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Contents Introduction

The House System

Year Groups

Structure of the Day

Registration

Pastoral Care and Respect Charter

Pupil Support

Safeguarding

8-9

Health & Wellbeing

10-11

Learning & Curriculum

Pupil Learning Values

Behaviour for Learning

Report & Rewards

15-16

Learner Qualities

17-18

Pupil Reward System

Promoting Positive Behaviour

20-21

Uniform Expectations: Years 7-11

Uniform Expectations: Sixth Form

Senior School Uniform

24-26

Sixth Form

27-28

Contacting the School

General Information

Co-curricular

31-32

Equipment List

School Map

Introduction We hope you will find this handbook a useful reference document as your child sets out on their Royal Russell Senior School journey. This parent and pupil handbook is for you and your child, but if you cannot find what you need here – or have any other queries - please remember that your child’s Tutor or Housemaster/Housemistress is always ready to hear from you and to help in whatever way they can. For those of you whose children are boarders, you will also have a boarding booklet which is to be read in conjunction with this handbook. We hope you and your child enjoy the coming years with us in the unique and wonderful learning environment that is Royal Russell. This handbook is available electronically on Involve. All school policies are available upon request. Please email: headmaster@royalrussell.co.uk. Core policies are also available on our school website.

Mr Sam Powell Head of Senior School

Ms Sara Ward Deputy Head Pastoral and Designated Safeguarding Lead

Ms Clare Tovey Deputy Head Learning

The House System Our House system sits at the very heart of school life, creating a true sense of belonging for every pupil—a home within the School. Each House brings pupils together across year groups, fostering friendships, mutual support, and a strong sense of identity. On entering the Senior School, all pupils are allocated to one of nine Houses. Girls’ Houses: Buchanan, Hollenden, Reade and Queen’s. Boys’ Houses: Cambridge, Keable, Madden, Oxford and St Andrew’s. Through a vibrant programme of inter-House activities and events, pupils enjoy friendly competition while celebrating both individual achievements and shared successes. This spirit reflects our wider ethos: pupils take pride not only in their own accomplishments, but in those of their House and the School as a whole. Each House is led by an experienced Housemaster or Housemistress, supported by a dedicated team of Deputies and Tutors, who work closely together to provide outstanding pastoral care and academic oversight. Senior pupils take on leadership roles as Prefects, offering guidance, encouragement, and positive role models for younger members of the House. Our In-House tutoring system plays a central role in daily life. Every pupil is supported by a Tutor who takes a genuine interest in their academic progress and personal wellbeing. Through strong, nurturing relationships and open communication, we ensure that every pupil is understood and supported as an individual. We also value our partnership with parents. By building warm, open relationships and keeping you closely informed of your child’s development, we are able to work together effectively to support each pupil’s success. Your child’s Tutor is always the first point of contact, followed by the Housemaster or Housemistress, and we warmly encourage you to stay in touch.

House Staff House

Housemaster/Housemistress

Deputy

Buchanan

Mrs Donna Pepperdine

Mr John Sullivan

Cambridge

Mr Natxo Bueno

Mr Chris Chapman

Hollenden

Ms Alba Conde

Ms Olesia Sava

Keable

Mr Edward Hutchinson

Ms Ruth Ebanks

Madden

Mrs Joanna Brown

Miss Georgina Chandler

Oxford

Mr Colin Dear

Mr John Janowski

Queen’s

Ms Melanie Davenport

Miss Sandrine Calvert

Reade

Ms Alvina Benjamin-Taylor

Ms Lucy Blaquiere

St Andrew’s

Ms Angela Hornby

Mr Robert Grehan

Latessa Wing*

Mr John Janowski

*Additional Boarding wing for Cambridge and Oxford

Year Groups To complement our House System we also provide care, guidance and support within sections and year groups at the Senior School. Each section is led by an Assistant Head, who is responsible for supporting pupil transition into and through the School, guiding academic progress and academic decision making and monitoring pupil achievement.

Section

Year Groups

Leadership

Lower School

Years 7 and 8

Mrs A Mawer

Middle School

Years 9. 10 and 11

Ms L White

Upper School

Years 12 and 13

Ms M Worsfold

The Assistant Heads are supported in this role by the House Tutors and Heads of Year. Curriculum and learning are at the forefront of the year group teams, and we aim to provide clear and practical advice through each pupil’s learning journey. We work in partnership with heads of academic departments and subject teachers to track and monitor individual and cohort performance. At all key academic decision-making points (GCSE options, Sixth Form subject choices) the Deputy Head, Learning and Assistant Heads provide ample opportunity to understand the academic choices to be made through Information Evenings, curriculum handbooks, engagement with pupil subject ambassadors at GCSE and Sixth Form and regular progress and attainment reporting.

Structure of the Day Monday

Timings

Tuesday

Wednesday

Thursday

Breakfast available Houses open

From 7:30am From 7:50am Registration & Meetings in Houses

8:15am

8:20am Chapel

Registration & Tutorials in Houses

Registration & Tutorials in Classrooms

Registration & Tutorials in Houses

Year group programme

Wellbeing discussions

Lessons

4 Lunch 5 Lessons

2:55pm

Lessons

12:55pm 1:55pm

Lessons

Break

Lessons

12:00pm

Lessons

10:40am 11:00am

8:20am Assembly

1 Lessons

9:45am

Registration in Houses

(Houses in Rotation)

8:45am

Friday

Lessons

3:50pm

End of Lessons

3:50 - 5:30pm

Co-curricular Activities

6:15 - 7:00pm

Supper

Registration The Start of the Day Day pupils are welcome on site any time after 7:30am. Pupils arriving between 7:30am and 7:50am can go to breakfast in the Dining Hall or must wait in Chapel Quad before Houses are opened at 7:50am. Day pupils can pay for breakfast using a contactless bank card, which will also work at the tuck shop.

Morning Registration Morning registration takes place in Houses between 8:15 – 8:20am. The Housemaster/Housemistress, Tutor, or delegated member of staff, marks pupils present on the electronic register, and notes reasons for absences, where known. Each morning, pupils who are staying after school must register their after-school activities on Involve. It is important that House Duty Staff know which pupils are on the premises in the event of an emergency.

