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 Housemaster/Housemistress or Tutor 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 Firefly. All school policies are available upon request. Please email: headmaster@royalrussell.co.uk
Core policies are also available on our school website.
Senior Deputy Head Deputy Head Pastoral Deputy Head Learning and Designated Safeguarding Lead
Mr Sam Powell
Ms Sara Ward
Ms Clare Tovey
Pastoral Care
We pride ourselves on giving bespoke pastoral care to all our pupils. We encourage an ethos of respect for oneself as well as for all others within a supportive, caring, and inclusive community. We promote the values of honesty, personal integrity, and kindness.
Our care begins with an underlying ethos of consideration and respect, with all staff working collaboratively to ensure pupils have the best learning experience possible. We support pupils’ personal, social, and emotional development and a culture of encouraging good behaviour and taking responsibility. Within this framework, pupils develop self-confidence to learn to keep things in perspective and grow to be resilient.
Royal Russell Respect Charter
Respect
Equality
Speak Out
Positive Relationships
Empathy
Community
Together
Royal Russell recognises and celebrates diversity of race, ethnicity, nationality, religion, sexuality, sex, gender, neurodiversity, ability and disability.
We are all equal and should be treated as such.
We speak out about unacceptable behaviour and language.
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.
The House System
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.
Being part of a House fosters a sense of belonging and friendly competition, where all pupils participate in inter-House events throughout the year. Pupils celebrate the individual and collective successes of their House as well as those of the School as a whole.
Houses are run by experienced Housemasters or Housemistresses (HoMs), and their Deputies, alongside the Tutor team. The House teams are responsible for the pupils’ welfare and monitor academic progress. All Houses have Prefects; senior pupils whose role is primarily pastoral, acting as a role model to younger pupils.
Our In-House tutoring system also plays an integral part in the day-to-day life of pupils and staff. In addition to being members of a House, all pupils have a Tutor who is responsible for their academic and social wellbeing. We pride ourselves on how our staff set out to develop firm, meaningful, nurturing relationships, which enhance pupils’ progress in all areas. Each pupil is an individual and needs an individual approach which is developed through open channels of communication and time spent getting to know one another.
We aim to establish warm, friendly relationships with you and keep you well-informed of all aspects of your child’s development, which often helps us to better understand your child and certainly helps us to deal more effectively with any difficulties which may arise. Your first point of contact should be your child’s Tutor, followed by HoM. Please do not hesitate to get in touch.
House Staff
Buchanan
Cambridge
Hollenden
Keable
Madden
Oxford
Queen’s
Reade
St Andrew’s
Latessa Wing*
Mrs Donna Pepperdine
Mr Natxo Bueno
Ms Alba Conde
Mr Edward Hutchinson
Mrs Joanna Brown
Mr Colin Dear
Ms Melanie Davenport
Ms Alvina Benjamin-Taylor
Mr Adam Tansley
Mr John Janowski
*Additional Boarding wing for Cambridge and Oxford
Ms Angela Hornby
Mr Chris Chapman
Ms Olesia Sava
Miss Georgina Chandler
Mr Liam Cassidy
Miss Sandrine Calvert
Mr Robert Grehan
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
Lower School
Middle School
Upper School
Year Groups
Years 7 and 8
Years 9. 10 and 11
Years 12 and 13
Leadership
Mrs A Mawer
Ms L White
Ms M Worsfold
The Assistant Heads are supported in this role by the House Tutors, Learning Co-ordinators 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
From 7:30am
7:50am
8:15am Registration & Meetings in Houses Registration & Tutorials in Houses
& Tutorials in Classrooms
group programme
& Tutorials in Houses
in Houses 8:20am Chapel (Houses in Rotation) 8:20am Assembly (Houses in Rotation)
discussions
8:45am 1
9:45am 2 10:40am
3
4
1:55pm 5
2:55pm 6
3:50pm
3:50 - 5:30pm
6:15 - 7:00pm Supper
Registration
The Start of the Day
Day pupils should not arrive at school before 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 at 8:15am. 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 SOCS. 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 6922, extension 320. 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 Deputy Head (seniordh@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 SOCS.
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 or a boarding House (if a day pupil in one of these) 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, 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 SOCS to confirm they are attending this event.
Pupil Support
The School Counsellors
The pastoral support in school is provided primarily through the House System. Your child’s Housemaster or Housemistress and Tutor will be the people who get to know your child over their time at school, and they will likely be the first point of contact for any concern you or your child may have. They can also signpost further support available in school and beyond. The School Counsellors are located in Hollenden and are present for three days a week. Pupils should initially speak with a Teacher, Tutor, the Health and Wellbeing Centre or their Housemaster/Housemistress to be referred to the service.
