The school has been part of the multi-academy trust, United Learning, since 2012. The board of trustees carries out all statutory duties but delegates day-to-day responsibility to local governing bodies. This school’s governing body has a chair and six other governors. The school has the Unicef level 2 (Gold) Rights Respecting award, one of only nine schools in the country at this level. The United Nations International Children’s Emergency Fund was set up in 1946. In 1950, its mandate was broadened to address the long-term needs of children and women in developing countries everywhere. Unicef became a permanent part of the United Nations system in 1953, when its name was Inspection report: The Regis School, 31 October–1 November 2017 Page 10 of 14 shortened to the United Nations Children’s Fund but it retained its original acronym. It does not receive any funding from the United Nations. The United Nations Convention on the Rights of the Child (UNCRC) is a legally-binding international agreement setting out the civil, political, economic, social and cultural rights of every child, regardless of their race, religion or abilities. It came into force in the UK in January 1992. The convention has 54 articles that cover all aspects of a child’s life. The school is larger than the average-sized secondary school with a sixth form. The number of pupils in Years 7 to 9 has increased since the previous inspection. The proportion of pupils who have special educational needs and/or disabilities is average, although it fluctuates between 10% and 18% in different years. The school hosts a local-authority-funded specialist-resource base for up to eight pupils who have an education, health and care plan. Staff in the base (with nine pupils at present), and the special educational needs department, support pupils with needs related to speech and language, mental health and autism, and social and emotional issues. Pupils who have particular mental and/or physical-health needs work full-time or parttime in the ‘Gateway’ centre. Pupils who do not behave well in a lesson go to ‘the study’. For pupils needing a period of time to reflect on their behaviour and learning, a ‘Right2Education’ room has been established. A small number of pupils study off site when this is best for their learning and personal needs. At Chichester College, a few key stage 4 pupils study a ‘fresh start’ course or attend one day a week. Another small group of mostly key stage 4 pupils attends the West Sussex Alternative Provision College for behaviour-medical reasons. In addition to teaching support assistants and other support staff, the school employs full-time staff including an education welfare officer, a counsellor, a health manager and a specialist teacher and mentor for pupils who speak English as an additional language. The proportion of disadvantaged pupils is average but varies considerably between years, for example, just under one in four pupils is eligible for additional funding in Year 7 with just over one in three pupils eligible in Year 9. Each year, around half of Year 7 pupils qualify for catch-up funding, which is for pupils who did not attain the expected standards in English and/or mathematics at the end of primary school. The number of children looked after is high compared to most secondary schools. The majority of pupils and students are White British with very small proportions from a wide range of different, often east European, ethnic minority backgrounds. About 15% of pupils speak English as an additional language. The proportion of pupils who enter or leave the school during Years 7 to 11 is above that seen nationally. The school meets requirements on the publication of specified information on its website and complies with Department for Education guidance on what academies should publish. The school met the 2016 government floor standards, which set the minimum Inspection report: The Regis School, 31 October–1 November 2017 Page 11 of 14 expectations for pupils’ attainment and progress.