper 4: Decision Mathematics. 1 hour 30 minute exam paper out of 80 marks. Accounts for 1 quarter of the final A level qualification A level Philosophy & Ethics A level Physics A-Level Philosophy and Ethics is a course aimed at students who want to develop their analytical and critical thinking skills, as well as asking questions about the world we live in. From ethical conundrums to debates around the nature of knowledge, religion and the mind itself, students will be presented with engaging texts from a variety of viewpoints, and will become adept at using these to articulate their own worldview. Curriculum Year 1: The curriculum in Year 1 will consist of modules 1 and 2 of the A-Level course: Epistemology: This focuses on the concept of knowledge; what it is, when we can truly 'know' things and what the criteria are for this. This includes: The Tripartite view of knowledge Perception as a source of knowledge with reference to Direct Realism, Indirect Realism and Berkeley's Idealism Reason as a source of knowledge with reference to Innatism, the debate between intuition and deduction The argument from Scepticism and the limits of knowledge 2. Moral Philosophy: This focuses on ethical debates- you will examine differing moral theories, applying them to situations and taking a closer look at what it actually means to refer to something as 'right' or 'wrong' This includes: An in-depth study of three moral theories; Utilitarianism (Bentham and J.S Mill) Deontology (Kant) and Virtue Ethics (Aristotle) Applied ethics- applying these theories to ethical debates surrounding stealing, simulated killing (within computer games, plays, films etc), eating animals and telling lies Meta-Ethics- the status of moral language and whether moral statements, such as 'murder is wrong' can have truth values. Curriculum Year 2: The curriculum in Year 2 will consist of modules 3-4 of the A-Level Course: 3. Metaphysics of God This module focuses on the nature of the Judeo-Christian God- arguments for his existence and the status of religious language. This includes: The Ontological, Teleological (Design) and Cosmological arguments for the existence of God. The Problem of Evil- what it is and its ramifications for the existence of God Religious language- Cognitivists and Non-Positivist debates over the status of religious language and what it means. 4. Metaphysics of Mind This module focuses on philosophical debates about the human mind and the idea of 'consciousness', such as the 'Mind-Body Problem'. This includes:# Dualist theories- Property Dualism and Substance Dualism Physicalist theories- theories such as Eliminativism and Physicalism, which states the mind is part of the body and not a separate entity/substance Functionalism- all mental states can be explained in terms of their functions. Physics is a subject sought after by many employers as it allows students to develop their ability to adapt and work logically in both learned and new environments. This is a two year linear course and the A level is based on the exams taken at the end of year 13. Curriculum Year 1: Students will study a broad range of Physics in Year 12 as a foundation for the Year 13 course. This will include Measurements and errors, Particles and radiation, Waves, Mechanics and materials and Electricity. Students will also compete all specified Required Practicals. Curriculum Year 2: Students will be expected to have good knowledge of the Year 12 work and in addition to this will study: Further mechanics and thermal physics, Fields and their consequences and Nuclear Physics. In addition to this an Option Topic will be chosen from the following: Astophysics, Medical physics, Engineering physics, Turning points in physics or Electronics. This decision will be made by the science department at RFSS. A level Product Design Students have the opportunity to take an A-level in Product Design following the AQA specification. This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing prototypes of their choice. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers. A level Psychology We provide a broad A Level Psychology curriculum that not only promotes mastery, but encourages students to be curious, resilient learners who use these skills regularly, long after their A levels have ended. Learners will experience a curriculum that is broad, balanced, and relevant. Topics range from Attachments, Social influence, Memory and Psychopathology to, Approaches, Research methods, Schizophrenia and Aggression, to name but a few. Through this, they will develop their knowledge of Psychological issues, research studies, theories, and models in a range of topic areas. They develop the higher order skill of evaluation by examining strengths, limitations, and other discussion points such as compare and contrast through the duration of their studies. Parallel with this, is the development of research methods skills so that students are able to understand the issues and challenges of studying human behaviour using the scientific method. They learn how to read, process, interpret and record data so that they are able to draw sound evidence-based conclusions. This permits them to understand the complexity of psychological issues and move away from simplistic answers towards more developed discussions that allows for them to formulate academic, evidence based arguments and an understanding of some of the deeper philosophical arguments that run through the heart of psychology including reductionism, determinism, free-will and holism. Students will develop their ability to apply Psychological concepts in activities that promote real world application and therefore support in their ability to apply knowledge and understanding to a wide range of behaviours and contexts. A Level Exam Board and Spec AQA A Level Psychology 7182 A level Sociology A Level Sociology allows for a greater understanding of the society in which we live, with a particular focus on Post Modernity and whether the traditional perspectives can still be applied to the world we now live in. It considers what key Sociologists say about external factors within society and how these influence and shape individuals actions. Core components: Compulsory content: Education with Theory and Methods. Optional content: Topics in Sociology: Families and households. Optional content: Topics in Sociology: Beliefs in society. Compulsory content: Crime and deviance with theory and methods

