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_MG_7116_SQUARE _MG_69762 _MG_7116_SQUARE 1/13 Welcome to Rugby Free Secondary School At RFSS we have a culture of high expectations across the school, supported every step of the way by our Trust. We hope you find our website informative and helpful SAFEGUARDING QUERIES SAFEGUARDING QUERIES2 SAFEGUARDING QUERIES 1/2 Button Welcome Gallery Section LATEST NEWS Save the date: Summer school is back Monday 31st July to Friday 4th August 2023 news roundel news roundel 1/1 core_values2 kind2 endeav3 core_values2 1/18 Iain Green SLT Iain Green SLT 1/1 Read more Prospectus For those parents and Carers who were unable to attend Year 7 Open Evening, please see a recording of the information session above. Our ethos and values An ambitious culture has been achieved through the development of strong and positive relationships with staff, students, parents and carers. Our reflective approach means we are always striving to improve in all that we do and believe that mistakes are only an opportunity to learn. Meet the Team Anchor 1 Of all RFSS parents asked... gallery slide 3G4A9019_SQUARE _MG_6959 gallery slide 1/16 _MG_7282 _MG_7282 1/1 USEFUL INFO SQUARE USEFUL INFO SQUARE 1/1 anon blog2 Iain Green SLT_GREEN friends of RFSS_circle anon blog2 1/3 BLOGS BLOGS 1/1 3G4A8979 3G4A8979 1/1 WHAT'S ON WHAT'S ON 1/1 Privacy Notices Privacy Notices 1/1 Meet the Team Blogs PROSPECTUS BUTTON (1) (1) main pros for web PROSPECTUS BUTTON (1) (1) 1/2 Click here to view our Privacy Notices

High levels of attendance and punctuality are expected, so that students can take full advantage of all educational opportunities available to them. Attendance When letting us know about your child's absence, please always give a reason. All absences have to be coded and then become part of your child's attendance record. If we are given no reason, absences will be unauthorised. On some very busy mornings, it can be very difficult to get through on the phones to leave a message about absence. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 We have two ways you contact us: 01788 222 060 OPTION 1 sixth form absences 01788 222 060 OPTION 2 year 7 - 11 absences Attendance@rugbyfreesecondary.co.uk (year 7 - 11) RFSS-sixthformattendance@rugbyfreesecondary.co.uk (sixth form) Application for Leave of Absence Senior Attendance Champion: Mr Howard Stokes Email: Howard.stokes@rugbyfreesecondary.co.uk Other staff you can contact regarding a child's attendance Rugby Free Secondary School is proudly recognised as an Inclusive Attendance school. Our unwavering commitment to attendance centres around child-centric actions, evidence-informed practices, and a shared understanding of everyone's roles and collective responsibilities to promote exceptional attendance. Inclusive Attendance Professional Development Model Our attendance approach is fundamentally guided by the Inclusive Attendance professional development model. Comprising six tailored Learning Modules, this model empowers us to deepen our understanding by facilitating continuous professional learning for all staff. Within this model, the four domains of practice ensure the provision of professional learning, professional development, evidence-based practices, and exemplary leadership and management to seamlessly integrate theory into practice. Annual Inclusive Attendance 7-Month Development Programme Year after year, we review and further enhance our attendance practices through dedicated participation in the Inclusive Attendance 7-month development programme. This investment allows us to remain at the forefront of educational change and extends unparalleled support to our children and their families, equipping them with access to the finest possible assistance. Multi-Tiered System of Support To guarantee a comprehensive approach to attendance, we implement a Multi-Tiered System of Support. A Multi-Tiered System of Support (MTSS) for school attendance involves three tiers of intervention, with roles for teachers, the school, children, parents, and external agencies – including the Local Authority. Data-driven decision-making and training requirements are pivotal to the implementation of the system. The system aligns with the Department for Education's (DFE) "Working Together to Improve School Attendance" guidelines. Tier 1 - Universal Approach: Establishing a baseline universal attendance approach that benefits all children. Tier 2 - Individualised Strategies and Early Help Support: Tailoring strategies to individual needs and providing early help support for persistent attendance challenges. Tier 3 - Higher Needs Strategies Support: Furnishing specialised support for children, young people, and families with complex attendance requirements, including access to external agency support when necessary. Recognition-Based Approach Our attendance philosophy is rooted in a recognition-based approach that recognises both personal and collective achievements. This approach serves to thwart isolation, prevent victimisation, cultivate positive environments, nurture relationships, foster inclusivity, and ultimately cultivate intrinsic motivation among our children, families, and staff. At RFSS we ensure that all families who require additional support to ensure their child attends school are offered frequent reviews of their child’s progress and ensure that there is a personalised attendance plan in place to remove any barriers and help support reintegration in to school. All plans and support are based on a relationship approach and reflect the knowledge that every child is different. The Importance of School Attendance School attendance is not merely a requirement but a fundamental pillar of education. It plays a pivotal role in shaping academic success, personal growth, and future prospects, making it an indispensable aspect of any educational system. Academic Achievement: Regular attendance directly correlates with academic success. Children who attend school consistently are more likely to keep up with the curriculum, perform better in exams, and improve their life outcomes. Knowledge Acquisition: School is where children acquire knowledge and skills that are crucial for their personal and professional growth. Missing days means missing out on valuable learning opportunities. Social Development: School provides a vital social environment for children and adolescents to interact with peers, develop friendships, and learn essential social skills. Consistent attendance ensures children remain connected to their peer group. Building Routine: School attendance establishes a structured routine in children’s lives, teaching them time management and responsibility, which are valuable life skills. Teacher Interaction: Regular attendance allows for meaningful teacher-child interactions. Teachers can provide personalised support, address questions, and assess individual progress more effectively when children attend regularly. Preventing Knowledge Gaps: Frequent absences can lead to significant knowledge gaps, making it challenging for children to catch up with missed lessons, potentially resulting in long-term academic struggles. School Engagement: Children who attend school regularly are more likely to engage in extracurricular activities, sports, and other enriching experiences that contribute to their overall development. Legal and Parental Responsibility: Parents or guardians are legally responsible for ensuring their child's regular school attendance. Failing to do so can lead to legal consequences. Community Well-being: High levels of school attendance contribute to the overall well-being of communities.

