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< Back Lorna Topp Teacher of Social Science lorna.topp@rugbyfreesecondary.co.uk lorna.topp@rugbyfreesecondary.co.uk

< Back Sara Willis Director of Learning - Science sara.willis@rugbyfreesecondary.co.uk sara.willis@rugbyfreesecondary.co.uk

Meet Simon Tibke Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Simon Tibke Simon has been a qualified teacher for 13 years and has taught in three different secondary schools across Coventry, Warwickshire and Birmingham, ranging from Year 7 – 13, and in both single sex and co-educational settings. Simon joined RFSS in September 2021 as the Director of Learning for Mathematics, and continues to lead maths alongside his role of whole school improvement in Quality Assurance. Simon’s extensive middle leadership experience has enabled him to drive up standards in maths departments wherever he has been, and in his new role, he will be able to coach and support other middle leaders to maximum their efficiency and effectiveness, so that standards are high across the school in all areas. Simon has completed his NPQSL during the 2022/23 academic year, which will further support his role in the coming year. Simon’s main role however is as a husband, and as a father of 3 young children. With any “spare” time, Simon enjoys spending time participating in sport, particularly cricket in the summer, and during the winter months, pursuing my hobby of football refereeing and following Everton FC.

Enrichment Enrichment is a huge part of school life. This is often some of the experiences we remember the most and can provide students with fantastic opportunities, these experiences push us out of our comfort zone and equip us with skills we can transfer into further learning and outside of the school environment. The staff at RFSS offer a wide variety of different opportunities ranging from Duke of Edinburgh Awards to STEM clubs, Equality club to learning sign language with a wide variety of clubs in-between. Staff also offer homework clubs and interventions to support our student’s academic progression as well as developing wider skills. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Curriculum At RFSS we believe that learning should extend beyond the classroom. Clubs are offered throughout the week both at lunch time and after school. Please speak to the staff involved for more information. The timetable is reviewed each term to ensure that we are offering a wide variety of clubs. We have a proud history of entering both local, regional and national competitions and we have had some great success in sporting events and Robotics, where we have represented the region at national fixtures. Our termly Music concerts and recitals have always been well supported by students and parents showcasing the diverse skills that our students (and staff) possess. All of the clubs hit our six core values of Endeavour, Respect, Kindness, Collaboration, Resilience and Curiosity. We also value the place that Enrichment sits within our curriculum, with all subjects planning within their schemes of learning opportunities for Enriching their curriculum so that all students’ experiences make their time at RFSS a time to remember. 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.

Food Preparation & Nutrition Food preparation and Nutrition is an exciting and creative course, which focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. The curriculum covers five key concepts: food nutrition and health, food science, food safety, food choice and food provenance. Students will have the opportunity to explore food nutrition and health during key stage 3 and key stage 4, with a focus on the nutritional value of ingredients, how to make healthy choices and how to cook nutritional meals. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Every kid in every school no matter their background, deserves to learn the basics about food. Jamie Oliver Food and Nutrition Department- Overarching Curriculum Intent 2024-25 RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. Food & Nutrition Curriculum in Context: The National Child Measurement Programme, England, found that the percentage of children living with obesity was highest in the North East at 26.6% and the West Midlands at 26.2% in 2021-22 (NHS, November 2022). Our aim is to ensure that all students have the opportunity to learn about healthy eating and practical cooking during their time at RFSS. Schemes of learning focus on savoury cooking and aim to develop practical culinary skills needed for independent living; in line with our school ethos ‘Set for Life’ (Creating a culture and ethos of healthy eating: DfE February 2023). The course makes use of the governments “Eatwell guide” (2016) as a base for healthy eating. We are passionate about supporting our subgroups; ensuring all students have the opportunity to succeed. As a result of this, our curriculum offer at Key Stage 4 provides two pathways into the food industry, with students having the option to study GCSE Food Preparation and Nutrition or Level 2 Hospitality and Catering. The subject naturally develops skills such as independence and problem solving, as well as providing students with key information about having a healthy nutritious diets, hospitality and catering and food science. Curriculum Aims: Our curriculum aims to: Provide students with the knowledge needed to make healthy, nutritional food choices Provide students with the practical skills needed to cook healthy, nutritional meals Support students’ religious, cultural, moral and/or ethical food choices with carefully selected recipes Provide students with the knowledge needed to reduce food waste Provide opportunities for students to reflect on and refine their work; practical and written Support students with a careers in the hospitality and catering, nutrition and science sectors. Provide the students an opportunity to be passionate about cooking. Promote British produce and seasonal ingredients. Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: Sequencing learning so students can revisit key learning about nutrition, hospitality and catering throughout each Key Stage Selecting recipes that are nutritional and can easily be adapted to suit a range of nutritional, cultural and ethical needs Introducing students to a range of medium and high-level skills, to promote challenge for all Empowering students to make creative adaptions to dishes; which in turn limits food waste. Encouraging students to critically analyse their work in relation to nutrition, technical skill and food provenance Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Independent learners, who understand how to prepare and cook healthy, nutritious meals Curious learners, who seek to problem solve. Reflective learners, with a desire to improve and refine their work Learners who are socially aware and understand the cultural diversity around them Adaptive learners who can overcome challenges and manager their time Curriculum Outcome: As a result of our curriculum, students will leave RFSS with the knowledge and skills necessary to live independently; able to make healthy food choices and cook nutritious and skillful meals. Please view or download our 'Sequence Overview' document for Food & Nutrition 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 Mark Laity Director of Learning - Humanities mark.laity@rugbyfreesecondary.co.uk mark.laity@rugbyfreesecondary.co.uk