Absence For any absence, such as medical appointments, illness, or lateness, it is necessary to have confirmation of the reason from parents by email or telephone. Please email the Attendance Officer (absence@royalrussell.co.uk) and copy in the Housemaster/Housemistress and Tutor. You can also call the School Office on 020 8657 4433, option 1. Notification must be given before 8:30am on the day of the intended absence. Permission for absence for medical or family reasons may be given by the Housemaster/Housemistress; all other requests for leave for more than one day should go to the Senior Head (seniorhead@royalrussell.co.uk), giving as much notice as possible. Absence will not usually be authorised for holidays taken in term time; such absence will be recorded as unauthorised. There is a legal requirement for schools to complete the registers in a way which distinguishes between authorised and unauthorised absence.

After School Pupils intending to stay at school after 3:50pm for a club, activity, sports fixture, supper or to study in the Library for prep (homework) must register using Involve. Pupils not staying for a supervised activity must leave the site immediately. If a pupil is waiting to be collected in the car park, and their lift has not arrived by 4:15pm, they must go to the Library and inform the member of staff on duty. Supervised Prep ends at 6:25pm, pupils who would like to stay for supper at school must register using SOCS. Pupils wishing to participate in a late activity, for example Combined Cadet Force (CCF) in Year 9 and Duke of Edinburgh Award (DofE) in Year 10, should follow the process above if they are staying onsite. Alternatively, they may leave the site at the end of school but must bring a letter signed by their parent/guardian saying they will not return onsite until the start of the activity. Pupils must still sign in using Involve confirm they are attending this event.

Pastoral Care We are proud to be the family school of choice, where every pupil is known, valued, and supported as an individual. At the heart of our school is a strong sense of belonging, within a community that is friendly, inclusive, and celebrates its diversity. Guided by our values - Open, Distinctive, Courageous and Ambitious - and our motto, “not for oneself, but for all,” we promote kindness, respect, honesty, and personal integrity in all that we do. We encourage pupils to respect both themselves and others, and to play a positive role within our caring community. Our bespoke pastoral care ensures that each pupil’s personal, social, and emotional development is nurtured alongside their academic progress. Through a supportive environment and strong staff collaboration, pupils are encouraged to take responsibility, develop confidence, and build resilience. Within this culture of care, pupils grow into thoughtful, capable young people — ready to embrace challenges with courage and ambition, and to contribute meaningfully to the world around them.

Royal Russell Respect Charter The Respect Charter, developed by pupils, is a statement of school values with regard to the celebration of diversity in our community and an agreement that discrimination is unacceptable. It is reproduced below.

Respect

Royal Russell recognises and celebrates diversity of race, ethnicity, nationality, religion, sexuality, sex, gender, neurodiversity, ability and disability.

Equality

We are all equal and should be treated as such.

Speak Out

We speak out about unacceptable behaviour and language.

Positive Relationships Empathy Community Together

Pupils and staff work to ensure that each member of our community feels safe, welcome, and valued at all times. We think sensitively and carefully about others. Our words and actions are not used to discriminate against any group or individual. We value kindness, generosity, warmth, and tolerance. We take time to listen to the views of others and to respect their point of view, even when it is different from our own. We should stand against behaviour that belittles, bullies, undermines or oﬀends others in any way.

The School’s position is clear. We celebrate; we don't discriminate. Sanctions will be imposed for those who engage in behaviour that challenges the ethos of our community. Any pupil found to be discriminating against any group or individual, through words or actions, based on race, ethnicity, nationality, religion, sexuality, sex, gender, neurodiversity, or disability will face a minimum sanction of a Saturday detention. Even more serious sanctions may be applied depending on the nature of the offence. If pupils see or hear anything that goes against the ethos of this charter, they should speak to a member of their House team or other trusted figure within our community.

Pupil Support Supporting Pupils Through Challenges and Change We recognise that family circumstances and personal situations can sometimes change or become challenging during a child’s time at the School. These may include parental separation or divorce, as well as a range of other difficulties that may affect a young person’s wellbeing. At such times, we ask that you keep us informed, so that we can provide the most appropriate support for your child. Our experience shows that when school and home work closely together, pupils feel more secure and better supported in navigating periods of uncertainty. Where helpful, we may invite parents or carers to meet with us to consider how best to support your child, always with their wellbeing at the centre of any conversation. We understand that these situations can be complex, and we approach them with sensitivity, care, and discretion. Our priority is to ensure that every pupil continues to feel supported, understood, and able to thrive, whatever challenges they may be experiencing at or beyond school.

Pastoral Care and the School Counselling Service Pastoral care at the School is centred in the House system. Your child’s Housemaster or Housemistress and Tutor will come to know them exceptionally well over time and will usually be the first point of contact for any questions or concerns. From this strong foundation of support, they are also able to guide pupils and families towards additional help where needed. While most needs are met within this close pastoral network, we recognise that there are times when young people may benefit from more specialist support. Our School Counselling service provides a confidential and supportive space where pupils can speak openly, knowing they will be listened to with care and understanding. Our counsellors are based in Hollenden and are available three days a week. Pupils can access the service through referral, initially speaking with a Teacher, Tutor, the Health and Wellbeing Centre, or their Housemaster or Housemistress, who will help ensure they receive the right support at the right time. .

The Independent Person The School provides access to an adult, outside the boarding and teaching staff body, whom pupils may wish to contact about personal problems or concerns at school. Details can be found on display outside the Deputy Head Pastoral Office and in Houses.

