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Meet Roger Eadon Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Roger Eadon Roger has 33 years of experience in secondary education in schools, 18 of these were as a senior school leader. He was Deputy Headteacher at Southam College through two 'Outstanding' Ofsted Inspections and was Headteacher of DSLV, a 3-18 'Good' school in Daventry, overseeing a significant increase in student numbers and student performance in examinations. Roger's background is in Physical Education and he still enjoys teaching on the sports field, in the Sports Hall and in the classroom. He was Head of PE for 12 years and acted as a mentor to new Heads of PE in Warwickshire. He joined RFSS, having previously worked with Iain Green, as he strongly aligns with the school's ethos that 'Relationships are at the heart of RFSS'. Roger states that students will only make the most of their potential if they feel safe, valued and respected. Roger was appointed to Deputy Headteacher at RFSS in May 2023 to lead on the 'Quality of Education'. He is working with colleagues to continue to evolve an inclusive curriculum which is aspirational for all and which empowers our students to make outstanding academic and personal progress. He is overseeing teaching and learning to help ensure that lessons are effective in building student motivation and success in external exams. Away from school, Roger's wife is a Primary School Headteacher and he is incredible proud of his son and daughter. Although his Rugby, Cricket and Marathon days may have passed. Roger still competes in Bikejor, which involves his dogs pulling his mountain bike!

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

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

'punishment should be public, immediate and necessary; the least possible in cases given; proportionate to the seriousness of the crime' Beccaria on classical criminology Criminology The Rugby Free Secondary Criminology curriculum explores the criminal justice system and ensures students have an awareness of current affairs and the issues that society faces today both locally and nationally. Students will leave RFSS with an ability to write extended reports that will support them in further education if they wish to pursue it. As well as this they will be able to critically evaluate sources of information, and have an awareness of crime in a local and national context. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Criminology 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. Criminology Curriculum in Context: ​ The Rugby Free Secondary Criminology curriculum explores the criminal justice system and ensures students have an awareness of current affairs and the issues that society faces today both locally and nationally. Our students live in an area where the cost of living is higher than the national average, yet some come from areas that are in the 20% most deprived in the UK. The relative deprivation and marginalization that students from these communities will experience is much higher than average and we therefore need to be aware that crime will be a very real issue in some of their lives. Furthermore, organised crime is a large issue locally, gaining a better understanding of the reasons people join these groups, tactics used and the sentencing that they receive should act as a deterrent to our students who may otherwise find themselves exploited. The course allows them to gain a deep understanding of roles within the criminal justice system as well, ensuring that they are aware of skills needed to complete the jobs effectively. Students are equipped with complex criminological terminology that will allow them to access challenging reports and make objective decisions about the usefulness of documents and findings in criminal cases. By studying recent case studies and examples we can ensure all students are aware of the contemporary issues facing the CJS now, but also promote curiosity and a love of learning. Our cohorts tend to reflect the wider school with high numbers of SEN, EAL and in particular disadvantaged students, by ensuring our curriculum is balanced and broad and continually updated with the most recent cases we strive to ensure all students are able to access the knowledge and see the purpose of it, while also challenging some to stretch themselves further through the exploration of historic laws, cases and studies. Curriculum Aims: ​ Our curriculum aims to: Promote mastery, but encourage students to be curious, resilient learners who can work independently on large tasks such as controlled assessments and in groups when applying real world application in lessons. Develop students ability to analyse and evaluate through the exploration of different Biological, Psychological, Sociological Perspectives and ensure they are critical of bias within print media when doing so Ensure all students can make good progress by mastering core vocabulary, identifying trends in data and having a sound understanding of key concepts. Greater understand the Criminal Justice System and the crimes investigated, changes to laws and roles within it, using a range of evidence and studies to support their findings and conclusions. 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 in a way that allows knowledge to be built upon so that students can make synoptic links across topics in a logical way. Promoting curiosity, collaboration and resilience through independent and interdependent activities such as independently researching cases and extra-curricular trips. Exploring key themes throughout the course, such as definitions of crime, campaigns for change, different theoretical perspectives on crime and evaluating the effectiveness of policies. Introducing students to policies, campaigns and studies that have changed the criminal justice system and are accessible to all, with additional examples to challenge the most able. Participating in debates where they evaluate the strengths and weaknesses of different criminological views, collect evidence to support their arguments and accept that people have different opinions. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: ​ Resilient Learners who can investigate and evaluate complex cases that may be hard-hitting too. Empathetic to the experiences of professionals, victims and offenders in the criminal justice system, understanding that there are often many factors impacting the actions of all the individuals. Hard-working individuals who understand the importance of deadlines and the importance of flexible working within the Public Service Sector. Curriculum Outcome: As a result of our curriculum, students will leave RFSS with an ability to write extended reports that will support them in further education if they wish to pursue it. As well as this they will be able to critically evaluate sources of information, and have an awareness of crime in a local and national context. This will empower them to ensure that all those who have to use the criminal justice system have as positive an experience as possible if they choose to pursue careers within or with links to the criminal justice system. 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.