Home Learning Home learning teaches students to work independently and develop self-discipline, as well as encouraging students to take initiative and responsibility for completing a task. Home learning allows parents to have an active role in their child's education and helps them to evaluate their child's progress in close proximity. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers There is a direct link between home learning and academic achievement. Homework is a critical part of delivering the curriculum and needs to be treated as such. It is not an optional extra (for either staff or students!). Used effectively it can aid students’ understanding of a subject, allow students to explore certain aspects of the subject in a bit more depth, and develop students’ research skills.’ (SecEd, 2019) Home Learning tasks will fall into one of the five following categories: Lesson Preparation Task Practice Task Revision Task Project-based task Reading for Pleasure All Home Learning will set on Class Charts which all Parents / Carers are issued a login for when their child joins RFSS. to View their Home Learning please click here: ClassCharts Subject Provision Key Stage 3 Key Stage 4 Key Stage 5 (Independent learning) Art and Design One homework is set per project (6 lessons) the homework set will be linked to the project title. Work will be set on ClassCharts and will be handed in to the teacher in person. On going independent tasks set that links to the completion of their sketchbook. Work will be set on ClassCharts and check in class for completion. Set work will link with YouTube channel support. On going independent tasks set that links to the completion of their sketchbook. Biology Reading and Comprehension task per topic Keywords and definitions task per topic. Termly project piece – students select from a biology; chemistry and physics projects provided each term and present the last week of the term. All subjects Exam questions every 2 weeks to be completed in the back of exercise books. Seneca online questioning Exam questions and exam question booklets Isaac Physics (Biology questions) Independent pre-reading Synoptic essays Required practical report writing and follow-up tasks Chemistry Reading and Comprehension task per topic Keywords and definitions task per topic. Termly project piece – students select from a biology; chemistry and physics projects provided each term and present the last week of the term. All subjects Exam questions every 2 weeks to be completed in the back of exercise books. Isaac Physics Online Seneca Online Exam Questions Independent work Required Practical planning and follow up Criminology No KS3 classes N/A - No GCSE classes this year Unit 1 and 3 (Sept- Dec and Jun onwards Y12) Write ups and rainbow marking weekly. Unit 2 and 4 (Jan- May) Question sheets to be completed, self-assessed and then checked by teacher. Outlined on homework calendar shared with students. Drama Tasks set termly to correspond with the scheme of learning being taught. Work set on ClassCharts and handed in on OneNote (TBC) on each student's specific page. Independent learning of lines which would be ongoing during practical assessment preparation. One 30-minute homework per fortnight – exam style questions Fortnightly Revision/exam style questions Independent learning of lines which would be ongoing during practical assessment preparation. English A weekly Microsoft form quiz that recaps the skills currently being taught in the curriculum. Individual teachers choose the topic pertinent to their groups' needs that recap and revise the literature texts currently being taught. This learning is recapped and checked through SET for LEARNING tasks Independent reading the text before a lesson. Food & Nutrition One 20-minute homework per fortnight linked to the learning during that fortnight. Combination of research tasks, video resources to watch and revision of key terms, tools and materials and developing organisational skills. One 30-minute homework per fortnight - Independent NEA preparation tasks linked to whole class feedback on NEA which will then be used during the lesson to produce NEA work. Seneca revision tasks. Combination of independent work on Unit 1-3, research tasks and exam preparation activities. Geography Reading and Comprehension tasks, spellings/Keywords and definitions task per topic. Independent research projects to deepen and widen the classroom curriculum. Combination of SENECA, MS Forms quizzes, exam question practice. Independent reading, presentations and Essay / exam practice supported with textbooks and revision materials to take home Health & Social Care No KS3 classes 1 30-minute piece of work a fortnight to link to coursework or exam component of the unit they are doing. This may also include them attending an after school ‘write up’ session with NEA units if needed. L2 - Revision of the content they have been covering or research to link to upcoming content Communication project to link with the exam units they have Work experience within the SRP/ year 7 class – launched in October L3 – Exam units – further reading around a topic, reading ahead of what is to come - Exam question practice as the term progresses (4, 6, 10 markers or 6 or 8 markers depending on unit) Reading case studies to apply knowledge within lessons Coursework units – research required for coursework elements History Meanwhile Elsewhere independent learning – exploring key events and individuals from across the world corresponding to events being studied in the school curriculum Combination of SENECA, MS FORMS QUIZZES, EXAM QUESTION PRACTICE Independent reading, presentations and Essay / exam practice supported with textbooks and revision materials to take home Mathematics A weekly task set on the MyMaths website based on skills currently being taught/recently been taught A weekly task set on the Dr Frost Maths website, or a written based task on skills currently being taught/recently been taught Exercises set from core