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- Our primary school is where pupils will begin their journey through St Richard Reynolds Catholic College. We strive for excellence in all that we do and have a committed and talented staff who work tirelessly to achieve this. Our nurturing environment encourages, supports, and develops the spiritual, intellectual, moral, and physical development of every child. As well as being hugely ambitious academically for all our pupils, we want them to live lives that are fulfilled personally, socially, and spiritually. Choosing the right school is a vitally important decision. St Richard Reynolds will be a place where our young people will come first, be loved, listened to, challenged, and inspired. We are committed to the pursuit of excellence in all that we do and if you entrust your child to us you will see that we work tirelessly to achieve this. We are hugely ambitious academically for all our pupils. However, we also want them to live lives that are personally, socially, and spiritually fulfilling. The governing body is organized into several committees each with terms of reference setting out its responsibilities and delegated powers. These committees meet regularly and report to the chairman’s committee and the full governing body. The governing body is bound by a Code of Conduct. If your child has not been offered a place at a school you ranked as a higher preference than SRRCC, they will automatically be placed on our waiting list. Parents and carers have two weeks to accept or reject offers. If places become available, they will be offered to those on the waiting list according to the school's over-subscription policy. The school is a voluntary aided co-educational primary school within the trusteeship of the Diocese of Westminster. it will eventually provide 210 places for pupils between the ages of 4 and 11. The Reception curriculum follows the changes brought in with the Early Years Foundation Stage Framework in September 2012. It covers seven areas of learning three prime and four specific. The three prime areas are Personal, Social-Emotional Development, Communication, and Language and Physical Development. Success in these areas ensures that children will go on to achieve in the specific areas of learning Literacy, Mathematics, Understanding the World, and Expressive Arts and Design. Children will learn in a variety of ways in the classroom in a combination of adult-directed teaching and child-initiated learning. There will be a strong focus on objective-led planning which will provide the opportunity for each child to develop their understanding and make progress in a way that 3 engages them and appeals to their interests. In addition to the seven areas of learning, pupils will also take part in Religious Education lessons which will underpin teaching and learning within the classroom. Play and Exploration are a fundamental part of learning in Reception. It means children will choose activities where they can engage with other children or adults or sometimes play alone. During these activities, the children will learn by first-hand experiences by actively ‘doing’ as well as through scaffolding and modeling by adults. We will provide them with sufficient space both indoors and outdoors, time and choice with a range of activities. There will be a good variety of planned and prepared activities, as well as allowing time for the children to initiate their learning. Activities will be planned through discussion with the children around their current interests, as well as taking into account their learning styles and stages of development. Our environment will enable children to try things out and make sense of relationships, allowing all children to fulfill their potential. Assessment of learning is primarily through observation of pupils engaged in the range of cross-curricular activities, which are both child-initiated and adult-directed. Our primary assessment method is through the use of the online application ‘Tapestry.’ This application allows all staff working with EYFS pupils to contribute to the pupil’s profile. It also allows the opportunity for parents and carers to contribute towards the profile as recommended in the EYFS Statutory guidance. At the end of the Reception year, pupils will be assessed against 17 Early Learning Goals, with a judgment being made as to whether they are emerging, expected, or exceeding these goals. Pupils must be working at the expected level in the Prime areas (PSED, PD, and CLL) plus Literacy and Mathematics to be deemed to have made a good level of development (GLD). Appropriate interventions will be put into place to support pupils who have not reached GLD as they enter Year 1. The six existing Catholic primary schools in Richmond were rated by OFSTED as outstanding or good in terms of contribution to the community. They engage fully in borough sports, in charitable and community projects, in artistic, dramatic, and musical programs, and in ecumenical initiatives to name but a few. The new primary school will similarly engage in local events, activities, and opportunities across the borough and beyond. The High School will enable many local Catholic children to continue their education within Richmond rather than having to attend Catholic secondary schools outside the borough. This will allow them to take a more active part in their local community and to grow into responsible citizens who are proud of their local area. The College will seek to collaborate with all schools in the borough and to form productive partnerships with local businesses, religious groups, clubs, and charities. View full school