Safeguarding Your Team Ms S Ward Deputy Head Pastoral Designated Safeguarding Lead (Whole School)

Mrs A Mawer Assistant Head (Lower School) Deputy Designated Safeguarding Lead (Senior School)

Ms L White Assistant Head (Middle School) Deputy Designated Safeguarding Lead (Senior School)

Ms M Worsfold Assistant Head (Upper School) Deputy Designated Safeguarding Lead (Senior School)

Mrs S Pain Deputy Head Pastoral (Junior School) Designated Safeguarding Lead (Junior School)

Rev D van Kan Chaplain and Pupil Welfare Coach Deputy Designated Safeguarding Lead (Whole School)

Safeguarding Our Commitment Safeguarding is at the heart of everything we do. It is the process of protecting children and young people from harm, ensuring their wellbeing, and enabling them to grow and thrive in a safe, supportive environment. The School and its Governing Body are fully committed to safeguarding and promoting the welfare of every pupil, and all staff share this responsibility. We strive to create a culture of openness, trust, and vigilance, where pupils and adults feel confident to raise concerns, knowing they will be listened to carefully and acted upon appropriately. Our experienced safeguarding team works closely with staff across the School to ensure that any concerns are responded to promptly and sensitively, with a readiness to involve external support services and agencies where necessary. If you have a safeguarding concern, you are warmly encouraged to contact Ms Ward, Deputy Head Pastoral and Designated Safeguarding Lead, or another member of the Safeguarding Team. Parents may also contact external services directly: •

Croydon Multi-agency Safeguarding Hub: 020 8255 2888

•

Out of hours emergency social work service Emergency Duty Team: 020 8726 6400

If you believe a child is at immediate risk of harm, please call 999.

The Health and Wellbeing Centre Our Health and Wellbeing Centre is staffed by a team of registered nurses and a Healthcare Administrator. The team takes a pupil-centric approach, supporting emotional and physical health needs; nurses work 7:30am6:30pm Monday to Friday. The centre staff have a broad skill set having previously worked in critical care, emergency care and primary care settings. The Health and Wellbeing Centre is in the heart of the School, situated in Queen’s and Hollenden House. The Health and Wellbeing Centre treats illness, injuries and administers prescribed and over-the-counter treatments as required. Individuals are holistically assessed, if further advice should be sought for more serious problems, a nurse will clinically advise, ensuring parents or guardians are informed. If a pupil is too unwell to remain at school or requires hospital treatment, the nursing staff will contact parents or guardians. If a pupil feels they need to go home from school due to illness, they should attend The Health and Wellbeing Centre, whereby a nurse will assess their suitability for staying in school. If they are too unwell to remain in school, a nurse will contact home. A pupil should not contact parents directly, via phone or email, without presenting to the Health and Wellbeing Centre first. Other services available to all pupils include weekly counselling sessions as required. A doctor is onsite once a week for boarding pupils. Medical updates can be completed via the Involve parent portal. Having up-to-date health information is essential to ensure your child can receive the very best care. Any changes to a medical condition or allergy should be noted on a new Involve medical form. Pupils will be unable to attend trips or sporting fixtures unless the School has received a completed medical form. Some pupils will be required to have an individual health care plan at some point during their time at Royal Russell, which will enable them to access the School curriculum to their fullest capacity but with support put in as required. If your child requires medication during school hours, the medication must be brought directly to the Health and Wellbeing Centre in the original packaging, and a form must be completed by the parent. A pupil should not be carrying any medication on their person throughout the School day, unless this is emergency medication, for example, adrenaline auto-injectors, asthma inhalers or diabetes supplies. We liaise with the NHS immunisation team, who provide routine school-age vaccinations at the School. Vaccinations happen on selected dates across the year as per current guidelines and as directed by the NHS team. If your child is unable to attend the vaccination session in school, parents are also able to access vaccination programmes outside of school.

Health Services Services our Health and Wellbeing Centre offer: • • • • • • • •

Care provided by registered nurses Treatment for illness and injury A comfortable facility with sofas and beds as required Close working relationships with primary and/or secondary care services to provide continuity of care School-age immunisations as per government guidelines Mental Health and emotional wellbeing support Administration of regular or short-term medication as per the medication policy Nurses with specialist interests and knowledge (for example in allergies, asthma and mental health)

For our Boarders: • • • •

Beds and isolation as required, all with toilets and washing facilities Partnered with Selsdon Park Medical Centre (appointment with the GP available weekly upon request) Dental/optician appointments available if required Support with primary and secondary care appointments if needed

Should you have any questions for the Health and Wellbeing Centre contact: medicalcentre@royalrussell.co.uk or phone 020 8657 7861.

Learning and Curriculum Each school day begins with 25 minutes in House tutor groups, when morning registration takes place. This time is also used for assemblies, wellbeing activities, tutorials, individual target-setting and support. Subsequently, our curriculum is delivered through 6 x 55-minute lessons each day across a two-week timetable. All pupils in Years 7-11 have lessons in English, Maths, Science, Modern Foreign Languages (French, German, Japanese and Spanish), Wellbeing and a full afternoon of Games per week. In Years 7-9, a spectrum of humanity and creative and practical arts subjects are also studied by all. GCSE courses commence at the start of Year 10 and at this point an element of choice is introduced for all pupils who opt to study three ‘options’ subjects to complement the core curriculum as described above.

Digital Learning To support the delivery of the curriculum and the management of pupil timetables, homework and co-curricular activities, each pupil in Years 7-11 is issued with an iPad, this should be available during all lessons and should be fully charged each evening. Pupils will have access to the School Wi-Fi and Office 365 suite, in addition to other subject specific programmes and applications. Year 7 receive their iPads as part of their induction programme. A full introduction in using the iPads to enhance learning and a focus on digital literacy and safety features is part of the core curriculum for all pupils. New pupils in other year groups will also receive their iPads at the start of the Autumn term. A Home-School User Agreement is in place for all iPads provided by the School. We expect pupils to care for the iPads appropriately, keeping them in a safe place (in House or a locker) when not in use to avoid damage. A charge of £150 is payable for any damage incurred. Pupils may use artificial intelligence (AI) to support their learning, for example to explore ideas or build understanding. We will develop pupils’ confidence in using AI as a tool to support learning, not a replacement for thinking deeply. We expect all work to reflect each pupil’s own understanding, with any use of AI clearly acknowledged, and it must not be used in assessments or to complete work independently.