textbooks and on Dr Frost Maths website between lessons, as well as work to be completed from independent study booklet. Modern Foreign Languages Students will have to revise weekly the key words that will help them to develop the 4 skills. They will be tested every 3 lessons on this task. GCSE students will have to follow doing the vocabulary revision + the grammar. Teachers will be able to check if students have been doing the setting work through the assessments. This should be complemented with GCSE papers in lessons. N/A - No A level classes this year Music Tasks set termly to correspond with the scheme of learning being taught. Work set on ClassCharts and handed in on OneNote on each student's specific page. Weekly official practice set for their chosen instrument. However, for instrument practice to be of high-quality students should ideally practice daily, ideally 10 mins a day minimum, 20 mins a day ideally to establish quality tone, fluency and control. N/A - No A level classes this year Physics Reading and Comprehension task per topic Keywords and definitions task per topic. Termly project piece – students select from a biology; chemistry and physics projects provided each term and present the last week of the term. All subjects Exam questions every 2 weeks to be completed in the back of exercise books. Additional Physics – use of Isaac Physics t GCSE level Isaac Physics online assignments Independent workbook Past paper exam questions Required practical planning and reports Product Design One 20-minute homework per fortnight linked to the learning during that fortnight. Combination of research tasks, video resources to watch and revision of key terms, tools and materials. One 30-minute homework per fortnight - Independent NEA preparation tasks linked to whole class feedback on NEA which will then be used during the lesson to produce NEA work. Seneca revision tasks. Combination of independent work on current projects and exam preparation activities. Psychology No KS3 classes A weekly practise/revision task, alternating between a short exam question on recent/revision content to be marked in a SET activity and a Seneca assignment on recent content A weekly practise/revision task, alternating between an exam question on recent content (short questions to be marked in a SET activity, essay questions to be marked by teacher) and a Seneca assignment on recent content. In addition, an independent study booklet to be completed by the end of the topic (broken down into suggested weekly activities) RE Independent research projects to deepen and widen the classroom curriculum – For example in year R.E - Research the background / significance of a symbol of faith, alongside opportunities to read articles / current affairs linked to R.E and worldviews N/A - No GCSE classes this year Independent reading, presentations and Essay / exam practice supported with textbooks and revision materials to take home Sociology No KS3 classes Two-week rotation Week one - 4-mark questions set based on research methods or studies to recall previous learning (RM) and apply to context (recent learning). Week two - Create revision resource based on recent content. Self-assessment and whole class feedback. This is expected to take no more than 15 mins per week. Independent Study booklet to be completed weekly- recommended one page per week so it is completed by the end of the topic. Teachers set 10, 20 or 30 mark questions every other week according to Sociology assessment calendar which they will give feedback using feedback sheets. Sport & PE KS3 Core PE- Watch their 4-week sport on YouTube. Look at key skills, tactics and rules. GCSE PE – 30 minutes per week – 1 week exam questions 1 week revision PEP tasks during coursework to support completion of PEP [Personal Exercise Programme] Level 2 Sports Studies – revision tasks/exam questions when completing exam units. Independent tasks linked to completion of coursework when completing coursework units KS4 Core PE- Watch their 4-week sport on YouTube. Look at key skills, tactics and rules. KS4 more of a focus on strategies/evaluating performance/compare themselves to the perfect model Level 3 Sports Studies – revision tasks/exam questions when completing exam units. Exam booklets to be completed independently during exam units in lead up to exam Independent tasks linked to completion of coursework when completing coursework units Textiles One 20-minute homework per fortnight linked to the learning during that fortnight. Combination of research tasks, video resources to watch and revision of key terms, tools and materials. One 30-minute homework per fortnight - Independent NEA preparation tasks linked to whole class feedback on NEA which will then be used during the lesson to produce NEA work. Seneca revision tasks. N/A - No A level classes this year What is the purpose of home learning at RFSS? Encourage students to develop the skills needed to learn independently Develop self-discipline in work habits including working to deadlines Consolidate, reinforce and extend the skills, knowledge and understanding developed in the classroom Open up areas of study or sources of information that are not accessible in the classroom Enable students to meet the demands of GCSE and other controlled assignments Prepare students for school and public examinations Our approach to home learning is based on research from the Education Endowment Foundation, which states that homework is: Assisting students to develop skills and attitudes that they need for successful work place and lifelong learning Supporting the development of: good organisation, time management and the confidence to think for oneself Providing teachers with further evidence to ascertain how much of the work in class students have understood and can apply, so that they are better able to plan for progression 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. View our Home Learning Policy View our values and strategies document for parents and carers.