Physical Education At RFSS, GCSE PE gives students the opportunity to dig deeper into sport performance at its best. To learn the physiology and biomechanics behind the human body in sport, is to understand why it can perform skills required in different sports. We learn how our bodies systems work together to protect, nourish, move, recover and train for all sports. We learn about the psychology behind the perfect game or the perfect execution of a skill and how our mental state impacts what we do. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects To keep the body in good health is a duty...otherwise we shall not be able to keep the mind strong and clear. Buddha Physical Education [PE] Department - Overarching Curriculum Intent (September 2023) RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. PE Curriculum in Context: Our intention is to deliver an ambitious, inclusive and challenging curriculum that will stimulate students physically, socially and cognitively within PE lessons. It will inspire our students to be confident, independent and inquisitive learners. Our aim is to promote a healthy active lifestyle focusing on enjoyment, a love of sport, physical activity and the importance of well-being. With the increased use of modern technology, social media and the impact of Covid 19, research has shown that fundamental movement skills are lacking in our young people. Social skills are also a concern. PE at Rugby Free strives to fill in the gaps as well as improve these skills for all students. Communication, leadership and teamwork skills are developed, increasing students’ physical as well as mental health and well-being. We will provide the students of the Rugby area with a broad, inspirational curriculum that allows for opportunities to participate in competitive sport (team and individual) whilst ‘Physically Educating’ pupils, in an inclusive environment regardless of sporting ability. The department will continually push the importance of sporting values, such as, fairness and respect along with core British values. These will form the heart of the curriculum and will continually be revisited, along with opportunities to build character and resilience in pupils at every opportunity. Curriculum Aims: Our curriculum aims to: Instill and develop fundamental movement skills to give students the best chance of establishing and maintaining physically active lives both across a broad range of activities and in the long term. Give students full access to the National Curriculum for PE which is differentiated to meet students’ learning needs and styles. Implement the national curriculum for PE to ensure that all pupils: develop competence to excel in a broad range of physical activities. are physically active for sustained periods of time. engage in competitive sports and activities. lead healthy, active lives. Explore and develop the students’ physical, social, emotional and cognitive skills as well as promoting literacy and numeracy skills. Allow success to be experienced and exhibited for all students to encourage inclusion and independence. Provide students with the opportunity to express themselves physically, challenge themselves and others, experience different environments and activities, work together and release energy which will benefit the students’ mental health and lower anxiety levels. Allow students to achieve success in a variety of roles in PE such as leadership and officiating, not just practically. This will enhance their social and communication skills, self-belief as well as developing independent learners. Develop a healthy life-long love of sport and physical activity. 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: Providing fun and engaging PE lessons that are enjoyable, challenging, socially supportive and accessible to all. Exposing students to a variety of sports [both team and individual], physical activities and roles supported by passionate staff in lessons and after school during extra-curricular provision. Educating students into the mental benefits as well as the physical benefits of PE. Ensuring lessons are fully inclusive, nurturing students, promoting positive values, encouraging participation, as well as promoting excellence. Encouraging academic and personal progress through regular monitoring and assessment. Incorporating literacy and numeracy into PE lessons for cross curricular links and exploring new initiatives to get students more active. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Students who demonstrate the values of teamwork, passion, respect, determination, self-belief and honesty. Enthusiastic students who are motivated to take part in a wide variety of sports and physical activities both in and out of school. Hard-working students who are committed to fully developing and exploring their ideas. Resilient learners who reflect on their work, and the work of others in order to make progress. Physically and mentally aware students who understand the importance of being physically active and how to regulate their own mental health through physical activity. Ethically conscious students with values and morals. Moral traits such as kindness, respect, fairness, honesty and an appreciation of others. Curriculum Outcome: As a result of our curriculum, students will leave RFSS with a strong knowledge of a wide range of sports along with health and fitness ideas, on how to maintain a lifelong healthy and active lifestyle.  They will leave wanting to be physically active, maintaining a lifelong involvement in sports and physical activity through participation, leadership or officiating. They will also leave knowing the importance of being physically active to their mental as well as physical health and with the social and communication skills combined with the self-confidence and independence needed to be successful in the future. Students who take the academic route through sport have an ability to gain employment within sport and gain access to Colleges/Universities. This will give them the opportunity to further study sport related courses and to supplement their understanding of the human mind and body and how it reacts to physical activity. Please view or download our 'Sequence Overview' document for PE 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. A Level Specification