Learning Enrichment The Special Educational Needs and Disabilities (SEND) provision for the Senior School is overseen by the SENCo, Kate Tanswell, who can be contacted via email at learningenrichment@royalrussell.co.uk. Ms Tanswell is the first point of contact for any queries or concerns relating to SEND provision, assessments, pupil support plans, or external referrals. Pupils with SEND will have a Learning Passport, which helps teachers to understand their needs and shares the teaching strategies and access arrangements that will best help the pupil to overcome their learning barriers. Additional support is also available including literacy lessons with a dyslexia specialist; core subject over-learning at GCSE via the Curriculum Assistance Programme; Emotional Literacy Support Assistant (ELSA) provision. ELSA supports pupils experiencing emotional or wellbeing difficulties through targeted interventions, helping them to develop coping strategies, resilience, and emotional awareness. Referrals for ELSA support are managed internally in liaison with the SENCo and pastoral team.

Pupil Learning Values

Behaviour for Learning We expect all pupils to work hard in their lessons and always try their very best, contribute to group discussion and activities and make the most of their learning time. Pupils should never disrupt the learning of others. Our Routine Guidelines state that pupils should: -

Travel between lessons with purpose so that you always arrive ready to learn when the bell rings for the start of the lesson Follow Department policy for lining up at the start of a lesson Greet your teacher at the door and listen carefully to instructions Make every learning minute count by starting your “do now” task as soon as you arrive at your lesson. Stand quietly and calmly behind your desk at the end of each lesson, ensuring that you are dressed smartly

Homework Pupils should: -

Listen carefully to homework instructions in class Log in to Involve every evening to see what homework has been set and when it is due Plan ahead by thinking about their schedule for the week and when homework tasks can be completed in time for the deadline Endeavour to complete homework on the day it is set so that homework tasks don’t accumulate and become unmanageable Complete homework to the best of their ability Complete homework in a suitably quiet and focused environment with no distractions (such as a mobile phone) Ensure that the homework completed is their own Find time for self-directed study to ensure that gaps in knowledge and skills are addressed and that key knowledge is revisited Seek support if you need it; your tutor or subject teacher will be able to help. Ensure that you do this well before the deadline Respond fully to teacher feedback, making green pen corrections and improvements if needed

If pupils have any difficulty completing homework, they should speak to their class teacher or Tutor who are here to help.

Reports and Rewards Academic Monitoring and Reporting Regular feedback is provided by the School to pupils and parents in a variety of ways throughout each academic year. We publish effort and progress measures for each subject at key intervals and teachers will give one full written target report a year. A Parents’ Evening is also held between November and March, to support pupil progress throughout the academic year. Parents’ Evenings take place online and we welcome attendance of pupils to these online meetings. Assessment of pupils take place as part of the learning process in each subject throughout all year groups. Forms of assessment may include informal observation and questioning in class; the completion of specific class and homework assignments and projects; practical activities; and in-class tests. These routine assessments are used to monitor, track and record pupil achievement. Feedback is provided to pupils in a variety of ways, most regularly this will be verbal in class and in written or speech note form on submitted assignments. We regard the feedback process and the subsequent response to this feedback to be as important as the completion of the initial piece of work. End-of-year assessments take place in the Summer Term, and each subject chooses the most appropriate way to assess the learning that has taken place during the academic year. For those subjects with a final end-of-year assessment, this will take place before May Half Term. Years 10-13 all sit trial exams during the year. Year 10 sit their trial exams before May Half Term; Year 11 in December; Year 12 in November; and Year 13 in February/March. These exams take place under public exam conditions.

Progress Measures In each report, pupils’ academic progress will be recorded with an “on track” measure:

Academic Progress

Not on track – concern

Not on track – yet

I am not on track to achieving my personal best and I need to use my support network to make the significant changes needed to improve.

I am not yet on track to I am on track to achieving my personal achieving my personal best and I need to use potential. my support network to make some changes to improve.

On track

Excelling I am excelling on the path to achieving my personal best.

Years 7-8 Pupils’ performance in assessment(s) will be reported as a %, which can be compared to the cohort average. It is important to review this performance alongside the teachers’ academic progress measure as this will clearly indicate if the progress being made is appropriate for the subject and individual pupil.

Years 9-11 Pupils’ performance in assessment(s) will be reported as a %, which can be compared to the cohort average. In addition to this, pupils will be awarded GCSE grades 9 – 1. This grade represents their overall standard of work, as determined by assessment throughout the course to the date when the grade is published. The grade is determined in accordance with the examining body grade descriptors. These grades can fluctuate or increase incrementally throughout the duration of the course dependent upon the subject of study. Consequently, it is important to review grades alongside the teachers’ academic progress measure as this will clearly indicate if the progress being made is appropriate for the subject and individual pupil. In Years 10-11, we shall also a publish a Target Grade based on baseline assessment and professional judgement. Target Grades are not fixed and should be aspirational.

Years 12-13 Pupils will be awarded grades A*- E, or ‘Distinction star' (D*) to ‘Pass’ (P) depending on the syllabus (A level or BTEC) being studied. This grade represents the overall standard of work, as determined by assessments throughout the course of Years 12 and 13 and is determined in accordance with the examining body grade descriptors. It is important to review grades alongside the teachers’ academic progress measure as this will clearly indicate if the progress being made is appropriate for the subject and individual pupil. We shall also a publish a Target Grade based on baseline assessment and professional judgement. Target Grades are not fixed and should be aspirational.