< Back Lisa Fincher Receptionist lisa.fincher@rugbyfreesecondary.co.uk lisa.fincher@rugbyfreesecondary.co.uk

Digital Communications -Creative iMedia Creative iMedia will equip students with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Using these skills, students will ultimately be creating fit-for-purpose creative media products. Creative iMedia will also challenge all learners, including high attaining learners, by introducing them to demanding material and techniques; encouraging independence and creativity and providing tasks that engage with the most taxing aspects of the National Curriculum. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects If we all work together there is no telling how we can change the world through the impact of promoting positivity online. Germany Kent Digital Communication - Overarching Curriculum Intent (September 2023) RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. Digital Communication Curriculum in Context: As we recover from the impact of COVID-19 we have built a curriculum that both bridges the gaps in student understanding of basic digital communication tools as well as developing the skills and attributes needed to be a success long term in their computing, business and media fields. There has been a societal move away from using desktop PC’s and their associated programs and onto hand-held devices whilst the world of work in corporates such devices the traditional use of programs such as MS Office, Photoshop and Python remain the dominate methods of input and task completion. We have developed a broad curriculum that aims to meet these long-term requirements on citizens whilst enthusing and inspiring students to take up careers and interests in our subject suite. Curriculum Aims: Fully support students that are happy, healthy and safe in the modern world. We want students to enjoy our lessons and look forward to the next one. Empower our students to know more, remember more and be able to do more: Understand a range of programs and their features Remember more about techniques used to create outstanding projects Do more by applying the skills demonstrated in lessons to advance the quality of their work Inspire our students to strive for excellence and success throughout their lives: We want students to develop their skills like acorns, to study our subjects at University, in Apprenticeships and in their careers as they become mighty Oaks Prepare our students to be both digitally literate, aware of the environment in which their digital selves operate but also to create new content Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: Stimulating intellectual curiosity and independence to explore ideas, programs and inspiring students’ creativity Facilitating collaboration, students will share new techniques, be self-critical and supportive peers Promoting challenge for all, irrespective of starting points by scaffolding knowledge and understanding allowing students to develop their skills and maximise their potential. Enabling creativity, students have broad choices to develop their own pathway through united and interpretation of briefs. Sequencing learning to ensure logical progression, both horizontally and vertically. Content and skills are revisited across the key stages and across our suite of subjects to develop confident learners Revisiting previous learning, key vocabulary, ideas and concepts to support the transfer to long-term memory. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Empathetic citizens who contribute positively to society in a respectful manner, who understand the power of the tools we use and the responsibility they have to use these tools correctly Reflective learners who are resilient enough to problem solve, reason, evaluate and debate as well as become critical of their outcomes to develop skills for the future. Articulate individuals who can verbalise their own thoughts, ideas and emotions. We support creativity and encourage all to express their ideas regardless of starting points. Hard-working and empathetic young people who are aware of how their learning links to real-world situations and can forge these links independently. Curriculum Outcome: As a consequence of our curriculum, students who leave RFSS will be equipped with the academic qualifications and personal qualities to progress into further education and employment. Our students will have a positive outlook and a commitment to achieving their personal best, being creative, enterprising and innovative through a love of life-long learning. Please view or download our 'Sequence Overview' document for Creative iMedia 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 Severine Harrison Teacher of MFL & Cultural Lead severine.harrison@rugbyfreesecondary.co.uk severine.harrison@rugbyfreesecondary.co.uk