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 2023-24 Admissions Policy 2024-25 Admissions Policy 2025 - 26 Admissions Policy 2026-27 Accessibility Policy Attendance and Punctuality Policy Bereavement and Loss Policy CCTV Policy Communications Policy Complaints Policy Child Protection and Safeguarding Policy Children Looked After 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 Home Learning Policy Internal Appeals Procedure for Examinations Mental Health and Emotional Wellbeing Policy Multi-Academy Trust Policies Provider Access Policy Pupil Premium Policy Pupil Premium Strategy and Review Relationships for Learning (Behaviour) Policy Remote Learning Plan 24/25 RHSE Policy SEND Policy SEND Information Report SMSC Policy Uniform Policy

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

Term Dates Welcome core_values2 kind2 endeav3 core_values2 1/18 Calendar Anchor 1 Autumn term 2024 Starts: Monday 2nd September 2024 (Teacher Training Day) Tuesday 3rd September 2024 (Teacher Training Day) Wednesday 4th September - Open to New Year 7 only Thursday 5th September - Open to all year Groups Half term: Monday 28 October 2024 to Friday 1 November 2024 School closed to students Friday 8th November due to staff CPD day School closed to students Friday 6th December due to staff CPD day Ends: Friday 20 December 2024 Christmas holiday: Monday 23 December 2024 to Friday 3 January 2025 Spring term 2025 Starts: Monday 6 January 2025 (Teacher Training Day) Half term: Monday 17 February 2025 to Friday 21 February 2025 Ends: Friday 11 April 2025 Spring (Easter) holiday: Monday 14 April 2025 to Friday 25 April 2025 Summer term 2025 Starts: Monday 28 April 2025 Half term: Monday 26 May 2025 to Friday 30 May 2025 Ends: Monday 21 July 2025 Click here for Warwickshire County Council Term Dates Autumn term 2025 Starts: Monday 1 September 2025 (Teacher Training Day) Half term: Monday 27 October 2025 to Friday 31 October 2025 Ends: Friday 19 December 2025 Christmas holiday: Monday 22 December 2025 to Friday 2 January 2026 Spring term 2026 Starts: Monday 5 January 2026 Half term: Monday 16 February 2026 to Friday 20 February 2026 Ends: Friday 27 March 2026 Spring (Easter) holiday: Monday 30 March 2026 to Friday 10 April 2026 Summer term 2026 Starts: Monday 13 April 2026 Half term: Monday 25 May 2026 to Friday 29 May 2026 Ends: Monday 20 July 2026 (Teacher Training Day) Click here for Warwickshire County Council Term Dates