Learner Qualities Each report shall reflect on the following Learner Qualities: • •

Engagement in lessons Approach to homework/Independent learning

The descriptors below explain the grades awarded for each category:

Engagement in Lessons Learner quality: Cause for Concern I should be more ambitious in my learning and have higher expectations of myself. I should arrive to all of my lessons on time; with all of the necessary equipment; and make every learning minute count. I should show more courage in my lessons by asking for help, taking risks in my learning, trying new things, engaging fully with my learning and challenging myself. I should be more open in my lessons by engaging respectfully with the ideas and opinions of others. I should develop and share my own ideas too. I should be more open to responding to feedback and take up opportunities for challenge and support. Learner quality: Developing I am an ambitious learner with high expectations at times, but this is inconsistent. I could be more consistent in arriving to my lessons on time; ensuring that I always have the necessary equipment. I could be more consistent in making every learning minute count in my lessons. I sometimes show courage by proactively taking risks in my learning, trying new things and challenging myself, but this is inconsistent. I could ask for help more when I need it and I could choose to be more engaged with my learning, challenging myself fully. I am open to engaging respectfully with the ideas and opinions of others, but this is inconsistent. I am sometimes keen to develop and share my own ideas too in small group and whole class discussion, but I could do this more. I could be more open to responding to feedback and taking up opportunities for challenge and support. Learner quality: Secure I am an ambitious learner with high expectations of myself. This can be seen in my high levels of engagement in lessons. I arrive promptly and fully equipped, ready to make every learning minute count. I show courage by proactively taking risks in my learning, trying new things and challenging myself. I am confident asking for help when I need it. I am open to engaging respectfully with the ideas and opinions of others. I am keen to develop and share my own ideas too in small group and whole class discussion. I embrace and respond to the feedback, challenge and support my teachers and peers offer. Learner quality: Exemplary I am a very ambitious learner and a role model to others. This can be seen in my consistently high levels of engagement in lessons no matter what the task or activity. I show courage by proactively seeking out opportunities to further improve my work or find additional challenges. I am confident helping others when they need it and independent in my own completion of tasks. I am open to encouraging others to share their ideas and opinions and showcase my wider reading and independent work. I actively seek out feedback and challenge to ensure I can achieve my personal best.

Approach to Homework/ Independent Learning Learner quality: Cause for Concern I should be a more ambitious learner with higher expectations of myself when completing homework. This can be seen in rushed or missing homework tasks. I should take an appropriate amount of time to complete my homework and complete it to the best of my ability and to deadline. I should show more courage when I find homework difficult by seeking out support. I am more likely to leave a question blank than seek out support. I should be more open to feedback and ensure that I am responding to this in green pen. This would enable me to learn and make progress. I should be more committed to understanding what makes me distinctive as a learner and use my support network to help me develop strategies that will enable me to achieve my personal academic potential when working independently. Learner quality: Developing I am an ambitious learner with high expectations at times, but this is inconsistent. I could be more consistent in completing homework to the best of my ability and to deadline. I sometimes show courage by seeking additional help, but this is inconsistent. I could seek more support when I am struggling with a piece of homework rather than leaving it incomplete. I am sometimes open to and respond to feedback on my homework, but this is inconsistent. I could be more consistent in my completion of green pen corrections to help me learn and make progress. I could be more committed to understanding what makes me distinctive as a learner and use my support network to help me develop strategies that will enable me to achieve my personal academic best when working independently. Learner quality: Secure I am an ambitious learner with high expectations of myself. This can be seen in my high levels of engagement with homework tasks. I complete these to the best of my ability. I show courage by seeking additional help and support if needed. I am open to and respond to feedback on my homework in green pen so that it helps me to learn and make progress. I understand what makes me distinctive as a learner and I have developed strategies that enable me to achieve my personal academic potential when working independently. Learner quality: Exemplary I am a very ambitious learner and a role model to others. This can be seen in my consistently high levels of engagement with homework tasks. I complete these to an exemplary standard. I show courage by proactively seeking out additional opportunities to extend my learning beyond the classroom. I am consistently open to and respond to feedback on my homework in green pen. I independently seek out tasks that enable me to revisit and consolidate my learning. I embrace all opportunities for further challenge. I understand what makes me distinctive as a learner and I have developed strategies that enable me to achieve my personal academic best when working independently.

Pupil Reward System Merits Merits are awarded for good work, good behaviour and good citizenship. When a pupil achieves a particular number of merits an award is given as follows: Years 7 - 10 25 Merits: Tutors Award - certificate and small prize 50 Merits: House Award - certificate and voucher 75 Merits: Headmaster’s Award - certificate and voucher Years 11 - 13 15 Merits: Tutors Award - certificate and small prize 25 Merits: Assistant Head’s Award - certificate and voucher 50 Merits: Headmaster’s Award - certificate and voucher

Awards Top Merit Award Once a pupil has been awarded a Headmaster’s Award, they revert to zero merits and start collecting again towards the awards above. A final total of the number of Merits awarded during the year still runs to provide a cumulative total. Citizenship Award This award is presented yearly. Housemasters/Housemistresses, in consultation with their Tutors, select three pupils in their House who have made an excellent contribution to House activities and maintained excellent punctuality and attendance record. Tuck Shop Vouchers Pupils in Year 7 -11 can be awarded vouchers for outstanding work and acts of service. Drapers' Café Vouchers Sixth Form pupils can be awarded vouchers for outstanding work and acts of service. The House Merit Cup The accumulation of merits will contribute to the House Merit Cup, awarded to the House with the best per-pupil merit tally at the end of the academic year, with each year group also competing for their own House cup.

Promoting Positive Behaviour: School Rules At Royal Russell, we believe that pupils develop best when operating within a framework of sensible rules. These are laid down for the good of the individual, for the good of the School as a whole and to promote good relations between the School and the local community. Our Behaviour policy is available on our Involve Handbook page and in Houses for pupils. That policy sets out how breaches of the School rules will be addressed.

General Principles • • •

Any breach of common-sense or good manners is an offence against the School rules. Pupils should extend common courtesy to members of staff, visitors, and each other at all times Pupils must abide by the School rules in school, on the way to school, on school trips and on any occasion on which they can be visibly identified as a pupil of the School Poor behaviour on other occasions may be sanctioned if it has a detrimental impact on the School or on members of the School community

Movement of pupils to, from and around the School • • • • •

Pupils must cross the road on their way to and from school only at the pelican crossing. They must not use the crossing until the green light is displayed. Crossing must be done at walking pace Pupils may go into the House of another pupil, but only by direct invitation from a pupil of that House and with the permission of the Housemaster/Housemistress. This rule applies to all pupils including those in the sixth form All wooded areas, as per the School map, are always out of bounds to pupils, unless accompanied by a member of staff Pupils must not leave the School grounds during the School day Once day pupils have left site at the end of the day they may not return to site unless they have prior written permission from their parent or guardian

