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

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Summer Induction Work 2025 Anchor 1 Please select your 3 subjects below to download digital copies of Summer Transition 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.

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

Policies Below are all policies for Rugby Free Secondary School. Please click here for Trust level policies. Please contact us if you want to discuss any of the policies further, or go to Useful Information if you require paper copies. Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 We strive to develop well rounded individuals who are respectful, curious and resilient. Accessibility Policy Admissions Policy 2024-25 Admissions Policy 2025 - 26 Admissions Policy 2026-27 Attendance and Punctuality Policy Bereavement and Loss Policy CCTV Policy Communications Policy Code of Conduct Policy Complaints Policy Child Protection and Safeguarding Policy Children Looked After Policy Data Protection Policy E-Safety and Data Security Policy Early Career Teacher (ECT) Induction Policy Equalities Information and Objectives Examinations Contingency Plan Exams Policy First Aid Policy Health & Safety Policy Home Learning Policy Information Security Policy Internal Appeals Procedure for Examinations Monitoring Policy Mental Health and Emotional Wellbeing Policy Provider Access Policy Pupil Premium Policy Pupil Premium Strategy and Review Records, Management and Retention Policy Relationships for Learning (Behaviour) Policy Remote Learning Plan 24/25 RHSE Policy Safeguarding Policy Safer Recruitment Policy SEND Overview SEND Policy SMSC Policy Teaching and Learning Policy Uniform Policy Whistleblowing Policy

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies The Trust Anchor 1 Rugby Free Secondary School is proud to be part of Triumph Learning Trust. A Trust formed through the merger between Learning Today Leading Tomorrow and Triumph Trust in September 2024. Further information on the Trust, its governance structure and finances can be found on our website . CEO: Sarah Malam Registered Address: Anderson Avenue, Rugby, CV22 5PE Trust Phone Number: 02476 688918

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

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.

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

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< Back Sami Bryant Assistant Head Teacher sami.bryant@rugbyfreesecondary.co.uk sami.bryant@rugbyfreesecondary.co.uk

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

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

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

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

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