< Back Rodger Eadon House Coordinator, Boys Achievement roger.eadon@rugbyfreesecondary.co.uk.co.uk roger.eadon@rugbyfreesecondary.co.uk.co.uk

Sixth Form Bursary To apply for Sixth Form Bursary for 2023/2024 click the below link https://rugbyfreebursary.applicaa.com/1 Guidance for the 16-19 bursary can be found below: Click here to view guidance Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 We strive to develop well rounded individuals who are respectful, curious and resilient. Financial support is available to eligible students from the 16 to 19 bursary fund. The fund is intended to support students aged 16 to 19 in overcoming specific financial barriers to participation so they can remain in education. There are two types of 16 to 19 bursaries: Bursaries for defined vulnerable students Discretionary Bursaries Vulnerable Student Bursaries Students with a financial need, who meet one of the following 4 criteria below, in addition to the criteria outlined in sections above, can apply for a bursary for vulnerable groups. The defined vulnerable groups are students who are: In care (NB: those who are privately fostered are not classed as looked after); Care leavers; Receiving Income Support (IS), or Universal Credit (UC) because they are financially supporting themselves or financially supporting themselves and someone who is dependent on them and living with them such as a child or partner; or Receiving Disability Living Allowance (DLA) or Personal Independence Payments (PIPs) in their own right as well as Employment and Support Allowance (ESA) or UC in their own right Discretionary Bursaries can be used for the following support: Help with specific course related costs such as books and other resources that are needed for your courses, educational visits (including University Open Days & Interviews) are also included. Contributions to the cost of work experience placements If you live more than 2 miles away from school we may reimburse bus travel expenses from weekly, monthly, or 3 monthly bus passes only. Individual bus tickets will not be accepted. If you are not eligible for FSM you will also receive a contribution towards meals in the school canteen, if funds allow. Back to Sixth Form Home Page Click below to download our Sixth Form Bursary policy