Mobile electronic devices, personal and school property • •

•

Pupils in Years 7 -11 must ensure that mobile electronic devices (MED), including phones and smartwatches, are kept in lockers during the School day. Sixth Formers are permitted to carry their mobile phones with them and make use of them in Drapers' Cafe only. We expect pupils to bring an additional device (such as a laptop or iPad) to support their learning both in and out of lessons. Mobile phones should not be used in the Library during study periods. Pupils will have access to the School Wi-Fi and Office 365 suite, in addition to some other subject specific programmes Pupils must report to their Housemaster/Housemistress any damage to school property. Damage is liable to be made good at an offender’s expense

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Pupils must not take photographs, record video, or make audio recordings of any member of the school community (including staff and parents) on school premises or during off-site activities (such as trips, visits, or fixtures), except where prior permission has been obtained from both the individual(s) concerned and the member of staff in charge. Where no member of staff is directly supervising (e.g. before school, breaktime, lunchtime), permission must be obtained in advance from the Pastoral Assistant Head or Pastoral Deputy Head. This includes images, sound or video recordings that have been modified or created using AI tools. Images, audio, or video that identify members of the school must not be shared online, on social media, via messaging apps, or through any other form of distribution. Pupils at Royal Russell School are not required to have a smartphone. We strongly recommend that pupils in Years 7 and 8 have strict parental controls in place, particularly regarding the use of social messaging apps Pupils must not bring or wear smart glasses (or any similar wearable devices) to school or on the school site at any time. Smart glasses are glasses that can record video or audio, take photos, or connect to the internet Pupils must not bring large sums of money or expensive items, such as electrical equipment to school. Where this is unavoidable, such items must be lodged with the Housemaster/Housemistress Pupils must not take or purchase another’s property, including clothes and sports kit Pupils must not sell or offer for sale any item to other pupils

Respect for the School’s site and pupils Pupils will make themselves aware of, and comply with, the specific rules which apply to particular areas of the School, such as the art, food and design and technology departments, sports pitches, Library, computer room, science laboratories, Chapel and swimming pool. •

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School property and resources such as iPads, exercise books, textbooks etc. should be cared for responsibly and returned at the end of their use in the condition in which they were provided. Any damage (other than expected wear and tear) incurred is liable to being recharged Pupils must not drop litter anywhere and should use the bins provided Pupils should always treat each other with respect. There should be no public displays of affection. Violence of any kind has no place in the School community

Possession and use of prohibited items •

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Pupils must not smoke, vape or use e-cigarettes, drink alcohol or use drugs, except those medically prescribed. Pupils must not bring the substances, or items related to the use of such substances, into school. All prescribed medicine brought to school must be registered with, and administered by, the School nurses Additionally, pupils may not bring in or use: smart glasses (or similar devices), fireworks; pornographic images; any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property; new psychoactive substances; laser pens; knives; firearms or imitation firearms; or any offensive weapon

Uniform Expectations: Years 7-11 • • • • • •

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Pupils are expected to be clean and tidy, to conform to the School uniform expectations and to take pride in their appearance. School uniform should be worn in the correct manner Unless otherwise instructed by staff, school uniform should be worn for all functions at school and for all visits offsite Outer coats should be largely plain and in sober colours. Coats can be left in House and if worn during the day must be removed before entering classrooms for lessons Royal Russell specified kit will be worn for PE, Games and Swimming Ear studs and watches must be removed for all PE lessons/sports events Coloured nail varnish is not allowed in Years 7-11

Excessive jewellery and make-up are not encouraged in Years 7- 11. Judgement lies at the discretion of the Housemaster or Housemistress Pupils’ hair should be clean, of a natural colour, well-groomed and extreme styles should be avoided Hair accessories should be discreet Facial hair is permitted in the Sixth Form, but it must be shaped, well maintained, and look professional in appearance

Uniform Expectations: Sixth Form Principle We recognise that Royal Russell Sixth Form pupils are distinctive individuals and aim to encourage self-expression and autonomy whilst also supporting their learning and caring for them pastorally. They are role models in the School and are in a professional learning environment so should dress accordingly. We have listened to the pupil voice and thought seriously about their suggestions and made alterations. We don’t feel that there needs to be a divide between boys' and girls' uniforms and so the policy is just an ‘RRS Sixth Form uniform guide’. Overall • Royal Russell Sixth Form uniform should be smart and businesslike • Pupils should be professional and ready to learn • The final interpretation/judgement on the expectations rests with the House team • There is a process in place should the guidelines not be followed. Sanctions will be applied if needed, however we hope that conversations between the relevant parties will resolve any issues Sixth Form Uniform Guidance: • Smart businesslike outfit • A jacket or blazer is required for formal occasions • Blouse/shirt (long or short sleeves, plain/subtle pattern) • Dark coloured cardigan/jumper/quarter zip jumper – round, roll or v-neck • Shoes must be smart and businesslike (not trainers) • Plain (non-patterned) tights • Dark coat (plain sober colour) • Winter hat, scarf, gloves (minimal branding) • House or school awarded tie (for boys) • Skirts – nearer to the knee than the hip • Hair, if coloured, should be a natural colour • Nails must be appropriate for all school activities • Subtle make-up may be worn in Years 12 and 13 • Jewellery is permitted in moderation and must be removable when required

Uniform: Senior School Formal Uniform (plus swimming kit) Sports Uniform

Opening Hours

Supplier Stevensons

Contact Details Croydon Branch 50-51 Whitgift Centre Croydon, CR0 IUQ Email: croydonbranch@stevensons.co.uk Online: http://www.stevensons.co.uk Low-cost postage and packaging and FREE returns

Customer Services Phone 020 8734 3954 Monday Tuesday Thursday Friday – 9:00am – 5:00pm Wednesday – Closed Saturday 9:00am – 5:00pm Sunday - Closed

Girls Formal Uniform (Years 7-11)

Uniform List Name

Where no supplier is specified, please use the supplier of your choice Colour Compulsory/ Optional

Blazer (badged and logo) – Stevensons Skirt (knee length or longer) – Stevensons Trousers – Stevensons Blouse (placket front) – Stevensons