Careers It is our passionate belief that every child has the right to achieve their very best in whatever field of work they pursue. 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. This is an exciting time for our students as we build our careers programme in conjunction with SET for life work. What an amazing opportunity to offer the very best we can to our students, as they prepare to move on to further education, apprenticeships or full time employed work. ​ ​ Book a Careers Appointment If you need further support, you can book an appointment with our careers advisor by emailing Mr Edwards on philip.edwards@rugbyfreesecondary.co.uk Students On this page we have selected some really useful websites to help you research your careers ideas and help you plan your next steps ​ Parents Rugby Free Secondary School benefits from having a Careers Torch Careers advisor who delivers a one-to-one service and works alongside our pastoral teams to deliver a range of services for our students. Find out how you can help as a parent. ​ Employers and Education Providers A number of events, integrated into the school's careers programme, will offer providers and employers the opportunity to come into school to speak with students/their parents/their carers. ​ ​ CEIAG Programme Information on how RFSS utilises Unifrog to embed our careers programme of study across Key stage 3, 4 and 5.

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

< Back Gayle Markham Inclusion Coordinater gayle.markham@rugbyfreesecondary.co.uk gayle.markham@rugbyfreesecondary.co.uk ​

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

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

Welcome to RFSS We are at the start of a very exciting journey and have worked extremely hard over the last year to create a culture of high expectations across the school, supported every step of the way by our Trust. 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. Anchor 1 Back to Home Page Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Welcome to Rugby Free Secondary School - an inclusive and forward-thinking school that promotes everything that is good in the world. Our school was judged by Ofsted to be ‘Good’ in July 2021 - an achievement we are all proud of. ​ At Rugby Free Secondary School, we aim to foster kindness and pride, whilst maximising our academic and personal potential. We believe that all of our students should be happy and safe, whilst demonstrating the limitless endeavour and resilience required to succeed by striving for excellence. To achieve these goals, our school ethos is underpinned by the foundations of mutual respect, positive relationships and genuine curiosity. ​ This is encompassed in our educational philosophy of creating more articulate, organised and progressive learners, and the desire to create both independent and collaborative learners who are proud to be educated here. Achievement in all forms: artistic, academic, social, cultural, sporting and intellectual, are equally valued. Our wide-ranging curriculum gives scope for students to express preferences and enhance their abilities. ​ As a consequence of this, we focus on broadening our students’ core subject knowledge and understanding of the wider world. We not only prepare students to be ‘examination ready’, but place real value on ensuring that students are 'set for life’, and can access the world outside of our school buildings. To that end, we continually support students to develop a love of learning to help them become learners for life, in order to equip them with the knowledge and skills that they will need in the real-world. ​ Our students are encouraged to use their thinking skills to build on existing knowledge, generate their own ideas and opinion, and to solve problems effectively, both individually and in collaboration with their peers. ​ I look forward to working in partnership with you and I am committed to the success of our school. ​ Mr Iain Green Our Core Values Kindness The quality of friendliness, generosity, consideration, honesty 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 We strive to develop well rounded individuals who are respectful, curious and resilient. Ofsted Click the icon for our latest report

Parents & Carers Anchor 1 Student Support Year 7 Transition SEND Teaching & Learning Safeguarding Parents & Carers Advisory Board Calendar & Events Parent Login Homework

