Aims and Vision
Rutlish School is a high achieving local boys’ comprehensive school that aims to be the natural first choice of local families. It is proud of a long local history, its London context, its multicultural intake and its inclusive philosophy.
Through all we do, we seek to prepare learners at the school for the opportunities, responsibilities and experiences of a fulfilling later life. We aim to inspire, enable, facilitate and grow lifelong learners able to build on their individual strengths and capacities, and achieve their ambitions. We aim for our learners to succeed and strive to provide pathways to support that success. We want our learners to embrace challenge, build resilience, overcome setbacks and increasingly become independent in pursuit of their goals. For our learners to feel welcome, confident to participate in and aware of their responsibilities to contribute to our society.
Rutlish is a Local Authority maintained school that enthusiastically embraces the aims, values, content, depth, breadth and balance provided by fully following the English National Curriculum through Key Stages 3 and 4.
With the addition of PSHE and RSE programmes built around national best practice we are confident that following our curriculum we are able to promote the spiritual, moral, cultural, mental and physical development of learners and meet the needs of our local, national and international society.
We aim to coherently build upon and extend this approach through our comprehensive ‘RR6’ sixth form offer shared with the local girls’ school Ricards Lodge.
We seek to support our young men becoming healthy, happy, successful modern gentlemen; knowledgeable, kind, aware, confident, capable and skilful members of society.
Intent of Our Curriculum
We are ambitious for each and every learner. Our curriculum intent is to inspire, challenge, stimulate and support all our boys both academically and in terms of their personal and social development.
We challenge our young learners to acquire the knowledge, skill and cultural capital available through studying the depth and breadth of the national curriculum.
In years 7 and 8 the intention is to support a smooth transition from KS2 and to provide the foundations needed to thrive in a high achieving school. By year 9 the curriculum, whilst maintaining breadth evolves in preparation for KS4 study and pupils are supported to choose their options. In KS4 we focus even more on achieving examination success whilst maintaining the personal and social development of our learners. We intend not to see examinations as an end in themselves rather as necessary stepping stones along a carefully chosen and well thought out pathway to further education and/or employment. To support this choice of pathway a comprehensive careers programme starts from year 7.
Our formal curriculum is enhanced through an extensive, extended availability of after school, lunchtime, weekend and holiday activities, with intent to develop the whole child. These range from numerous sports, competitive fixtures, charity events, house competitions, local, national and international trips, cultural visits to art galleries, the theatre, Saddlers Wells, etc. There are numerous student support sessions from KS3 homework club, after school GCSE revision classes, GCE and GCSE Saturday revision classes.
We intend to support our learners in feeling welcome and constructively participating in society, so we work with numerous local partners gradually introducing the boys to life beyond school and wider community.
Curriculum Implementation: What We Teach
We ensure all pupils acquire the knowledge, skill and cultural capital available through studying in depth and breadth, the national curriculum from year 7 to year 11.
This is taught in discreet subjects by subject specialists from year 7. During year 7 pupils are set in English, mathematics, science and MFL. All other subjects are taught in mixed ability classes until KS4 when RE is also set.
In KS3 and KS4 PSHE and RSE programmes built around national best practice promote the spiritual, moral, cultural, mental and physical development of learners. These are taught both in stand-alone lessons and across the curriculum.
To achieve maximum flexibility, we organise our timetable as 50 taught periods over two weeks. In years 7 and 8 the focus is a smooth transition from KS2 whilst building the foundations required to thrive in a high achieving school.
From year 7 a comprehensive careers programme starts designed to inform pupils about approved technical education qualifications and apprenticeships. In addition, we are striving to achieve the employer encounters benchmark. To achieve this, we aim to offer every young person seven encounters with employers – at least one each year from year 7 to year 13.
During year 9, whilst continuing the full breadth of the KS3 National Curriculum pupils are supported to choose their KS4 options and individual departments begin to add more academic rigour and examination focus in preparation for KS4 study.
In selecting options in Year 9 pupils are strongly encouraged to maintain the depth and balance provided through an EBacc combination of subjects.
In years 7, 8 and 9 the following subjects are taught fortnightly for the number of periods shown.
|Subject||Year 7 & 8||Year 9|
From years 10 and 11 pupils follow a compulsory core of GCSE courses in both English subjects, Mathematics, 2 or 3 Sciences and RE. Four further choices are made from a wide range of National curriculum GCSE subjects. BTEC courses are offered and a few specialist GCSE courses such as Economics are also made available.