Maroon Grey Grey White

Jumper v-neck or Cardigan v-neck – Stevensons Black Coat Plain sober colour Socks - Ankle Black Tights - Opaque Black Scarf - Plain Black Gloves - Plain Black Shoes (no trainers) Black

Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory

Girls Sports Kit (Years 7-13)

Uniform List Name

Where no supplier is specified, please use the supplier of your choice Colour Compulsory/ Optional

Women's Armour Fleece 1/4 Zip – Stevensons Challenger Pant – Stevensons Tech Tee (not needed for Years 12 and 13) – Stevensons Girls Games Shirt – Stevensons Skort – Stevensons Games Socks x 2 pairs - Stevensons Crew Socks 3 Pack – Stevensons Hustle Backpack – Stevensons

Maroon

Compulsory

Navy blue White

Compulsory Compulsory

Maroon Navy blue Maroon White Navy blue

Compulsory Compulsory Compulsory Optional Optional

Holdall – Stevensons Cap – Stevensons Swimsuit Swimming Towel Swimming Cap – Available at School Reception Mouth Guard (Opro) Shin Pads Football Boots Trainers (lace up) Baselayer Top Baselayer Shorts Baselayer Leggings

Navy blue Navy blue Navy/maroon

White Navy Navy Navy

Optional Optional Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Optional Optional Optional

Boys Formal Uniform (Years 7-11)

Uniform List Name

Where no supplier is specified, please use the supplier of your choice Colour Compulsory/ Optional

Blazer badged and logo – Stevensons Tie - Cambridge House – Stevensons

Maroon Maroon

Tie - Keable House – Stevensons

Maroon/white stripes

Tie - Madden House – Stevensons

Maroon/black/white stripes

Tie - Oxford House – Stevensons

Bottle green

Tie - St Andrew’s House – Stevensons

Navy

Trousers Shirts (long or short sleeves)

Black/charcoal White

Compulsory The tie of your son’s House is compulsory The tie of your son’s House is compulsory The tie of your son’s House is compulsory The tie of your son’s House is compulsory The tie of your son’s House is compulsory Compulsory Compulsory

Jumper Coat Socks Scarf - Plain Gloves - Plain Shoes (no trainers)

Black Plain sober colour Charcoal Black Black Black

Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory

Boys Sports Kit (Years 7-13)

Uniform List Name Men's Armour Fleece 1/4 Zip - Stevensons Challenger Pant – Stevensons Tech Tee (not needed for Years 12 and 13) – Stevensons Boys Games Shirt - Stevensons Games Shorts – Stevensons Games Socks x 2 pairs –Stevensons Crew Socks 3 Pack – Stevensons

Colour Maroon Navy blue White

Compulsory/ Optional Compulsory Compulsory Compulsory

Maroon Navy blue Maroon White

Compulsory Compulsory Compulsory Optional

Hustle Backpack – Stevensons Holdall – Stevensons Cap – Stevensons Cricket Trousers – Stevensons Cricket Shirt – Stevensons Swim Jammer Swimming Towel Swim Cap – Available at School Reception Mouth Guard (Opro) Shin Pads Football Boots Trainers – lace up Baselayer Top Baselayer Short Baselayer Leggings

Navy blue Navy blue Navy blue Cream Cream Navy/maroon Plain

White Navy Navy Navy

Optional Optional Optional Optional Optional Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Optional Optional Optional

Sixth Form The Sixth Form play an integral part in the School community at Royal Russell. We expect all Sixth Formers to serve as role models to the younger pupils in the School. Numerous opportunities will be provided for Sixth Formers to take on positions of responsibility so that they can develop their leadership and teamworking skills, as well as play a key role in the School’s development.

Curriculum In the Sixth Form, pupils choose the subjects they wish to study from our range of A level and BTEC courses. Subject options and making the right choices are a focus throughout Year 11 and during the Sixth Form Induction at the start of Year 12. Pupils are supported in these choices by an array of opportunities including the Sixth Form Open Evening; Sixth Form Subject Ambassador events; and meetings with senior staff members. Bridging work is set for all pupils joining the Sixth Form to be completed over the summer preceding Year 12, to help pupils check they have chosen the right courses and to get ahead with Sixth Form study. Most Sixth Form pupils study 3 A Level or BTEC qualifications with each subject, receiving 12 x 55-minute lessons a fortnight. All Sixth Formers participate in a Games afternoon on a Wednesday and have timetabled, independent study periods in the Library and regular careers lessons to support with university, higher education and apprenticeship applications. Year 12 pupils also attend a weekly wellbeing Speaker Programme leading on from the Wellbeing topics studied in Years 7-11.

Drapers’ Café Drapers’ Café is a Sixth Form privilege and a space where pupils can work collaboratively, relax or socialise with their friends at break, lunch and in non-contact periods. Pupils are also able to purchase food and drink here and are expected to treat the Drapers’ Café staff and space with respect and always leave it clean and tidy. Café vouchers are used as rewards for the Sixth Form in instances of exceptional academic work, effort, accumulation of merits or contributions to the wider life of the School.

Electronic Devices Sixth Formers are permitted to carry their mobile phones with them and make use of them in Drapers’ Café. We expect pupils to bring an additional device (such as a laptop or iPad) to support their learning both in and out of lessons. Pupils will have access to the School Wi-Fi and Office 365 suite, in addition to some other subject specific programmes. Smart classes (and other wearable recording devices) are not permitted on the School site at any time.

Driving/Parking Onsite Pupils are not permitted to park onsite.

Leadership Year 12 pupils are encouraged to apply to be Year Ambassadors, support KS3 Homework Club, and plan and run charity events. In the Summer Term, Year 12 pupils take on break and lunch duties and apply for Prefect, Senior Prefect, House and Subject Ambassador positions. We look to our Sixth Form leaders to represent the School at events such as Open Days and the Restless Triathlon, to speak publicly at assemblies and Information Evenings and to mentor and be excellent role models for our younger pupils.