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

< 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

Mathematics Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Mathematics, rightly viewed, posseses not only truth, but supreme beauty. Bertrand Russell M athematics 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. Mathematics Curriculum in Context: Our aim is to develop our students to be intellectually curious, to enjoy the subject and to be able to use their mathematical skills to understand the world around them - both locally and globally. At Rugby Free Secondary School our curriculum is designed to stretch, challenge and support our students so that they receive a high-quality mathematics education and feel mathematically confident. The curriculum will enable the students to recall and apply facts and knowledge, to become fluent in the fundamentals of mathematics through varied and frequent practice, and to develop students’ ability to reason mathematically, so that they have the ability to solve problems that they may come across in the real world, whether now, or in the future. Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We have found in recent times that we are dealing with greater gaps in knowledge from KS2, with fewer students being “secondary” ready at the start of Y7. More significantly, we have seen an increase in the lack of confidence shown towards the subject, with students requiring greater reassurance when learning new content, and when recalling previously taught topics. Parents and carers also hold this insecurity towards mathematics, and therefore feel less confident in supporting their child with the mathematics being taught to them, which only widens the gap still further. Curriculum Aims: Our curriculum aims to: Give students he ability to think critically about mathematics and communicate confidently, through their numeracy, oracy. and writing Give students the tools to support, evaluate and challenge their own and others’ views through questioning, and using detailed mathematical evidence derived from a range of contexts. Empower our students to: Know more about the maths we study and its appropriate contexts Remember more about the methods used, and to be able to recall these skills independently Do more by applying this knowledge regularly in their own independent practice. Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: Offering a wide variety of interesting, fun and compelling learning activities. Making sure reasoning questions are embedded into the schemes of work in KS3 so that it is clear to what level teachers should be taking discussion and learning to in their classrooms. Making sure topics are regularly revisited and expanded upon over the course of KS3/4. A robust and regular assessment structure is used to help students reflect on their previous learning and knowledge. Maintaining a systematic quality assurance approach to ensure the maximum impact of student knowledge and progress. Emphasising that the use of accurate mathematical vocabulary is paramount to successful maths teaching, and therefore the learner’s progression through the subject Using Home Learning effectively in Key Stage 3 to consolidate students understanding of topics covered in lessons. In Key Stage 4, Home Learning is developed to not only consolidate students learning from the classroom, but also broaden and extend student understanding, and to ensure that students are exam ready. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Empathetic citizens who understand the power and importance of numeracy in society Resilient learners who reflect on their work, and the work of others, diligently, in order to make progress Creative thinkers who challenge and develop interpretations, and reflect this nuanced understanding in the way they approach mathematical problems Articulate individuals who can verbalise their own mathematical thoughts, ideas and arguments Hard-working students who are committed to fully developing and exploring their ideas. Curriculum Outcome: As a result of our curriculum, students will leave RFSS competent with their numeracy skills, and be able to use the problem-solving skills that they have learnt in mathematics in way which can be adapted to many problems beyond the classroom. They will also be empowered in their thinking, viewing the world through a critical lens of mathematics, and understanding that their voices have the power to change it in social, political, cultural and economic contexts. Please view or download our 'Sequence Overview' document for Mathematics 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 Gurjit Rupal Key Stage 4 Pastoral Lead gurjit.rupal@rugbyfreesecondary.co.uk gurjit.rupal@rugbyfreesecondary.co.uk

Student Support: Year 7 Year 7 is a crucial year for our students in ensuring they have a successful transition from primary school to secondary school. Whilst there are many differences that our students have to adapt to, we ensure that their transition is smooth and well supported. Throughout the year, we aim to ensure that all of our students become resilient and curious learners who always endeavour to achieve their best. Our Year 7s experience a vast and diverse curriculum, studying a range of subjects at Key Stage 3. This allows them to lay the foundations of core knowledge and enables them to develop the skills needed to continue their journey through secondary school, GCSEs and beyond. Our Year 7s also have the opportunity to become immersed within our vast enrichment programme, enabling them to collaborate with other students both in Year 7 and across the school. From September, the Year 7s will be assigned to a House and will get the opportunity to compete, support and champion their House. They will also get the opportunity to join the student council, go on a range of school trips and end the year by supporting new students transition as Year 7 buddies. We have extremely high expectations of our students from day one and strive to not only see them achieve academically, but grow into students that represent our core values as kind and respectful members of both our school and the wider community. Steven Beasley HEAD OF YEAR 7 steven.beasley@rugbyfreesecondary.co.uk Fae Bantleman ASSISTANT HEAD OF YEAR 7 rfae.bantleman@rugbyfreesecondary.co.uk Meet the Head of Y7 - Mr Beasley Head of Year 7, Steve Beasley started his teaching career 25 years ago as a Physical Education Teacher, holding numerous responsibilities such as School Sports Co-ordinator, Healthy Schools Co-ordinator and Director of Sports. He is a keen sportsmen and has played football at the top level playing for Leicester City Football Club at ‘youth’ stage and Badminton for the County. Steve Beasley regularly keeps active and loves going to the gym, cycling and walking. Having trained as an ‘Outstanding Facilitator’ in training teachers to teach, he has trained numerous teachers in the past both in the Primary and Secondary sectors, inspiring the next generation of teachers to improve their teaching practices to have a great career. Further to his wide variety of skills, he has been involved in Quality Assurance for national awards and qualifications for Sports Leaders, both nationally and for International Schools. It has been a pleasure to welcome the new Year 7 students back to school this week as they start the next step along their seven year journey. For our new Year 7s this meant their official first day and we have been very impressed with their effort, resilience and kindness. They have settled in well to their new surroundings and are already making friends and growing in confidence.