- St Richard Reynolds Catholic High School was founded by the Catholic Church to provide education for children of Catholic families. The school is conducted by its governing body as part of the Catholic Church by its trust deed and instrument of government and seeks at all times to be a witness to Jesus Christ. As a Catholic school, Catholic doctrine and practice permeate every aspect of the school’s activity. The Catholic character of the school’s education must be fully supported by all families in the school. All applicants are therefore expected to give their full, unreserved, and positive support for the aims and ethos of the school. This does not affect the right of applicants who are not Catholic to apply for and be admitted to a place at the school by the admission arrangements. Our College Vision forms the basis upon which the curriculum is based. Our core purpose is to provide outstanding learning and teaching opportunities for all of our students. Our curriculum aims to offer challenges leading to the highest standards of personal achievement through the recognition of individual needs, according to ability and aptitude, and provides varied co-curricular experiences, as well as progression within and between Key Stages. As a voluntary aided school, the governing body has sole responsibility for admissions to this school and intends to admit up to 150 students to the sixth form (Year 12) in September 2018. This number includes students currently on the school roll who meet the required, school-determined, academic qualifications for their chosen course and who wish to be admitted to the sixth form. Internal Year 11 Students will be given their UCAS Progress usernames and passwords at the start of the autumn term and will be guided through the application process. Students who may already have self-registered will need to re-register using their school username and password. If students have any questions they can see Mrs. Richards, Sixth Form Manager, in the school office. External students may have been given a UCAS Progress login by their school or may register on the site themselves. The governors welcome applications from students at other schools and intend to admit a minimum of 30 students from other schools who meet the required, school-determined, academic qualifications for their chosen course but where there are more applicants than places available, priority will be given to the school’s current students, provided that they meet the required, school-determined, academic qualifications for their chosen course. We are committed to providing children with an inspiring academic experience that is pupil-centered and stimulating. We adopt a pioneering, global and independent approach to what we teach. Catholic religious education is the core subject of the curriculum to which all other subjects relate. The College seeks excellence in all subject areas: Mathematics, English, Sciences, Modern and Classical Languages, the Arts, the Humanities, Physical Education and competitive sport, and a particular specialism in Music will develop over time. We are deeply committed to opening the hearts and minds of our young people in every way. We have an outstanding enrichment provision, including sports, arts, clubs and societies, leadership and challenge activities, that all add up to high-quality education of the whole person. The College will develop a particular specialism in Music. We believe that this will lead to memorable experiences and outstanding examination results for our pupils. The formal curriculum is divided into a 31 period week at Key Stage 3, with each lesson lasting 50 minutes. Its purpose is to give a broad and balanced education to all our students which includes Religious Education, all National Curriculum subjects, and Latin. Students are also given opportunities to develop spiritually, socially, morally, physically, culturally, and academically. Religious Education is at the heart of our curriculum and lessons are carefully planned to ensure that all areas of the Bishops’ Curriculum Directory are met i.e. Revelation, Church, Celebration, and Life in Christ. “The outcome of excellent Religious Education is religiously literate and engaged young people who have the knowledge, understanding, and skills – appropriate to their age and capacity – to reflect spiritually, and think ethically and theologically, and who are aware of the demands of religious commitment in everyday life”. (The Bishops’ Curriculum Directory 2012) In both Key Stages, the formal curriculum is supplemented by the informal curriculum, which contributes greatly to the educational experience of students, as well as the Catholic ethos within which learning takes place. We work to ensure that students experience the richness of a Catholic way of living and believing in all areas of College life. After-school events, such as theatre trips, retreats, sports clubs, and music groups all serve to help our students fulfill their God-given potential. The governing body is organized into several committees each with terms of reference setting out its responsibilities and delegated powers. These committees meet regularly and report to the chairman’s committee and the full governing body. The governing body is bound by a Code of Conduct. View full school
