Embedded Files
Mountains of Lost Property!
As you can see we have a huge amount of lost property and reception is running out of space to store it all.
In the first week back we will be laying this all out for collection - we will confirm the exact date on pupils' return to school.
If these items are not reclaimed they will be given to charity in the week commencing 12th January 2026.
Thank you
Year 12 Assessment 1 Reports
The Assessment 1 reports for Year 12 pupils are now available to download from your My Child At School (MCAS) account. If you have any issues with accessing your MCAS account, please contact mcas@ccfplus.com
Letter from the Metropolitan Police
Letter from NW BCU Commander.pdfMy Zone : Christmas Holiday Reflection Worksheet
This week in MyZone, students were given a worksheet to complete over the Christmas holidays, which they began in Wednesday’s lesson.
The worksheet brings together key learning from this half term linked to the My Future topic.
This is a great opportunity to talk with your child about:
What they have learned this term
How their attitudes and skills are developing
Their future ambitions, goals and habits
We encourage families to use this as a chance to reflect together and have meaningful conversations about the future.
Please take a look at the project materials linked below.
YEAR 7
F4.7- MY FUTURE Reflection and Inspiration Project
YEAR 8
F4.8- MY FUTURE Skills & Habits Project
YEAR 9
F4.9- MY FUTURE Reflection, Choices & Next Steps
YEAR 10
F4.10- MY FUTURE Reflection, Choices & Next Steps
MyZone – My Relationships Unit
Week 1: My Connections – Understanding Different Relationships (Week commencing 5th Jan)
Next half term, students across Years 7–11 are beginning the My Relationships unit in MyZone.
This unit helps students build the knowledge and skills they need to form healthy, respectful and safe relationships, now and in the future.
In Week 1, the focus is My Connections: Understanding Different Relationships.
Lessons explore the different types of relationships young people experience, how relationships can affect wellbeing, and how to recognise healthy and unhealthy behaviours in age-appropriate ways.
Below is an overview of what each year group is learning.
Year 7 – Types of Relationships, Family Diversity & Group Dynamics
Students learn:
That people have many different types of relationships, including friendships, family, school, group and online relationships.
That families can look very different, and there is no single “normal” family structure.
That healthy relationships are based on safety, care, respect and support.
That friendships are skills that can be learned, practised and improved.
How friendships can affect confidence, wellbeing and how people feel about themselves.
The key signs of a healthy friendship.
The warning signs of an unhealthy friendship.
That friendships and social groups change over time.
That being in a group can influence how people behave and make decisions.
How to reflect on being a positive friend and group member.
Year 8 – Healthy vs Unhealthy Relationships
Students learn:
The difference between healthy and unhealthy relationship behaviours.
That unhealthy relationship behaviours usually happen in patterns, not one-off moments.
The early warning signs of unhealthy or controlling behaviour.
How unhealthy behaviour can affect confidence, choices and wellbeing over time.
That it can be difficult to speak up when someone feels pressured or controlled.
How to recognise when a friend may be in an unhealthy relationship.
Why people in Year 8 are more easily influenced by peers than adults.
How peer pressure and online pressure can build gradually over time.
How pressure can shift from feeling caring to feeling controlling.
Practical ways to notice, resist and respond to pressure safely.
Year 9 – Marriage, Civil Partnerships and Legal Myths
Students learn:
What marriage and civil partnerships mean in law.
That marriage and civil partnerships give legal rights and responsibilities.
That living together does not automatically give the same legal protection.
Common myths about legal rights in relationships and why they are incorrect.
Why someone might choose a civil partnership rather than marriage.
How legal commitment affects money, housing and children when relationships end.
That legal protection helps create fairness and balance of power in relationships.
That unpaid work and caring roles have legal value.
How culture, family, religion, media and peers shape beliefs about commitment.
Why relationship choices should be informed, not just based on beliefs or expectations.
Year 10 – Relationship Breakdown and Abuse
Students learn:
What relationship abuse is and that it can happen in friendships, family relationships and romantic relationships.
That abuse is about patterns of behaviour, not one-off arguments or mistakes.
The main forms of relationship abuse, including emotional, controlling, physical, sexual and financial abuse.
The difference between healthy conflict, unhealthy conflict and relationship abuse.
How repeated unhealthy conflict can escalate into abuse if not addressed.
The signs that a relationship may need to end for wellbeing or safety reasons.
That ending a relationship can be healthy, mature and necessary, not a failure.
How to decide whether a relationship can end amicably, with caution, or requires safety-first action.
Practical ways to end relationships safely, depending on the level of risk.
How to support someone else experiencing relationship breakdown or abuse without making things worse.
Year 11 – Long-Term Relationships and Ethical Behaviour
Students learn:
Why the beginning of relationships feels exciting and intense.
That early relationship excitement is linked to brain chemistry and novelty.
What the honeymoon stage is and why it exists.
Why the honeymoon stage naturally ends over time.