During KS4 through targeted support and the careers programme we ensure a smooth transition to KS5 study or apprenticeship
In years 10 and 11 the following subjects are taught fortnightly for the number of periods shown.
|Subject||Year 10 & 11|
The KS4 Options are:
|Computer Science||History||Media Studies|
|English Literature||Pupil support options|
Curriculum Implementation: How We Teach
Heads of Department are the key players in planning the delivery of the curriculum in each subject. The primary focus of their role is to plan sequences of lessons that ensure that students master increasingly complex knowledge and skills, with each year’s learning building upon the last. Working with their department teams, they expertly drive the implementation of their subject by employing and encouraging a wide range of creative approaches and techniques to best secure student learning.
This starts with the planning of schemes of work and lesson materials and their delivery in the classroom. Their success is then tested using a range of assessment methods. At the same time, leadership at all levels assure the quality of delivery and impact through lesson observation, book scrutiny and student voice interviews. This then informs feedback to Heads of Department and subject teachers to inform their planning and help identify training and development needs.
Heads of Department are the key agents in planning the delivery of the curriculum in each subject. The primary focus of their role is to plan sequences of lessons that ensure that students master increasingly complex knowledge and skills, with each year’s learning building upon the last. Working with their department teams, they expertly drive the implementation of their subject by employing and encouraging a wide range of approaches and techniques to best secure student learning.
Each Head of department oversees the preparation of Schemes of Work for each year group. Schemes of work support all teachers by setting out the curriculum for their subject with an emphasis on what is to be taught and in what order. When planning a unit, teachers define the key knowledge and skill required in each unit and then plan sequences of lessons to achieve these goals. For example, they will consider the key vocabulary that students need to know. They will plan strategies to help students know and remember more, such as interleaving or retrieval practice. They will make decisions about how often to revisit topics or practice skills and so on.
All teachers ensure their lessons are planned to stretch and challenge the ablest students in their classes as well as supporting those who sometimes struggle. Pupils who need extra support receive it through a wide range of interventions, including within lessons, during after school catch-up sessions and, where appropriate, via the SEND department.
Assessment is an on-going process and is built into every lesson. Teachers assess student progress in a range of ways, questioning and class discussion, end of unit tests and formal assessments. They carry out detailed question level analysis of students’ work and use this to identify strengths and areas of weakness so that they can intervene appropriately. They mark students’ books in line with our marking policy and provide students with the feedback they need in order to improve further.
Every year, student’s complete formal assessments which will be marked and moderated to establish how well each student can recall and apply what they have learnt. Heads of Department analyse these test results against their planned curriculum intents. All of this assessment activity provides valuable information on how well our students are understanding what is being taught and how well our curriculum is being implemented. This will inform both short- and medium-term planning because:
• Teachers will adapt their lessons to review points of difficulty and challenge misconceptions
• Heads of Department will review their schemes of work to improve the impact of their curriculum.
Systemic monitoring of teaching and learning by senior and middle leaders also focuses around ensuring the effective planning and delivery of the curriculum. Each subject teacher undergoes two Subject Focused Observation per year which include:
• Observations of every teacher covering a range of year groups across the department
• A review of the scheme of work in relation to what is being delivered in class
• A review of the assessment data for each class observed
• Scrutiny of a range of student work and exercise books
• Discussions with students about their learning
• Discussions with teachers about their lessons
Students are encouraged to take part in the wider school offer for their personal development. On entry in year 7, students are assigned a house, which provides structured opportunities for development of individual interests and talents such as sports or performing arts. Clubs and societies offered are reviewed following student consultation.
Throughout KS4 and KS5, departments run enrichment opportunities on Saturdays via revision sessions to support academic progress. These sessions are planned and delivered by subject specialists to raise attainment, whilst at the same time, providing students and staff an opportunity for guided intervention.
Across the curriculum, students are given opportunities to reflect on learning and labour market links to units of study. The PSHE curriculum includes schemes of work designed to improve employability skills for students from KS3 to KS5 including work on aspirations, interview techniques and application writing. Our careers advisor meets one to one with students completing post-16 applications, and offers guidance on apprenticeships and degree courses for post-18. Furthermore, year 9 students are given opportunities to attend small group interviews where the careers advisor provides support and guidance during the options process and transition to KS4.
To structure personal development of all Rutlish students, the leadership award scheme identifies opportunities for students to engage with the wider school community. Students are encouraged to participate in activities that include; leading assemblies, being form reps, school council, anti-bullying ambassadors, department ambassadors, and participating in the application and screening process for positions on the Head Boy team.
Each year we review our curriculum as part of a continuous cycle of improvement to maximise its impact. This is done by evaluating, for example:
• Data on student outcomes in internal and national tests
• Analysis of the outcomes for particular groups, for example Higher, Disadvantaged, SEND.
• Data on student destinations
• Data from monitoring activities such as lesson observations, book scrutiny and student voice interviews
• Subject exam reviews and improvement plans
• Student reading and spelling ages
• The impact of SMSC and Wellbeing activities on attendance and behaviour.