St Richard Reynolds Catholic High School was founded by the Catholic Church to provide education for children of Catholic families. The school is conducted by its governing body as part of the Catholic Church by its trust deed and instrument of government and seeks at all times to be a witness to Jesus Christ. As a Catholic school, Catholic doctrine and practice permeate every aspect of the school’s activity. The Catholic character of the school’s education must be fully supported by all families in the school. All applicants are therefore expected to give their full, unreserved, and positive support for the aims and ethos of the school. This does not affect the right of applicants who are not Catholic to apply for and be admitted to a place at the school by the admission arrangements. Our College Vision forms the basis upon which the curriculum is based. Our core purpose is to provide outstanding learning and teaching opportunities for all of our students. Our curriculum aims to offer challenges leading to the highest standards of personal achievement through the recognition of individual needs, according to ability and aptitude, and provides varied co-curricular experiences, as well as progression within and between Key Stages. As a voluntary aided school, the governing body has sole responsibility for admissions to this school and intends to admit up to 150 students to the sixth form (Year 12) in September 2018. This number includes students currently on the school roll who meet the required, school-determined, academic qualifications for their chosen course and who wish to be admitted to the sixth form. Internal Year 11 Students will be given their UCAS Progress usernames and passwords at the start of the autumn term and will be guided through the application process. Students who may already have self-registered will need to re-register using their school username and password. If students have any questions they can see Mrs. Richards, Sixth Form Manager, in the school office. External students may have been given a UCAS Progress login by their school or may register on the site themselves. The governors welcome applications from students at other schools and intend to admit a minimum of 30 students from other schools who meet the required, school-determined, academic qualifications for their chosen course but where there are more applicants than places available, priority will be given to the school’s current students, provided that they meet the required, school-determined, academic qualifications for their chosen course. We are committed to providing children with an inspiring academic experience that is pupil-centered and stimulating. We adopt a pioneering, global and independent approach to what we teach. Catholic religious education is the core subject of the curriculum to which all other subjects relate. The College seeks excellence in all subject areas: Mathematics, English, Sciences, Modern and Classical Languages, the Arts, the Humanities, Physical Education and competitive sport, and a particular specialism in Music will develop over time. We are deeply committed to opening the hearts and minds of our young people in every way. We have an outstanding enrichment provision, including sports, arts, clubs and societies, leadership and challenge activities, that all add up to high-quality education of the whole person. The College will develop a particular specialism in Music. We believe that this will lead to memorable experiences and outstanding examination results for our pupils. The formal curriculum is divided into a 31 period week at Key Stage 3, with each lesson lasting 50 minutes. Its purpose is to give a broad and balanced education to all our students which includes Religious Education, all National Curriculum subjects, and Latin. Students are also given opportunities to develop spiritually, socially, morally, physically, culturally, and academically. Religious Education is at the heart of our curriculum and lessons are carefully planned to ensure that all areas of the Bishops’ Curriculum Directory are met i.e. Revelation, Church, Celebration, and Life in Christ. “The outcome of excellent Religious Education is religiously literate and engaged young people who have the knowledge, understanding, and skills – appropriate to their age and capacity – to reflect spiritually, and think ethically and theologically, and who are aware of the demands of religious commitment in everyday life”. (The Bishops’ Curriculum Directory 2012) In both Key Stages, the formal curriculum is supplemented by the informal curriculum, which contributes greatly to the educational experience of students, as well as the Catholic ethos within which learning takes place. We work to ensure that students experience the richness of a Catholic way of living and believing in all areas of College life. After-school events, such as theatre trips, retreats, sports clubs, and music groups all serve to help our students fulfill their God-given potential. The governing body is organized into several committees each with terms of reference setting out its responsibilities and delegated powers. These committees meet regularly and report to the chairman’s committee and the full governing body. The governing body is bound by a Code of Conduct.