What the power struggle stage is and what happens during it.
Why relationships must pass through the power struggle stage to develop healthily.
That many relationships end at the power struggle stage due to lack of skills, not lack of care.
The transferable skills needed to move through this stage successfully.
That long-term healthy relationships rely on emotional intelligence and communication, not constant excitement.
Common ethical issues that arise in long-term relationships and why they matter.
Request for Local Business Support - VEX Robotics
Dear parents,
The CCF Design and Technology department is very keen to continue to support our students as they dive into the world of VEX Robotics—a hands-on, future-focused program that teaches teamwork, creativity, and real-world engineering skills.
As interest continues to grow, we are hoping to expand our small stock of resources currently available to our students. The aim is to enable students to fully explore robotics, develop their technical abilities, and even take part in local and national VEX competitions. These opportunities not only ignite passion for STEM, but also help students build confidence, leadership, and problem-solving skills that will carry them into their futures.
To make this possible, we are reaching out to our local business community for support. Donations—big or small—will directly help us purchase additional robotics kits, competition parts, tools, and maintenance supplies. Every contribution makes a meaningful difference and helps open doors for students who are eager to learn, experiment, and achieve great things.
If you or your business would like to support our growing robotics program, we would be incredibly grateful. We are also happy to acknowledge sponsors in our school newsletters, displays, and competition materials as a thank-you for helping our students.
Thank you for taking the time to read and for considering support of this exciting journey. With your help, we can give our students the opportunity to build, innovate, and proudly represent our community at the highest levels.
In you wish to support us or to get involved, please contact Mr Scullion via email to info@ccfplus.com.
STEM Futures- Year 10 & 12 Programmes
Careers information:
For students of Black heritage interested in studying STEM.
A multi-year programme of activities and support for students of Black heritage who are interested in studying STEM.
STEM Futures has been developed to support students discover the wide range of subjects within STEM studies and support them with the university application process. Students can join the programme in Year 10 or Year 12.
Students will take part in subject-specific workshops linked to the STEM subjects they are studying at GCSE or A Level. They will also join a range of engaging personal development sessions focused on exam preparation and communication skills designed to help students feel more confident about their future in STEM.
Events run in-person so applicants need to live in London to be able to commute to South Kensington Campus.
Applications are open and will close on Monday 9 February 2026 for Year 10 and Monday 12 January 2026 for Year 12.
You can find more information here:
Reminder: Year 9 Senior Booster Consent Link & Information
Dear Parent/Guardian,
Your Year 9 child is now due for their routine childhood vaccinations. These vaccinations form part of the national immunisation schedule and are recorded in your child’s Personal Child Health Record (Red book, if born in the UK)
E-Consent Click here to complete https://ncl.schoolvaccination.uk/dtp/2025/Barnet
These vaccinations will be taking place on January 23rd 2026.
In Year 9, two vaccines are offered:
Diptheria, Tetanus, and Polio (DTP) booster
Meningitis ACWY (MenACWY) vaccination
Your child will have received four doses of the DTP as a baby at 8, 12, and 16 weeks old. The Year 9 booster is the fifth and final dose, providing protection throughout adulthood. This vaccine protects against serious diseases that can cause breathing difficulties, nerve damage, muscle stiffness, and paralysis.
The MenACWY vaccine protects against four strains of the meningococcal bacteria which can lead to meningitis and septicaemia (blood poisoning). Meningitis causes dangerous swelling of the lining of the brain and spinal cord and can result in life-changing complications such as brain damage, amputations, and memory loss. Both meningitis and septicaemia are life-threatening but can be prevented through vaccination.
An information leaflet and the e-consent link are attached. Please complete the e-consent form to tell us whether you do or do not want your child to receive these vaccines. A form must be completed for both “yes” and “no” responses. If we do not receive a completed form, a member of the immunisation team will contact you by phone to complete it verbally.
E-Consent Click here to complete https://ncl.schoolvaccination.uk/dtp/2025/Barnet
If you have any questions, please contact the immunisations team at barnet@v-uk.co.uk”
Please note, the link in the cover letter, says it is for 2024, but it will still allow parents to complete a form for this round of vaccinations for the 2025-26 year.
We do not need a class list as we have your class list for Year 9 students from the Flu programme. If you have not yet sent your class list, please can you do this ASAP. Government guidance states that schools have a lawful basis to share parent contact details with the SAIS team. Further guidance can be found here -> https://www.gov.uk/guidance/data-protection-in-schools/sharing-personal-data
And finally, if you have not yet confirmed your dates for the Year 9 vaccinations, please can you do also do this ASAP.
Thank you.
Kind Regards,
Tom French | Data Administrator
Enfield and Barnet School Aged Immunisation Team
BARNET 2025 TdIPV and Meningitis ACWY + FAQs (7).pdfReminder: Elevate - Opportunity for Parents and Carers
Elevate Letter 28-11-25.docxReport abuse