About Us

Raine's is an inner city, voluntary aided, Church of England, 11-19 secondary school. The school is the latest representation of a school originally founded in 1719 by Henry Raine for the education of fifty boys and fifty girls. Throughout its long history the school has taken pride in its service to the local community, as we aim to "Achieve Excellence by Unlocking Potential".

Today Raine's is a thriving multi-cultural school, which still adheres to traditional values of hard work, good conduct, loyalty and high standards of dress and appearance. The school encourages both staff and students to challenge their own personal best in all areas of endeavour: academically, socially and spiritually. To help us achieve this the school is committed to an extensive range of activities beyond the formal curriculum, which enable our students to grow and develop in many ways.

SEND

Welcome to our SEND pages. We hope you will enjoy reading about the variety of ways in which Raines Foundation is able to support students to reach their full potential.

Our Special Educational Needs Co-ordinator is Ms Kate Huxley
Our Special Educational Needs Administrator – Mrs Helen Simmons

At Raine’s Foundation Church Of England School we welcome everybody into our community. We believe every child should be provided with the opportunity to achieve his or her full potential.

Every student at Raine’s Foundation has the opportunity to follow all National Curriculum subjects as well as following an appropriate curriculum pathway.

We are committed to narrowing the attainment gap between SEND and non-SEND students. This may include after school interventions, short-term intervention learning programmes off site provision, home-school intervention learning programmes or other learning interventions developed on an individual needs basis.

If your child has a disability and you would like to know more about what we offer at Raine’s Foundation contact us on:

020 8981 1231 or k.huxley@rainesfoundation.org.uk
h.simmons@rainesfoundation.org.uk

School Uniform Guide

New School Uniform - September 2016 Mandatory for Year 7, Optional for years 8-11

Girls
Blazer Black/Blue Piping with school badge from school tailor
Tie School clip-on tie available from school tailor
Pullover Navy blue or black V-necked long-sleeved from school tailor (cardigans and hooded tops are not permitted)
Skirt/Trousers Black pleated skirt (not too short or too tight) or Black tailored trousers available from school tailor (not denim or corduroy)
Blouse White long or short sleeved shirt
Socks Black or white
Tights Black
Shoes Plain black leather shoes with a low heel (boots are not permitted) (No- Vans, Converse or non-boot style Kickers)
Top Coat Plain navy or black coat or anorak - not leather or plastic
Scarves Plain blue or black.
Jewellery Small stud earrings; one in each ear lobe, a small cross and chain and a watch only
Not Allowed No hats or caps to be worn in school No Hoodies

Boys
Blazer Black/Blue Piping with school badge from school tailor
Tie School clip-on tie available from school tailor
Pullover Navy blue or black V-necked long-sleeved from school tailor (cardigans and hooded tops are not permitted)
Trousers Black tailored trousers available from school tailor (not denim or chinos)
Shirt White long sleeved shirt
Socks Black, navy or dark grey
Shoes Plain black leather shoes (boots are not permitted) (No Vans, Converse or non-boot style Kickers)
Top Coat Plain navy or black coat or anorak - not leather or plastic
Scarves Plain blue or black.
Jewellery Jewellery – small stud earrings; one in each ear lobe, a small cross and chain and a watch only
Not Allowed No hats or caps to be worn in school No Hoodies

raines-uniform-002-00000002

Old School Uniform - September 2016 Mandatory for years 8-11

Girls
Pullover Navy blue or black V-necked long-sleeved from school tailor (cardigans and hooded tops are not permitted)
Skirt/Trousers French blue skirt (not too short or too tight) or French blue tailored trousers available from school tailor
Blouse Raine's mid blue/white striped long or short sleeved available from the school tailor
Socks Black or white
Tights Black or neutral
Shoes Plain black leather shoes with a low heel (boots are not permitted) (No- Vans, Converse or non-boot style Kickers)
Top Coat Plain navy or black coat or anorak - not leather or plastic
Scarves Plain blue or black.
Jewellery Small stud earrings; one in each ear lobe, a small cross and chain and a watch only
Not Allowed No hats or caps to be worn in school No Hoodies

Boys
Blazer Black with school badge from school tailor
Tie School clip-on tie available from school tailor
Pullover V-necked plain long sleeved or sleeveless from school tailor (cardigans and hooded tops are not permitted)
Trousers Black tailored trousers available from school tailor (not denim or corduroy)
Shirt White
Socks Black, navy or dark grey
Shoes Plain black leather shoes (boots are not permitted) (No Vans, Converse or non-boot style Kickers)
Top Coat Plain navy or black coat or anorak - not leather or plastic
Scarves Plain blue or black.
Jewellery Jewellery – small stud earrings; one in each ear lobe, a small cross and chain and a watch only
Not Allowed No hats or caps to be worn in school No Hoodies