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
The School and its Governing Body are committed to safeguarding and promoting the welfare of children and young people and requires all staff to share this commitment. It is our desire to create an open environment where staff and pupils feel able to raise concerns and where concerns will be listened to with a readiness to involve support services and other agencies.
If you have a Child Protection or Safeguarding issue, you can contact Ms Ward, Deputy Head Pastoral and Designated Safeguarding Lead, or a member of the Safeguarding Team.
Alternatively, you can contact Croydon Safeguarding Board. If you believe a child is at immediate risk of harm, call 999.
For Urgent Action call the Single Point of Contact 020 8255 2888 – (same day intervention by a social worker)
For Urgent Action out of hours call 020 8726 6400 - this is for the emergency social work service for urgent child protection matters that cannot wait until the next working day.
Inevitably, some families will experience breakdown and face personal difficulties of this kind during their child’s time at Royal Russell. As a school, all we ask is that you keep us closely informed of your decision to separate or divorce. In these situations, we would invite you into school together to discuss the best ways in which we can support your child through difficult times. We appreciate that this may be difficult, but we know from experience that despite the personal difficulties, both parents usually want to continue to work effectively together as parents to their son or daughter. Also, should you be reconciled; we ask that you let us know about that too.
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 7:30am7:00pm 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 needs to go home from school, they should attend The Health and Wellbeing Centre with permission from their class teacher, 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 Firefly 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 Firefly 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 6922 (extension 212).
Learning and Curriculum
Each school day begins with 25 minutes in House tutor groups for registration time. 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 on their Induction Day.
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.
Pupil Learning Values
Our approach to learning encompasses the following values:
Ambitious
I have high expectations of myself. I take responsibility for my success. I seek opportunities to extend my learning beyond the classroom.
Open
I am a positive member of the school community. I engage respectfully with ideas and the opinions of others. I embrace feedback, challenge and support.
Distinctive
I understand how I learn best. I have the confidence to be the best version of myself. I am keen to develop and share my own ideas
Courageous
I am prepared to take risks in my learning, try new things and challenge myself. I am a proactive learner, who steps up to all learning challenges. I am confident asking for help and helping others.
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 Firefly 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 April; 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
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.
Not on track – yet
I am not yet on track to achieving my personal best and I need to use my support network to make some changes to improve.
On track
I am on track to achieving my personal potential.
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:
QUALITIES
Engagement in lessons 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
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
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
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
Approach to homework/ Independent learning
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.
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.
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
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
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.
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.
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 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
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.
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.
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.
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.
Drapers' Café Vouchers
Sixth Form pupils can be awarded vouchers for excellent 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.
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 Firefly 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 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. Please refer to our MED Policy for further information
• Sixth Formers are permitted to carry their mobile phones with them and make use of them in Drapers' Cafe only (see the MED policy for further detail). 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 will report to their Housemaster/Housemistress any damage to school property. Damage is liable to be made good at an offender’s expense
• Pupils will 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 will not take or purchase another’s property, including clothes and sports kit
• Pupils will not sell or offer for sale any item to other pupils
• 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
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.
• 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 will not drop litter anywhere and will use the bins provided
• Pupils will 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
• Pupils will not smoke, vape or use e-cigarettes, drink alcohol or use drugs, except those medically prescribed. Pupils will not bring 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: 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
Please find the Uniform List at the end of this booklet
• Pupils are expected to be clean and tidy, to conform to the School uniform guidelines 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
• Jewellery is not permitted in Years 7-11 except for one small ear stud per ear
• Ear studs and watches must be removed for all PE lessons/sports events
• Coloured nail varnish is not allowed in Years 7-11
• Make-up is not allowed in Years 7-10. Subtle make-up may be worn from Year 11
• 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
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 talk leading on from the wellbeing lessons studied in Years 7-11.
Drapers’ Café
Drapers’ Café is a Sixth Form privilege 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; 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 (see the MED Policy for further detail). 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.
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 Careers and events such as interviews and assessment day practice; or networking opportunities with Old Russellians and other professionals. Year 12s are invited to our Higher Education Evening and our Higher Education and Apprenticeship Fair.
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 and celebrate the end of the year with a BBQ and bouncy castle assault course. Finally, pupils graduate from Royal Russell in Year 13 in black tie at their long-awaited Prom.
Sixth Form Uniform Guidelines
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 a ‘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 guidelines 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 suit (plain or subtle pattern). Jacket or blazer is required
• 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
Contacting the School
School Office
The Senior School Office is in the main school teaching block. If visiting the School, parents should report to main reception, 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.
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.
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, Senior Deputy Head: seniorDH@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
Firefly 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 Firefly using the URL: https://royalrussell.fireflycloud.net or through the School website.
Firefly for Pupils
Pupils can access homework set and resources via Firefly or through the School website.