Sports Studies Sport studies is an excellent course for students who wish to develop their knowledge on a variety of sports-based topics. This is a developmental course which requires students to study, and be assessed, in a variety of ways. Over the duration of the course, students will cover 4 different topics: Contemporary Issues in Sport (theory), Developing Sports Skills (practical), Sports Leadership (practical and theory) and Sport in the Media (theory). All these units will allow students to be introduced to topics and issues that will allow them to grasp these key areas. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Do your best when no one is looking. If you do that, then you can be successful at anything you put your mind to. Bob Cousy Physical Education [PE] 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. PE Curriculum in Context: Our intention is to deliver an ambitious, inclusive and challenging curriculum that will stimulate students physically, socially, emotionally and cognitively within PE lessons. It will inspire our students to be confident, independent and inquisitive learners. Our aim is to promote a healthy active lifestyle focusing on enjoyment, a love of sport, physical activity and the importance of well-being. Giving students the ‘moral compass’ and values sport and physical activity promote, in order for them to thrive beyond the school gates and for the rest of their lives. With the increased use of modern technology, social media and the impact of Covid 19, research has shown that fundamental movement skills are lacking in our young people. Social skills are also a concern. PE at Rugby Free strives to fill in the gaps as well as improve these skills for all students. Communication, leadership and teamwork skills are developed, increasing students’ physical as well as mental health and well-being. We will provide the students of the Rugby area with a broad, inspirational curriculum that allows for opportunities to participate in competitive sport (team and individual) whilst ‘Physically Educating’ pupils, in an inclusive environment regardless of sporting ability. The department will continually push the importance of sporting values, such as, fairness and respect along with core British values. These will form the heart of the curriculum and will continually be revisited, along with opportunities to build character and resilience in pupils at every opportunity. Curriculum Aims: Our curriculum aims to: Instill and develop fundamental movement skills to give students the best chance of establishing and maintaining physically active lives both across a broad range of activities and in the long term. Give students full access to the National Curriculum for PE which is differentiated to meet students’ learning needs and styles. Implement the national curriculum for PE to ensure that all pupils: develop competence to excel in a broad range of physical activities. are physically active for sustained periods of time. engage in competitive sports and activities. lead healthy, active lives. Explore and develop the students’ physical, social, emotional and cognitive skills as well as promoting literacy and numeracy skills. Allow success to be experienced and exhibited for all students to encourage inclusion and independence. Provide students with the opportunity to express themselves physically, challenge themselves and others, experience different environments and activities, work together and release energy which will benefit the students’ mental health and lower anxiety levels. Allow students to achieve success in a variety of roles in PE such as leadership and officiating, not just practically. This will enhance their social and communication skills, self-belief as well as developing independent learners. Develop a healthy life-long love of sport and physical activity. 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: Providing fun and engaging PE lessons that are enjoyable, challenging, socially supportive and accessible to all. Exposing students to a variety of sports [both team and individual], physical activities and roles supported by passionate staff in lessons and after school during extra-curricular provision. Educating students into the mental benefits as well as the physical benefits of PE. Ensuring lessons are fully inclusive, nurturing students, promoting positive values, encouraging participation, as well as promoting excellence. Encouraging academic and personal progress through regular monitoring and assessment. Incorporating literacy and numeracy into PE lessons for cross curricular links and exploring new initiatives to get students more active. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Students who demonstrate the values of teamwork, passion, respect, determination, self-belief and honesty. Enthusiastic students who are motivated to take part in a wide variety of sports and physical activities both in and out of school. Hard-working students who are committed to fully developing and exploring their ideas. Resilient learners who reflect on their work, and the work of others in order to make progress. Physically and mentally aware students who understand the importance of being physically active and how to regulate their own mental health through physical activity. Ethically conscious students with values and morals. Moral traits such as kindness, respect, fairness, honesty and an appreciation of others. Curriculum Outcome: As a result of our curriculum, students will leave RFSS with a strong knowledge of a wide range of sports along with health and fitness ideas, on how to maintain a lifelong healthy and active lifestyle.  They will leave wanting to be physically active, maintaining a lifelong involvement in sports and physical activity through participation, leadership or officiating. They will also leave knowing the importance of being physically active to their mental as well as physical health and with the social and communication skills combined with the self-confidence and independence needed to be successful in the future. Students who take the academic route through sport have an ability to gain employment within sport and gain access to Colleges/Universities. This will give them the opportunity to further study sport related courses and to supplement their understanding of the human mind and body and how it reacts to physical activity. Strengths: Fully inclusive curriculum. Relationships with students Pupil engagement Kit Questioning SLANT SET for learning [inconsistent to start, not always based on recall, this has improved, modelling/meetings, QA checks, learning walks]. Subject Knowledge Areas for Improvement: Curriculum. Assessment. Road maps. Tracking assessment? Checking for Understanding – hands up / fingers / mini whiteboards Thinking time – give 8 seconds Embed SLANT / SET in all lessons [core as well] Challenge – [HPA] Target sub groups [SEN / White boys / PP] Consistent marking and feedback Presentation in books/folders [pride in work!] 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.