Boys and Girls Summer uniform Summer Term only,  White polo shirt with school badge

School PE Kit

Girls
Shirt Pale blue short sleeved polo style (with school crest)
Sweat Shirt Pale blue with school crest
PE Shorts Navy blue/black
Tracksuit Bottoms Plain Navy blue
Socks Navy football socks
Footwear Trainers

Boys
Shirt Pale blue short sleeved polo style (with school crest)
Rugby Shirt Reversible pale/royal blue with school crest compulsory)
PE Shorts Plain navy or black
Socks Navy football socks
Footwear Trainers / Football Boots
Gum Shield For Rugby
No tracksuit bottoms permitted for boys

 

 

Pupil Premium

Pupil Premium Spending plan

Raines Foundation School 2016/17

Background

The pupil premium is an allocation of funding, in addition to main school funding, which schools receive to the number of children in specific groups.

Schools receive Pupil Premium funding for:

  • All children who are eligible for free school meals (FSM).
  • All children who have been eligible for free school meals at any point in the last six years.
  • All children who have been looked after continuously for more than six months by someone other than their immediate family.

The government awards this funding to help raise attainment for these children.  National data shows that as a group, children who have been eligible for FSM at any point in time have consistently lower educational attainment than those who have never been eligible for FSM.

A service premium has also been introduced for children whose parents are currently serving in the armed forces.  This is designed to support the emotional and social well-being of these pupils.

It is up to the schools to decide how the pupil premium is spent, but this funding should be used to support these children.  All schools are required to publish, on their websites, what funding they have received and how the money is used.

 

Our aims this year are to:

  • Promote progress of disadvantaged pupils so that it is line with the national average for progress of non- disadvantaged pupils
  • Accelerated progress for the most disadvantaged pupils so the gap between pupils eligible for pupil premium and their peers are reduced in all areas compared to summer 2015.

In order to close the gaps, we look at best practise and research.  This leads us to conclude that the most effective ways to raise attainment for all and close the gaps for the most disadvantaged re through:

  • Improving the quality of provision across the board, in particular the quality of teaching in classrooms-we do this by (a) ensuring our staff are well trained and have adequate time to carry out their roles and (b) ensuring good support in each class to rapidly address any underachievement.
  • Improved data analysis that ensures that staff at all levels are aware of the progress of disadvantaged pupils and have clear plans as to how to improve this.
  • Carefully considered interventions and activities to target specific needs, we do this by having additional teaching and support staff who can put on specific interventions for particular groups.
  • Increasing enjoyment of and participation in all aspects of school life-we do this by subsidising a range of activities and clubs.

The number and percentage of students receiving Pupil Premium funding in 2016/17 in different year groups in Key Stages 3 and 4 is as follows:

-Year 7: to be confirmed Sep 2016

-Year 8: 78/99 = 79%

-Year 9: 62/92 = 67%

-Year 10: 77/91 = 85%

-Year 11: 73/98 = 74%

The sum of money allocated to the school for the year 2016/17 is £338,470

Download PDF of Spending Plan

 

Year 7 catch up funding

March 2017

£7,572 has been allocated to Raine’s this year

Year 7 currently has76 pupils, 21 of these have a SATs score of 100 or less in Maths and 22 in English. There are 13 pupils who have a score less than 100 in both

 

Intervention Number of Pupils Details Cost
Greenhouse Basketball/Table tennis mentoring 8 Opportunities before and after school 1-1 sessions during the school day Greenhouse absorbs costs
Homework club 10 pupils regularly attend Library support 3.05- 4.00 each day to assist with homework Inclusion absorbs this cost
Mentoring support 4 One hour session per week for each pupil with an assigned mentor in school £25 x 4 for 10 week slots
£3000 a year
Literacy support 14 2 or 3 lessons each week all year £50 x 30
£1,500 a year
Speech and Language support 1 1 lesson a week all year £25 x 30
£750
Staff training for two colleagues on Speech and Language Next year 15 pupils will benefit Two staff for three days each £100 per day for each member of staff £600
Literacy and grammar support 3 1 lesson a week all year £25 x 30
£750
Maths intervention 5 1 lesson a week all year £25 x 30
£750
LSU part time support packages 4 4 learners have benefitted from this so far this year LSU costs
Reduced timetable support 1 One Year 7 learner currently on a reduced timetable Inclusion absorbs this cost
ADHD support and training planning We have 6 learners with ADHD in the school, one in Year 7 Planning an ADHD/behaviour package with Drew Francis to deliver to all staff in the summer term.
Drew is with us one day a week until the summer
£200 to deliver the training and for materials
TOTAL: £7,550

Behaviour for Learning

Achieve Excellence by Unlocking Potential

At Raine’s Foundation School we recognise that an ethos of encouragement is central to the promotion of positive behaviour. We aim to achieve this by acknowledging positive student behaviour, participation and contribution through our Positive Conduct System. We approach this in a very systematic and fair way to ensure that every child is acknowledged for their achievements. SIMS referrals for both behaviour (negative points) and achievement (positive points) translate into positive conduct points for our students.