Our primary school is where pupils will begin their journey through St Richard Reynolds Catholic College. We strive for excellence in all that we do and have a committed and talented staff who work tirelessly to achieve this. Our nurturing environment encourages, supports, and develops the spiritual, intellectual, moral, and physical development of every child. As well as being hugely ambitious academically for all our pupils, we want them to live lives that are fulfilled personally, socially, and spiritually. Choosing the right school is a vitally important decision. St Richard Reynolds will be a place where our young people will come first, be loved, listened to, challenged, and inspired. We are committed to the pursuit of excellence in all that we do and if you entrust your child to us you will see that we work tirelessly to achieve this. We are hugely ambitious academically for all our pupils. However, we also want them to live lives that are personally, socially, and spiritually fulfilling. The governing body is organized into several committees each with terms of reference setting out its responsibilities and delegated powers. These committees meet regularly and report to the chairman’s committee and the full governing body. The governing body is bound by a Code of Conduct. If your child has not been offered a place at a school you ranked as a higher preference than SRRCC, they will automatically be placed on our waiting list. Parents and carers have two weeks to accept or reject offers. If places become available, they will be offered to those on the waiting list according to the school's over-subscription policy. The school is a voluntary aided co-educational primary school within the trusteeship of the Diocese of Westminster. it will eventually provide 210 places for pupils between the ages of 4 and 11. The Reception curriculum follows the changes brought in with the Early Years Foundation Stage Framework in September 2012. It covers seven areas of learning three prime and four specific. The three prime areas are Personal, Social-Emotional Development, Communication, and Language and Physical Development. Success in these areas ensures that children will go on to achieve in the specific areas of learning Literacy, Mathematics, Understanding the World, and Expressive Arts and Design. Children will learn in a variety of ways in the classroom in a combination of adult-directed teaching and child-initiated learning. There will be a strong focus on objective-led planning which will provide the opportunity for each child to develop their understanding and make progress in a way that 3 engages them and appeals to their interests. In addition to the seven areas of learning, pupils will also take part in Religious Education lessons which will underpin teaching and learning within the classroom. Play and Exploration are a fundamental part of learning in Reception. It means children will choose activities where they can engage with other children or adults or sometimes play alone. During these activities, the children will learn by first-hand experiences by actively ‘doing’ as well as through scaffolding and modeling by adults. We will provide them with sufficient space both indoors and outdoors, time and choice with a range of activities. There will be a good variety of planned and prepared activities, as well as allowing time for the children to initiate their learning. Activities will be planned through discussion with the children around their current interests, as well as taking into account their learning styles and stages of development. Our environment will enable children to try things out and make sense of relationships, allowing all children to fulfill their potential. Assessment of learning is primarily through observation of pupils engaged in the range of cross-curricular activities, which are both child-initiated and adult-directed. Our primary assessment method is through the use of the online application ‘Tapestry.’ This application allows all staff working with EYFS pupils to contribute to the pupil’s profile. It also allows the opportunity for parents and carers to contribute towards the profile as recommended in the EYFS Statutory guidance. At the end of the Reception year, pupils will be assessed against 17 Early Learning Goals, with a judgment being made as to whether they are emerging, expected, or exceeding these goals. Pupils must be working at the expected level in the Prime areas (PSED, PD, and CLL) plus Literacy and Mathematics to be deemed to have made a good level of development (GLD). Appropriate interventions will be put into place to support pupils who have not reached GLD as they enter Year 1. The six existing Catholic primary schools in Richmond were rated by OFSTED as outstanding or good in terms of contribution to the community. They engage fully in borough sports, in charitable and community projects, in artistic, dramatic, and musical programs, and in ecumenical initiatives to name but a few. The new primary school will similarly engage in local events, activities, and opportunities across the borough and beyond. The High School will enable many local Catholic children to continue their education within Richmond rather than having to attend Catholic secondary schools outside the borough. This will allow them to take a more active part in their local community and to grow into responsible citizens who are proud of their local area. The College will seek to collaborate with all schools in the borough and to form productive partnerships with local businesses, religious groups, clubs, and charities.
