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< Back Joanne Griffiths Teacher of Science joanne.griffiths@rugbyfreesecondary.co.uk joanne.griffiths@rugbyfreesecondary.co.uk

< Back Louise Maclachan Teacher of Art and Design louise.maclachlan@rugbyfreesecondary.co.uk louise.maclachlan@rugbyfreesecondary.co.uk

Staff Intranet Anchor 1 PLEASE CLICK HERE TO LOGIN TO STAFF INTRANET

< Back Isobel Tranter Teacher of English - English KS3 Lead isobel.tranter@rugbyfreesecondary.co.uk isobel.tranter@rugbyfreesecondary.co.uk

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

< Back Michael Mayes Teacher of Humanities michael.mayes@rugbyfreesecondary.co.uk michael.mayes@rugbyfreesecondary.co.uk

< Back Phil Edwards Associate Assistant Headteacher philip.edwards@rugbyfreesecondary.co.uk philip.edwards@rugbyfreesecondary.co.uk

< Back Laura Edmonds Assistant Head Teacher laura.edmonds@rugbyfreesecondary.co.uk laura.edmonds@rugbyfreesecondary.co.uk

< Back Freya Davies Assistant SENDCO freya.shoobridge@rugbyfreesecondary.co.uk freya.shoobridge@rugbyfreesecondary.co.uk

< Back Kully Bal Teacher of ICT kully.bal@rugbyfreesecondary.co.uk kully.bal@rugbyfreesecondary.co.uk

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

Our School Anchor 1 Meet the Senior Team Attendance Data Protection and Freedom of Information Prospectus Standards & Expectations Admissions Values and Ethos Equal Opportunities & Diversity Useful Information Free School Meals Policies

< Back Josh O'Brien Teacher of English josh.obrien@rugbyfreesecondary.co.uk josh.obrien@rugbyfreesecondary.co.uk

< Back Seb Cooper Associate Assistant Headteacher sebastain.cooper@rugbyfreesecondary.co.uk sebastain.cooper@rugbyfreesecondary.co.uk

Prospectus Please download our latest 2023-2024 Prospectus here. We hope you find the prospectus informative and would urge you to come and see us in action! 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. Please click here to download

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

All that we do at RFSS is aimed towards the future of our students. We endeavour to prepare them for adulthood and the world of work, not only through our curriculum, but very specifically by delivering a thorough, complete and engaging careers programme, which begins in year 7 and continues through to sixth form and beyond. Specialist Resource Provision “Resourced provision allows children to attend mainstream school, whilst accessing specialist provision. Placement in these settings is agreed by the Local Authority Provision Panel. This may be appropriate for a child with an EHC plan or who is undertaking the EHC assessment process. The Specialist Resource Provision at Rugby Free Secondary School is a resource base that offers a bespoke programme of support to students in years 7 to 11 whose primary area of need is Communication and Interaction. The provision is a calm, welcoming and safe space located at the heart of our beautiful school. Students enrolled in the provision are able to access a highly personalized and nurturing curriculum delivered by both our specialist and mainstream staff; including speech and language therapy, occupational therapy, and Set for Life skills. Our Specialist Resource Provision is fully integrated with the broader educational and SEND offer of our school and our goal is to nurture each student’s wellbeing, confidence, and most importantly, their independence. We aim to develop the crucial skills and attitudes each young person needs to be successful and to ensure that our students feel they belong within our school and the wider community. As such, students at our provision will be fully supported to access as much of the National and GCSE Curriculum as they are able, and where appropriate will be able to follow alternative pathways to gain functional skills and life skills qualifications including ASDAN qualifications. Students also have access to the rich and diverse range of extracurricular clubs and activities offered including sports, arts, and personal development that are on offer. RFSS is an inclusive, aspirational school that currently supports a wide range of students with SEND The DfE full scale national SEND review acknowledged that the SEND system was failing to deliver improved outcomes for children and young people with SEND or alternative provision. The green paper (2022) focused on delivering improved outcomes for children and young people with SEND, or who need alternative provision, building confidence and improving experiences, within a financially sustainable system. The SEND Local Area Inspection by Ofsted/CQC visit in 2021 highlighted that ‘too many children and young people [in Warwickshire] have been placed in specialist settings without proper consideration of whether their needs could be met in mainstream schools.’ In addition, training for mainstream staff working with children with SEND was also highlighted in the inspection as an area of weakness in meeting the needs of this cohort. The SRP is intended to address the shortage of appropriate provision, whilst also enhancing the level of specialist SEND expertise within our school. Who does the SRP serve? Students whose primary additional educational need is Communication and Interaction, including; Those with Autism, developmental delays, significant speech and language delays and disorders, hearing impairment, ACEs Students with related anxiety disorders, sensory needs, and motor coordination difficulties Our provision is NOT suitable for students whose primary barrier to attending mainstream school is SEMH*** A maximum of 15 pupils for the 23-24 academic year, rising to 20 pupils in September 2024 Meet The Team Elsa Ell iott Manager, Specialist in Speech and Language Difficulties and Specialist in SEND Assessment Helen Townsend SEND Specialist Teacher and Specialist in Children’s Mental Health and Wellbeing, experienced in SEMH Donna Whitley HLTA Specialist in Communication and Interaction, Sign Language, and PDA Natalie Flitter HLTA experienced with students with complex needs and SEMH Sharon Large LSA experienced in SEMH and ASD, having worked in several specialist educational settings Useful Website s What is autism? Why Autism is a Difference, not a Deficit Autism Advice and Guidance

< Back Brandon Hallmark Key Stage 3 Pastoral Lead brandon.hallmark@rugbyfreesecondary.co.uk brandon.hallmark@rugbyfreesecondary.co.uk