Dear Parents, Carers and Families,

Over the coming weeks, we’ll be speaking to students in Years 7 to 10 about their uniform. This is to remind them about basic expectations, meaning that their footwear should be all black, they should remember to tuck in their shirts and wear a tie, not wear false nails and limit jewellery to two simple studs in their ears. We’ll also be asking that those students who like to identify the various causes they support don’t do so via a stream of badges down the labels of their blazers, a relatively recent trend but one that has led to some students coming to school with so many badges it must make their blazer impractically heavy to wear. None of this is done to provoke confrontation and for those students where we make exceptions to the current rules due to their sensory or medical needs, they can come to school not worried that this is about to change.

The general issue of uniform can be something that arouses strong passions in people, with some arguing that it’s a distraction to what’s really important, the learning that takes place in classrooms. As Headteacher, I would never wish to allow uniform issues to dominate the school, but equally the school does have a uniform policy, set by governors, and my role is to therefore enforce it. I don’t think there is much mileage in enforcing uniform rules stringently to simply assert authority over students, but I do think there are some clear benefits to a uniform policy. Firstly, it is a key element in creating a sense of community and belonging. Talking to students about their uniform is also an important part of welfare checks, as students whose uniform is frequently at odds with the school standards are also more likely to have additional issues outside of school and this can be the first obvious sign that something is amiss. Linked to this is the fact that uniform can help remove some of the visible differences between students from different social classes. This is a comprehensive school with students from every walk of life, and our uniform is an important part of how we signify that all students are equal, regardless of their starting point upon arrival.

I’m conscious that as we approach the end of the academic year, many parents will not want to spend money in June on new uniform that their children will have outgrown by September. I would stress that this is about asking students to wear the uniform they do have now in the appropriate fashion. I’m also aware that one parent has written to me to ask when we’ll be implementing the government’s new recommendations around uniform in relation to the number of branded items we ask students to have. The school, like all schools, currently follows the legal guidance published in 2021, and we will make sure we’re fully compliant with new legislation by September 2026, when we’re required to be so. I don’t want to rush ahead of then and risk making mistakes due to haste. In the school’s relatively recent past it changed its uniform wholesale and my understanding is that this change was both costly and caused some consternation, so I’d like to avoid any radical changes for as long as possible. I also think we need to consider uniform from an environmental standpoint, not just in terms of sustainability, but also in terms of what we’re asking children to wear in increasingly hot summer months, an issue that will only become more pressing over time. I'm conscious that this update will have reached you at the end of potentially the hottest day of the year so far and days with high temperatures like this will only increase in the coming years. In addition I'd note that none of our focus on uniform standards in the coming weeks should impact on the adjustments we always make during periods of hot weather like this.

Thanks to everyone who already supports the school in this area, the vast majority of our students get this right the vast majority of the time.

Many thanks for your continued support of the school; I hope you all have a good weekend.

Michael Wright

Headteacher

Training Update

Departments met this week to ensure they’re prepared for the end of term and that the recent Key Stage 3 assessments are being used to inform planning for the future.

Diversity Week

This has taken place this week across the school, with a focus on every student feeling 'known and valued' in our community, and on celebrating our individuality and differences. Key Stage 3 students have had themed lessons across their different subject areas and all students have had special assemblies and personal development sessions. As part of these sessions, a number of 6th Form students have been kind enough to share their personal stories of what it means to feel valued when you don't necessarily 'conform', and how the support of their friends, family and teachers has got them through difficult and uncertain times. We were incredibly impressed with the mature and compassionate responses from students in the lower school.

Students have also been invited to contribute to a whole-school display, detailing who or what makes them feel valued (lots of appreciation was shown for parents and carers as well as their friends and teachers, you'll be glad to know!) and to give a special certificate to a person who makes them feel valued. Our year teams have also recognised and rewarded students in every year group who are role models when it comes to making others feel 'known and valued'.

The week has culminated in a bake sale to raise money for Mencap as part of their "Do You See Me?" campaign. A huge thank you to everyone who baked and contributed to the sale.

            

Mrs King, Head of 6th Form

Student President Elections

This week it was time to bid a reluctant farewell to our 2024-25 student presidents, Lucy and Megan, now that they have completed their A level studies and their time at Fram has come to an end (although they are still working hard on the yearbook!) They have both been outstanding role models and leaders, and we will miss them greatly.