< Back Larrissa Huggard Teacher of English - English KS4 Lead larrissa.huggard@rugbyfreesecondary.co.uk larrissa.huggard@rugbyfreesecondary.co.uk

< Back Jodi Allard Marketing and Events Co-ordinator jodi.allard@rugbyfreesecondary.co.uk jodi.allard@rugbyfreesecondary.co.uk

< Back Bethany Fortune Student Support Lead beth.fortune@rugbyfreesecondary.co.uk beth.fortune@rugbyfreesecondary.co.uk

< Back Sharon Large Learning Support Assistant sharon.large@rugbyfreesecondary.co.uk sharon.large@rugbyfreesecondary.co.uk

< Back Robert Fairbrother Teacher of Science robert.fairbrother@rugbyfreesecondary.co.uk robert.fairbrother@rugbyfreesecondary.co.uk

Meet Laura Edmonds Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Laura Edmonds Laura has been teaching Science for 18 years within three local secondary schools in Warwickshire. Laura has experience of being both Head of Science and Assistant Head Teacher in two of those schools, as well as being Head of a Teaching School for a local MAT. Within this period Laura has also had some time out of education to prioritise looking after her two children, who mean the world to her. Being a working parent, and living in the local community, bring an understanding and perspective of the contexts we work within and allow her to be extra proud to be working with parents, carers, staff and students at RFSS on a daily basis. Laura has an absolute passion for teaching, for making ‘every lesson count’ and for the continual professional development of all staff. As an Assistant Head Teacher at her previous school, she was solely responsible for Teaching and Learning and Staff Development and the rating of this area went from ‘Good’ to ‘Outstanding’ in a full Ofsted Inspection under her leadership. Laura firmly believes that all students and staff have talents to be celebrated and shared and that, with collaboration and dedication, all students can achieve their full potential, personally as well as academically. From September 2023, Laura’s main area of focus at RFSS will be upon raising Year 11 achievement through ensuring high-quality teaching, regular feedback, intervention and support. Laura works with other school leaders, staff, students and their families to develop an achievement culture in which care and ambition for our students are at the very heart. Focusing time and effort upon what is evidenced to have the most impact, according to academic research and the relevance to our students, is always a priority, as well as an attitude of ‘leaving nothing to chance’. Outside of school, Laura will usually be found spending time with her family and, crazy but adorable, border collie! She loves boxing fitness classes and yoga, reading and listening to and playing music. In her spare time, she’s at her happiest spending time with family and friends, out in nature and eating Indian food.

< Back Amy James Sixth Form Administrator amy.james@rugbyfreesecondary.co.uk amy.james@rugbyfreesecondary.co.uk

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

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

Pankhurst House Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Our School Learn a little more about Pankhurst House In September this year (2022-23) Pankhurst House was just a group of students and staff named ‘House 1’. Now they have a Name, a Logo, House Captains, a chosen House Charity and have won many competitions! Students learnt about 5 different inspirational and influential Historical figures and then voted on who they wanted to represent ‘House 1’ and become the Name of ‘House 1’. It was close, but Emmeline Pankhurst won the vote, and were officially named Pankhurst House! Emmeline Pankhurst was a fierce suffragette leader, advocate for women's rights, and pioneer of the suffrage movement who also represents 3 of our core values; endeavour, resilience and collaboration. The house colour that was chosen was Green, as it was used in the suffrage movement to signify Hope- which is perfect as it’s also Miss Cowperthwaite's favourite colour!! Students helped design an amazing Pankhurst Logo and chose our first House Captains who would help to organise and win many House competitions! Pankhurst won 7 competitions in total this year including the; inter-house Basketball, Christmas Card Competition, Christmas Hamper Collection, Debate, Maths Challenge, inter-house Badminton and inter-house Table tennis and inter-house Rounders. As well as winning competitions, Pankhurst also chose voted for and chose their House Charity. This will be a Charity they will raise money for, for at least a few years as a house. The Rugby based ‘Our Jay’ Foundation was voted for the most and Pankhurst have raised £205.76 for them already during the House Charity Event in June. This meant that overall, Pankhurst ended the year on 1300 points and won the House Cup for 2022/23! The first House to ever win at RFSS! Miss Cowperthwaite is incredibly proud of Pankhurst house and how much they have achieved this year! Pankhurst were given a day to celebrate this win and we did this by wearing non-school uniform, enjoying some sports, an inflatable assault course, board games, treats at lunch and a fun quiz at the end of the day. Miss Cowperthwaite is looking forward to another successful year next year!