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.

Religious Education Like Aristotle, here at Rugby Free Secondary School we believe that education should have an impact on your character. Religious studies not only offers the opportunity for high quality academic excellence, but also a chance to enhance your personal excellence. The themes and topics covered will change how you think about the world, society and religion itself. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Educating the mind without educating the heart is not education at all. Aristotle Parents and Carers can choose to withdraw their child / children from any/all RE lessons. Should you wish to do so, please contact Helen Ward at Helen.ward@rugbyfreesecondary.co.uk RE 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. Religious Education Curriculum in Context: ‘When you understand religion, you see the world in full technicolor. All works of Art, literature, paintings, poems, films and books trace their origins to religious stories’ Nikki McGee – Curriculum Conversations The teaching of R.E is going through a metamorphosis, with a sharper focus on supporting our students in developing their own worldview and in turn understanding the world view of others. Throughout their curriculum journey, we aim to provide opportunities for our students to reflect on the lens through which they view the world around them, allowing our students to explore questions of spirituality, identity, ethics, discrimination and prejudice. We will enable pupils to develop religious literacy and an understanding of what it means to be a person of faith or no faith. We will encourage pupils to engage critically with ideas and experience of religion, belief and spirituality and in turn understand their own personal worldview. Our R.E curriculum endeavours to teach Religious Education not as a survey of world religions but as a “deep dive” into Religion and Worldviews of many kinds. It shifts the emphasis from simply explaining the beliefs and practices of the major world faiths to exploring through academic disciplines the complex picture of religion and non-religion in the 21st century. This necessarily involves every pupil in considering at regular intervals their own personal or worldview. This has been achieved by building the KS3- KS5 curriculum around our Coventry and Warwickshire agreed Syllabus but also by reflecting on the needs, experiences of our school community. With consideration to the following features, 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 There are 1096 students currently in the school. (May 2024) Religion & Number of students       Christian 279 Christian (Ecumenical) 1 Buddhist 3 COE 36 Greek Orthodox 1 Hindu 24 Jehovah's Witness 3 Muslim 42 Roman Catholic 95 No Religion 256 Other Faith (Replaces OT) 27 Refused 33 Salvation Army 1 Sikh 7 Not given 288 The religious composition of our school community has been reflected in some of key enquiry units. For example, in year 7 we examine, how is God understood by those with a Christian Worldview? This will enable us to explore diverse Christian worldviews and how nationality, history, culture and ethnicity has shaped this – represented within our own school community. Our curriculum has been built around enquiry questions which will allow students to examine key themes such as changes, belonging and believing, authority and power, personal responsibility and grand narratives. We have considered the journey that our students should have experienced at KS2 so as our pupils move into Key Stage Three (KS3), they will be provided with texts, case studies, interpretations which will allow them to critically make sense of the seven core concepts relevant to all worldviews, religious and non-religious. They begin to consider the concept of religion itself, what it is and how to think critically about religion. For example, our What is Belief Unit, encourages students to analyze how evidence of belief can be traced back to the dawns of time, in this way, pupils begin to understand that religion and history can often entwine and what happens in the past can still be significant in the present. We aim to provide a diverse and inclusive curriculum where all our students can explore key questions through a range of mediums such as sacred texts, art, music and the opportunity to engage with places of worship and faith communities. We will help all our students to engage by utilizing key strategies as below Discussing misconceptions with pupils e.g. teacher modelling their own difficulties in understanding or what you ‘might’ think before addressing misconceptions Explaining that there are no ‘right’ answers but instead belief and opinion are being discussed Drawing on the personal experience of pupils e.g. the personal worldviews of pupils or the communal worldviews of the families or faith communities they belong to The use of visual maps of identity and belief so that pupils can add to these and begin to understand themselves and their own personal