SOCS
At Royal Russell, we use SOCS to host the School calendar, organise all sports fixtures and manage our wide-ranging co-curricular programme. Pupils intending to stay at school after 3:50pm for a club, activity, sports must register on SOCS.
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 SOCS every morning. This platform is also available for parents so that you can check on the activity choice of your son/daughter.
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
After School
• Art & Photography Club
• Boarders’ Badminton
• Boarders’ Basketball
• Boarders’ Volleyball
• Basketball
• Chamber Orchestra
• CCF
• Cricket
• Design & Technology Club
• Duke of Edinburgh
• English as Second Language
• Film Club
• Running Club
• Senior Russell Talks
• STEM Club
• Swing Band
• Touch Typing Club
• Medical Society
• Mixed Pop Glee Choir
• Rainbow Group
• Roll the Dice
• Lower School Band
• CREST Project
• Explore Christianity
• Strength and Conditioning
• Dog Walking Club
• Computer Science Club
• Elite University Programme
• Food Club
• 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
• Senior Orchestra
• 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
Uniform: Senior School
Formal Uniform (plus swimming kit)
Supplier Contact Details
Sports Uniform Stevensons
Opening Hours
Croydon Branch
50-51 Whitgift Centre Croydon, CR0 IUQ
Email: mailto: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)
Where no supplier is specified, please use the supplier of your choice Uniform List Name
Blazer (badged and logo) – Stevensons Maroon Compulsory
Optional
Skirt (knee length or longer) – Stevensons Grey Compulsory
Trousers – Stevensons Grey Compulsory
Blouse (placket front) – Stevensons White Compulsory
Jumper v-neck or Cardigan v-neck – Stevensons Black Compulsory
Coat Plain sober colour Compulsory
Socks - Ankle Black Compulsory
Tights - Opaque Black Compulsory
Scarf - Plain Black Compulsory
Gloves - Plain Black Compulsory
Shoes Black Compulsory
Girls Sports Kit (Years 7-13)
Where no supplier is specified, please use the supplier of your choice
Compulsory/ Optional
Women's Armour Fleece 1/4 Zip –Stevensons
Challenger Pant – Stevensons Navy blue Compulsory
Tech Tee (not needed for Years 12 and 13) –Stevensons White Compulsory
Girls Games Shirt – Stevensons Maroon Compulsory
Skort – Stevensons Navy blue Compulsory
Games Socks x 2 pairs - Stevensons Maroon Compulsory
Crew Socks 3 Pack – Stevensons White Optional
Hustle Backpack – Stevensons Navy blue Optional
Holdall – Stevensons Navy blue
Cap – Stevensons
Swim Legsuit – Stevensons Navy/maroon Compulsory
Swimming Towel Compulsory
Swimming Cap – Available at School Reception Compulsory
Mouth Guard (Opro) Compulsory
Shin Pads Compulsory
Football Boots Compulsory
Trainers (lace up)
Baselayer Top
Baselayer Shorts
Baselayer Leggings
Where
Blazer badged and logo – Stevensons
Boys Formal Uniform (Years 7-11)
Tie - Cambridge House – Stevensons 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
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
Trousers Black/charcoal Compulsory
Shirts (long or short sleeves) White Compulsory
Jumper Black Compulsory
Coat Plain sober colour Compulsory
Socks Charcoal Compulsory
Scarf - Plain Black Compulsory
Gloves - Plain Black Compulsory
Shoes Black Compulsory
Boys Sports Kit (Years 7-13)
Men's Armour Fleece 1/4
Challenger Pant – Stevensons
Tech Tee (not needed for Years 12 and 13) –Stevensons
Boys Games Shirt - Stevensons
Games Shorts – Stevensons Navy blue
Games Socks x 2 pairs –Stevensons Maroon
Crew Socks 3 Pack – Stevensons White
Hustle Backpack – Stevensons
Holdall – Stevensons
Cap – Stevensons
Navy blue Optional
Navy blue Optional
Navy blue Optional
Cricket Trousers – Stevensons Cream Optional
Cricket Shirt – Stevensons Cream Optional
Swim Jammer – Stevensons Navy/maroon Compulsory
Swimming Towel Compulsory
Swim Cap – Available at School Reception Plain Compulsory
Mouth Guard (Opro) Compulsory
Shin Pads Compulsory
Football Boots Compulsory
Trainers – lace up White Compulsory
Baselayer Top Navy Optional
Baselayer Short Navy Optional
Baselayer Leggings Navy Optional
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
Both are available to buy from the School Office.
Calculator for A Level Pupils
Items supplied by the School
• iPad for Years 7-11
• Textbooks
• Exercise books
• Notebooks
Casio fx-83GT CW
Casio fx-991 CW
£13.99
£23.00
School Map