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

MFL - Spanish Learning a second language will equip students with new skills, such as resilience and curiosity and transferable skills to other subjects and live experiences. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects A different language is a different vision of life. Federico Fellini MFL will support students to learn a second or third language, but also open their minds to other cultures and ways of living. MFL 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. MFL Curriculum in Context: At Rugby Free Secondary School, we recognize that the study of foreign languages is not merely an academic exercise but a gateway to becoming global citizens in a dynamic and interconnected world. The MFL department is committed to fostering a deep appreciation for cultural diversity, promoting cultural pluralism, and enhancing openness to other cultures. We believe that understanding and speaking another language breaks barriers and builds bridges between people, fostering mutual understanding and respect. At RFSS, we observe a pattern where EAL students tend to be the majority in the GCSE groups. This prompts us to consider the necessity for monolingual students to start understanding how languages can help them better comprehend the world and, most importantly, coexist harmoniously. Especially given that Rugby Town is a multicultural city and RFSS itself is a center with 34% of students from various nationalities. In today's globalized environment, where international links and intercultural connections are commonplace, proficiency in foreign languages is increasingly recognized as a critical skill. It not only enhances career opportunities by opening up diverse pathways in global markets and industries prevalent in and around Rugby, such as manufacturing, logistics, and services, but it also contributes significantly to personal growth and development. Our curriculum is designed to ignite students' curiosity about the world, deepening their understanding of various cultures and their own roles as participants in a global community. Through the study of languages, students develop not just linguistic skills but also enhance their problem-solving abilities, critical thinking, and both literacy and numeracy skills. This comprehensive development is facilitated through a rigorous understanding of linguistic mechanisms and grammar structures, which are essential for solid knowledge acquisition. Studies show that students that take a GCSE in MFL tend to improve their grades in Enlgish Language, because they study the structure of languages deeper. Our curriculum also aims to equip students with the skills to understand and analyze the construction and manipulation of language, fostering a critical awareness that transcends cultural boundaries. This critical linguistic perspective is vital in today’s media-saturated world, where communication and information transfer are predominantly text-based and increasingly visual. In summary, the MFL curriculum at Rugby Free Secondary School is structured around the pillars of linguistic proficiency, cultural competence, and critical literacy. It prepares students not only for academic success but also for active and informed participation in a global society, where languages serve as the key to unlocking personal and professional opportunities. Curriculum Aims: Our curriculum aims to: 1. Enhance Multicultural Understanding: Develop students' appreciation for diverse cultures and perspectives, fostering an environment of respect and inclusivity. This is critical in a school where a significant percentage of the student body comes from diverse backgrounds. Promoting one of the school values RESPECT. 2. Encourage Global Citizenship: Prepare students to act as informed and empathetic global citizens who understand their roles within a globalized community. This involves teaching them to navigate and respect cultural differences effectively. 3. Support Academic and Personal Development: Use language learning as a tool to improve overall academic performance, particularly for EAL students who are the majority in GCSE groups. This will help bridge any gaps and ensure equity in educational outcomes. 4. Foster Critical Thinking and Problem Solving: Aim: Encourage students to apply critical thinking and problem-solving skills through the study of foreign languages. This includes analysis of language structures and cultural contexts to deepen understanding and adaptability. Promoting one of the school values ENDEAVOUR and RESILIENCE. 5. Improve Intercultural Communication Skills: Provide students with the abilities to communicate and collaborate effectively across diverse cultures and languages. This is particularly important in RFSS’s multicultural environment. Promoting one of the school values KINDNESS. 