Positive Conduct

Behaviour Continuum

Behaviour Policy

Behaviour Expectations

Fixed Term Permanent Exclusion Policy

Ethos & Vision

OUR VISION
Achieving Excellence by Unlocking Potential At Raine’s Foundation School we believe in:
• Providing a caring school community based on morals and values that safeguards the welfare of all.
• Providing high quality teaching and learning to enable all children to maximise their potential.
• Creating a stimulating, rich and engaging curriculum tailored to meet the needs of the individual.
• Creating a successful partnership with parents, carers, and the local community.
• Encouraging students to participate in decisionmaking
- enabling them to become responsible, compassionate and empathetic.
• Supporting students’personal development through their journey to higher education and employment.

 

The following Vision and Mission statements were developed by staff and pupils during the Spring Term 2014

Vision

  • ‘Achieving Excellence by Unlocking Potential’

Mission

            At Raine’s Foundation School we believe in:

  • Providing a caring school community based on morals and values that safeguards the welfare of all.
  • Providing high quality teaching and learning to enable all children to maximise their potential.
  • Creating a stimulating, rich and engaging curriculum tailored to meet the needs of the individual.
  • Creating a successful partnership with parents, carers, and the local community.
  • Encouraging students to participate in decision making – enabling them to become responsible, compassionate and empathetic.
  • Supporting students’ personal development through their journey to higher education and employment.

Behaviour for Learning

In our classrooms pupil’s show B4L by:

  • Arriving on time in an orderly manner and with the correct equipment.
  • Following instructions – phones & MP3s must be off and put away inside the school building and between lessons.
  • Listening to the teacher and other pupils in silence.
  • Respecting other people and their property.
  • Doing their best and allowing others to do their best.

 

Exam Results KS4 & 5

Click Here for Department for Education School Performance Tables

 

KS4 Performance

2013

2014

2015

5 A* - C Including: Eng & maths

52%

45%

54%

5 A*- C

 

55%

60%

A* - C English

66%

67%

66%

Expected Progress in English

67%

64%

61%

A* - C Maths

65%

58%

66%

Expected  Progress in maths

59%

47%

57%

English Baccalaureate

 

7%

20%

A* - C in two sciences

 

40%

60%

    
    

GCSE Subjects A*-C

2013

2014

2015

Add Science

40

18

54

ART

86

83

81

Biology

96

59

90

Chemistry

92

73

90

Computing

 

 

34

Drama

95

68

73

Eng. Lang

66

67

66

Eng. Lit

71

59

55

French

58

71

55

Geography

63

57

67

History

68

72

52

IT

 

 

57

Maths

65

58

66

Physics

94

73

90

RS

69

70

53

X2 Science

 

40

60

Sociology

73

65

67

Spanish

100

94

85

 

A level results including equivalents 2015

Course Yr13

 Percentage Fails

  

A-level

1.40%

  

Btec L3

0%

  

Btec Dip

0%

  
    
    

Subject

% A*-C

  

Art and Design(JA2)

67%

  

Biology(1010)

63%

  

Business Studies(3210)

46%

  

Chemistry(1110)

57%

  

Computer Studies/Computing(2610)

0%

  

Economics(4410)

33%

  

English Literature(5110)

75%

  

Geography(3910)

40%

  

History(4010)

86%

  

Logic/Philosophy(4790)

64%

  

Maths (Further)(RB1A)

33%

  

Maths (General)(RB1)

86%

  

Performing Arts(LC11)

100%

  

Photography(KJ1)

25%

  

Physics(1210)

57%

  

Psychology(4850)

73%

  

Russian(6090)

100%

  

Sociology(4890)

89%

  
    

 

Post 16 - A level

2013

2014

2015

A*- E

98

98

99

A*- C

64

78

65

A*- B

45

49

39

AP per pupil

633

741

686

AP per entry

210

219

206

 

 

Enrichment

Enrichment at Raine's Foundation School

Enrichment is a fundamental element in terms of learning and teaching at Raine’s Foundation School. Importantly, it also forms the foundation of student experience beyond the classroom. We recognise the importance of offering a meaningful, exciting and innovative enrichment programme; which both motivates and promotes independence and resilience in our young people. We believe our enrichment opportunities allow our students to appreciate and respect other people; both on a local and global level. We aim to create a platform for students to develop and enhance their skills and attributes for the future.