worldview We aim to help students in appreciating and respecting what it means to belong to a faith community in 21st century, for example exploring how the Sikh community actively promotes charity and generosity to all, as reflected in their community efforts during the cost-of-living crisis and Covid Pandemic. From KS3-KS5, our curriculum will explore religions thematically to enable students to explore links and trace the key thinkers, events that have shaped the direction of religious belief, philosophy and ethical debate. Our curriculum aims to: Develop confident young people who have a secure knowledge and understanding of their individual worldview and that of others. Young people who will apprecicate how diversity might shape a worldview Enable the students to engage with religious, philosophical and ethical texts that allow them to appreciate and explore how people and texts may influence belief and lived expression in diverse way Foster the ability to support, evaluate and challenge their own and others’ views using evidence derived from a range of sources. Empower our students to respect, reflect, debate, discuss religious, philosophical and ethical issues and beliefs. We do this by: W By creating a multi-disciplinary Religious Education curriculum that allows our students to explore themes around Theology, Philosophy, History and Human and Social Sciences. Building opportunities for our students to engage with spiritual, academic texts and art to foster curiosity but also support in our understanding of how ideas and belief are both shaped and expressed. Building a sequenced curriculum which presents opportunities for our students to engage with the disciplinary knowledge and concepts that underpin our subject; changes, belonging and believing, authority and power, personal responsibility and grand narratives Following the guidance provided by the Coventry and Warwickshire SACRE and the context of our school community, we have selected key themes around some of the six major world religions but our exploration will be conducted thematically. Curriculum Outcome: Appreciate that we all have a worldview that provides a lense on how we see the world and our place in it. Respect others and gain a broader understanding of views and beliefs. Will enable our students to consider their own worldview and the factors that shape itTo appreciate and respect the influence of religions and beliefs on individuals, culture, behaviour and national / international life. Improve their knowledge of global affairsDevelop a stronger sense of wellbeing, ethical standards and personal happinessAvoid extremism and religious discriminationContribute to and build a more cohesive community Please view or download our 'Sequence Overview' document for Religious Education Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

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

Admissions At Rugby Free Secondary School, we recognise the importance of a smooth, positive transition from primary school to secondary school. We understand that this may be a stressful time for both students and parents. Therefore we work very closely with students, parents and our feeder primary schools to ensure that the process is as stress free as possible. Deciding where to send your child to secondary school is a huge decision and one which must be taken early on. Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 We ensure that the transition process is as stress free as possible. Why don't you come and visit us? In order to help you make the decision on whether RFSS is the right school for your child, we invite you to join up for our Open Evening held at the beginning of each academic year. During the Open Evening you will have the chance to meet the leadership team, teaching staff, support staff and discuss all aspects of school life. You can visit our excellent facilities and see examples of students work as each department showcases what they have on offer. There will also be the opportunity to hear directly from the Headteacher during one of the talks held throughout the evening. Please keep an eye on our website and social media pages for dates, times and links to book in for the evening. If you would like to see the school but can't wait until one of our Open Evenings then you can watch our virtual tour, the video for which is shown below. Admissions Policy 2024 - 25 Click HERE for the In Year Admissions Application Form This form is only to be used for in year admission applications for Year 8 - Year 11 for the 2024-2025 academic year. Year 7 in year admission applications are managed by Warwickshire County Council until the end of the Autumn Term. At the start of the Spring Term, the above form can then be used. 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 Login Welcome core_values2 kind2 endeav3 core_values2 1/18 Gallery Section

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.

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

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