6. Prepare for Professional Opportunities: Highlight the practical benefits of multilingualism in the workforce, particularly in industries dominant in Rugby that benefit from international communication and cooperation. SET for life. 7. Empower Monolingual Students: Specifically target monolingual students to broaden their perspectives through language education, helping them to see the value of linguistic skills in a multicultural context like Rugby Town. Promoting one of the school values CURIOSITY. Each of these aims is designed to cater to the specific needs and demographics of the student population at Rugby Free Secondary School, ensuring that the MFL curriculum not only meets educational standards but also supports students in becoming more competent, thoughtful, and culturally aware individuals. We do this by: Integrating Cultural Learning: Incorporate cultural studies into language lessons, utilizing authentic resources such as films, literature, and guest speakers from various countries to give students a rich understanding of different cultures. Encouraging Real-World Application: Provide real-life communication scenarios through role-playing, simulations, and community engagement activities that require students to apply their language skills outside the classroom. Promoting Collaborative Learning: Create opportunities for students to work in diverse groups, encouraging collaboration and communication among EAL and monolingual students, thus enhancing peer learning and cultural exchange. Organizing Language and Cultural Events: Host language days, cultural festivals, and school-wide competitions that celebrate and educate about the cultures of the languages taught, involving the entire school community. With the help of the cultural ambassador Building Partnerships with Local and International Communities: Develop partnerships with local businesses, cultural organizations, and schools in other countries to offer students authentic experiences and practical applications of their language skills. These approaches are designed to make the learning experience in MFL comprehensive, inclusive, and practically beneficial, aligning with the overall educational goals of Rugby Free Secondary School and the specific needs of its diverse student body. Curriculum Outcome: Linguistic knowledge: Students will achieve extra knowledge in at least one foreign language, demonstrating the ability to communicate in different situations across all four language skills: listening, speaking, reading, and writing. Students will meet or exceed standards set by the MFL curriculum for GCSE and/or A-Level examinations. Also improving literacy skills in their own language. Cultural Competence: Students will display a better understanding of the cultures associated with the languages they study and people around them. Understanding the multicultural context of Rugby an RFSS. Global Awareness and Citizenship: Students will develop as global citizens who understand and can discuss international issues with empathy and insight. They will actively participate in school and community projects that involve multicultural elements, promoting diversity and inclusion. Cultural Ambassadors. Critical Thinking and Problem Solving: Students will utilize their language skills to solve problems and make informed decisions. They will demonstrate the ability to analyze and critically evaluate information from various sources in the target language. Use of cognates an developing independence. Academic and Personal Growth: Students will show marked improvement in their overall academic performance and personal development. EAL and SEN students, in particular, will demonstrate enhanced English literacy skills as a result of strengthened language learning strategies. Promoting inclusion. Practical Application of Language Skills: Students will apply their language skills in real-world contexts, such as internships, community service, and during school-organized travel programs. They will be able to navigate situations that require intercultural communication effectively. Preparation for Future Opportunities: Students will be well-prepared for further education and career opportunities where multilingualism is an asset. They will understand the value of languages in a variety of professional fields and be motivated to continue language studies and cultural exploration beyond secondary education. Enhanced Interpersonal Skills: Through collaborative learning and language practice, students will develop strong interpersonal and social skills. They will be adept at working in diverse teams and managing communications across cultural boundaries. These outcomes aim to encapsulate the breadth of skills and knowledge students will acquire through the MFL curriculum. They are designed to prepare students not just for academic success but also for active and informed participation in a global society. The outcomes also support continuous assessment and refinement of teaching strategies to meet these goals effectively, ensuring that the curriculum remains responsive to student needs and educational standards. Please view or download our 'Sequence Overview' document for Spanish 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.

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

< Back Stuart Marr Teacher of Humanities stuart.marr@rugbyfreesecondary.co.uk stuart.marr@rugbyfreesecondary.co.uk