Preparing for the Future A top priority in the Sixth Form is looking forward to what comes next. We offer a range of opportunities for our pupils to do this including in timetabled careers lessons, Challenge Days, Assemblies, and the Wellbeing Speaker Programme. Pupils have access to 1:1 guidance meetings with our Head of Futures and events such as interviews and assessment day practice as well as: networking opportunities with Old Russellians and other professionals. Year 12s are invited to our Higher Education Evening, our Futures Fair and one-off timetable for their Footsteps to Futures programme in May.

Social Events

We expect our Sixth Formers to work hard but understand that forming strong relationships with your peers is equally important to success. In Year 12, we run team-building activities in the Autumn Term. Finally, pupils graduate from Royal Russell in Year 13 in black tie at their long-awaited Prom.

Contacting the School Royal Russell welcomes suggestions and comments from parents and takes seriously any concerns you may have. The School is here for you and your child, and we want to hear your views and ideas.

School Office and School Reception The Senior School Office is in the main school teaching block. If visiting the School, parents should report to main reception, which is signposted from the car park, but you are free to telephone the Senior School office directly. Staff can answer most enquiries and are pleased to help in any way they can. The Senior School Office is open Monday to Friday between 8:00am and 4:30pm during term time. When the Office is closed, there is an answerphone available, and contact can be made via email: reception@royalrussell.co.uk or telephone 020 8657 4433. Please note, when visiting the School, that smart glasses and other wearable recording devices are banned from the school site.

Should you have a concern We will always try to resolve any concerns you may have. Please contact your child’s tutor in the first instance, or their Housemaster/Housemistress, who will either address your concern directly or pass it to the appropriate person to do so. We will: • Try to resolve matters raised at meetings or over the phone quickly • Respond to any email as soon as possible, usually within two working days • Provide you with a written report, if appropriate

If you do not feel that the matter has been resolved to your satisfaction, please contact a member of the Senior School Leadership Team: Mr S Powell, Head of Senior School: seniorhead@royalrussell.co.uk Ms S Ward, Deputy Head Pastoral and DSL: dhpastoral@royalrussell.co.uk Ms C Tovey: Deputy Head Learning: dhlearning@royalrussell.co.uk For further information and to view our Parental Complaints Procedure, please contact: headmaster@royalrussell.co.uk. A copy is available on our website.

General Information Involve for Parents This is the platform for parents to view information about your child and to access information relating to the School. Among its various features, you can: • View and print information about your child including timetable and attendance information, grades and reports, reward and conduct information • Access your child's external examination results • Access the School calendar and general information relating to the School You can access Involve using the URL: https://app.involveeducation.com or login or through the School website.

Involve for Pupils Pupils can access homework set and resources via Involve and resources through the Pupil Hub. At Royal Russell, we also use Involve to host the School calendar, organise all sports fixtures and manage our wideranging co-curricular programme. Pupils intending to stay at school after 3:50pm for a club, activity, sports must register on Involve.

Co-curricular Royal Russell is proud of the co-curricular opportunities available here. We encourage a healthy balance of academic rigour and co-curricular participation. Activities are run outside of the School timetable and vary term by term. Below is an example of clubs and activities run each week. To ensure good communication and supervision of our pupils, all pupils must register their after-school activity choice on Involve every morning. This platform is also available for parents so that you can check on the activity choice of your child.

Theatre Society The School runs a Theatre Society which offers those interested pupils a chance to see West End productions at a discounted price and to travel up to London by coach. Sign up for this at the Activities Fair at the beginning of the academic year.

Before School •

Consort Choir

Lunchtime • • • • • • • •

Biology Society Chamber Choir Chess Club Linguists Club Music Theory Club German Club Manga & Japanese Club Amnesty International

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Running Club Senior Russell Talks STEM Club Swing Band Touch Typing Club Medical Society Mixed Pop Glee Choir Roll the Dice

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Lower School Band CREST Project Explore Christianity Strength and Conditioning Dog Walking Club Computer Science Club Elite University Programme

After School •

Art & Photography Club

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Food Club

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Senior Orchestra

• • • • • • • • • • •

Boarders’ Badminton Boarders’ Basketball Boarders’ Volleyball Basketball Chamber Orchestra CCF Cricket Design & Technology Club Duke of Edinburgh English as Second Language Film Club

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Football Training Formula 1 Project Hockey Training LAMDA Drama Classes Leisure Swim Mini MUN (Years 6-8) MUN (Years 9-13) Netball Training Problem Solving Club Puzzles and Games Club School Play Rehearsal

• • • • • • • • • •

Rounders Rugby Club Russell’s Teapot Science Magazine STEM Politics, Economics & Business Society Swing Band Table Tennis Club Tennis Club The Big Questions Club Trampolining

Boarding - Weekend Activities Every weekend, our boarders can take part in some exciting activities. Below is a sample of what our boarders can look forward to this year. • • • • • • • • • • • • • • • • • • • • • • • • •

Archery Bluewater – a trip to the shopping centre Bowling Brighton – a trip to the seaside town Camden – a trip to Camden Market Cinema Climbing Go-karting Harry Potter World – theme park High ropes Historical monuments’ visits Ice-skating London Dungeons – London tourist attraction London Eye – London tourist attraction London Walk – visits to London Mountain biking Museums/Art galleries Paintballing Picnic in the park Pottery Painting Sports activities onsite and BBQs Theatre Thorpe Park – theme park Water Park Winter Wonderland – Christmas event in Hyde Park, London

Equipment List for Lessons & Examinations All pupils should attend lessons with the correct equipment. Each pupil should have: • School bag (any colour/style) • Large pencil case • Ballpoint pens/fine liner pens (Blue, black, green and red) • Pencils and coloured pencils, pencil sharpener and rubber • 30cm ruler • Glue stick • Scissors • Compass • Protractor and set square • Clear stick-back plastic for covering books • 2 x padlocks with keys (or combination locks). The padlocks should be approximately 60x30x10mm and the shackle about 3mm thick. Calculator for Years 7-11 Casio fx-85GT CW £13.73

Calculator for A Level Pupils Casio fx-991 CW £23.99

Both are available to buy from the School Office.

Items supplied by the School • • • •

iPad for Years 7-11 Textbooks Exercise books Notebooks

School Map