We are delighted to announce that, following our whole school elections last week, our new student presidents for the 2025-26 year are Sylvie and Georgia. They are both very excited to make a start in their new roles and to begin leading the wider student council. We were incredibly impressed by the campaigns put forward by all the Year 12 candidates; as well as promoting themselves to our lower school students, they also had to deliver a speech at the 6th Form hustings. They all rose to the challenge and did themselves – and us – proud.

Mrs King, Head of 6th Form

Farewell to Year 13

All A level exams have now finished, and it is time to say a heartfelt goodbye to what has been a wonderful cohort of students. Our Year 13 group has been full of vibrant, intelligent, kind and hard-working individuals; we could not be prouder of all their hard work in the run-up to, and during the exam period. It has been an absolute privilege to play a small part in each of their journeys, and whilst we are incredibly sad to see them go, we also know that they are ready to thrive as they embark upon their next chapters. We are also very excited to celebrate with them at their leavers' ball tomorrow!

Thank you to all Year 13 parents and carers for your support over the past two years.

Mrs King, Head of 6th Form

Year 11 Induction Week and Year 10 6th Form Taster Day

Whilst we are sad to see our Year 13 students leave us, we are also excited to welcome our new Year 12 students next week for their 6th Form induction. Information has been sent via email to the relevant students, parents and carers; please get in touch if you have any questions.

We also look forward to welcoming our Year 10 students on Monday so they can experience a 'day in the life of a 6th Former’ as they start to think about their next steps. Students have been sent an electronic copy of their timetable for the day; we hope that they have a great day and leave feeling inspired and motivated!

Mrs King, Head of 6th Form

Duke of Edinburgh Expedition

Over the last two weeks, the Y9 Bronze DofE students have been completing their DofE practice and final expeditions. Last week the students were in the East Durham area completing training in an outdoor setting to ensure that they have the navigational skills to be able to complete the Final Expedition independently. Both training days went really well and for some, this was the first time that they had been 'alone' and independent in the outdoors.

This week we have completed our two final assessments on the North York Moors. The format of these assessments is that we drop off the students somewhere in the countryside, with everything that they need for the next two days (food, stove, water, clothes, etc.) They then hike all day, unsupported and independently, hoping to reach the campsite that evening. All being well, students should arrive at camp where they must continue to look after themselves by setting up their tents and then cooking for themselves on the Trangia stoves. On the second day they should dismantle camp, make breakfast and set off for another full day of hiking towards an agreed meeting point, again, unaided and independently.

There are many things about doing these expeditions that we enjoy seeing as staff, but one of the best things is seeing students go from relying heavily on staff/parents to a group of students who don't need us any more. Even after just a few hours, we see the change in mentality in the students, who shift to fixing their own problems instead of instinctively asking for help at the first sign of adversity. Another trait that we often see developed on these expeditions is grit (which is basically determination, but outside and often in the rain). The nature of the tasks that need to be completed mean that they can't be changed, made easier or adapted, so the students just have to work harder. Often this takes around the two-hour mark on day one, when all sweets have been eaten, legs are starting to ache, and students realise just how long "hiking all day" actually is. This is when they realise that the campsite only gets closer if they keep moving.

Overall, this year’s expeditions were very successful but, as with all visits of this nature, they were not without problems. We had one injury that forced a student to have to leave and go home, multiple SOS calls from students who were 'being stalked by cows that were working together', we witnessed some of the most questionable cooking that has ever happened (on earth, possibly), we had multiple members of the girls’ team set fire to two stoves and the benches they were on (which I have never seen done before), and of course the horse/electric fence...incident...

If you know anyone that took part in the expeditions, please congratulate them!

Mr Boreland, DofE Lead

Rewards Evenings

To celebrate the progress and achievement of students, we will be having two rewards evenings. These will be on 3rd July for Key Stage 4 and 14th July for Key Stage 3.

Miss O’Neill, Assistant Headteacher

Working Together to Safeguard Children

In May, the Department for Education (DfE) published "Working together to safeguard children: An illustrated guide for children, young people and their families".

This guide has been designed to help children, young people and their families understand how individuals, organisations and other agencies all work together to keep children safe. This document also explains how agencies, including schools, can all work together to provide additional support in times of need. What is useful is that it helps people understand some of the language and terminology used that a lot of people may not be too familiar with.

We have attached this link for you to view this guide.

Statutory Guidance - Working Together Guidance

Mrs Osborne, Director of Safeguarding