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 ​

Student Support: Year 10 ​ As the students enter Year 10, they will notice a real step up in the academic expectations on them as they begin their GCSEs in earnest. Strong routines and a desire to improve independently will be essential for the pupils and concepts we will focus on collectively. The foundations set at the start of this year will prepare them for the upcoming challenges their exams may offer. ​ Developing the pupils as more than just academic students is fundamental to life at RFSS. Students in Year 10 will be provided with opportunities to further develop self-confidence, excellent communication skills and the determination to reach their potential. We expect students to engage in a variety of enrichment activities, including the opportunity to further develop their leadership skills by applying to become a school prefect. We ask our Year 10 pupils to act as positive role models to the younger students and becoming a prefect is one way to do this. Wider enrichment also enables students to develop a broad variety of skills outside the classroom, and encourages a well-balanced school life. ​ As always, the year group will be supported by a dedicated team of Form Tutors who will deliver a Personal Development Programme, not only supporting the careers and academic side of education but also the wellbeing of the individual. We understand that there may be difficult times throughout the year and our Pastoral Staff will be there to guide all students through stormy seas until calmer waters are found. ​ Year 10 will be a challenging, exciting and ultimately rewarding year for all of our students and those who fully immerse themselves in the school’s principles and core values will achieve wonderful things. ​ Cognitive Load Theory Flipped Learning Interleaving Chunking Using Flashcards BETHANY WOODWARD HEAD OF YEAR 10 bwoodward@rugbyfreesecondary.co.uk CLAIRE GROOCOCK ASSISTANT HEAD OF YEAR 10 Claire.groocock@rugbyfreesecondary.co.uk Meet the Head of Y10 - Ms Woodward Beth, the Head of Year 10 at Rugby Free, has only recently become a part of the RFSS community, joining in September 2024. She has high expectations of our students which sets them up to be prepared and form good habits ready for Year 11 & their GCSEs. Beth has previously worked in a similar role in a school in Coventry where she has supported pupils across all 5 main school year groups but also as Head of PE so has a good understanding of all aspects of school performance and progress. Beth is passionate about making a difference to our students lives by preparing them for adult life and her pastoral role enables her to support our students both academically and emotionally which allow them to work towards their future aspirations. Beth is a PE specialist, studying Sport & Exercise science at the University of Chester, so is highly involved in the wider school experience by running a number of sport enrichment clubs including Girls Rugby & Netball. Beth herself plays rugby for Kenilworth RFC who play in the National Championship 1 North League and also enjoys being outdoors hiking & paddleboarding. Beth says these activities help with her own mental health for which she is a huge advocate for physical activity contributing positively to the health & wellbeing of our students. ​

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

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.

Curriculum Anchor 1 Curriculum at RFSS Subjects at RFSS SET for Life Enrichment

OFSTED & OUTCOMES Anchor 1 Click the icon for our latest Ofsted report Ofsted Report Pupil Premium Performance Information SEND Information Report and Policy Self Evaluation and School Improvement Plan Key Stage 4 & 5 Provisional Outcomes 2023

Set for Life At RFSS our Personal Development curriculum extends beyond the academic and supports our students in the many diverse aspects of life. We aim to provide students with the opportunities to focus on their personal development and character in order to ensure all students grow as active, healthy and engaged citizens and are ultimately ‘Set For Life’ when they leave our school. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Curriculum Create the highest grandest vision possible for your life, because you become what you believe. Oprah Winfrey We recognise that in a national study that was undertaken at the start of 2021, only 47% of students who were ready to leave school, felt that they were equipped to flourish and thrive in the real-world. In addition to this, only 2 in 5 business owners believed school-leavers to be prepared for life, as part of the same study. These findings have shaped our ‘Set For Life’ offer, as we continue to prepare students to be the best they can be in all aspects. As a consequence of this, our ‘Set for Life’ curriculum is split in four areas, which include: Community Volunteering ​ Cultural Diversity Social skills and attitudes​ Community Groups School, Local and national ​ Law and authority ​ Fairness and justice ​ Communication ​ Equality and Diversity ​ Democracy Local and National Social Action Student Leadership Independent Living Self care​ Independent travel – Road safety ​ Kitchen skills ​ Home management ​ Safety ​ Personal Finance ​ Accessing the community​ Talents and interests – Enrichment​ Organisation Health and Wellbeing Sex and Relationship Education Mental health​ Developing digital resilience in context of online pressures Respect for self and others Individual Liberty and informed choices Self esteem and belief Employability Social Skills (public speaking, eye contact)​ Volunteering participation​ Careers Education – Gatsby Benchmarks​ Metacognition ​ Communication skills​ Self Regulation ​ Standards and Expectations The SET for Life programme begins from Year 7 and is delivered in a variety of ways: Through dedicated ‘SET For Life’ Tutor Time Cross curricular links made throughout lessons Drop Down Days Dedicated lessons Deliberate content choices within the Curriculum

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. ​ 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