Message from Headteacher
On behalf of the staff, pupils and governors I would like to welcome you to Rosehill School. I hope that this website will begin to help you see what our wonderful school can offer your family. I feel very privileged to be introducing myself as Headteacher. I have worked here for over fourteen years, three years of which I spent as Deputy Headteacher. The positive, warm atmosphere and constant drive for improvement at Rosehill makes it a very special place. Your child will be placed at the heart of everything we do. Our team of staff are skilled, hardworking and committed to developing the whole child, not just academic ability. We recognise that success for every child will be different and we celebrate this in numerous ways. Achievement and good behaviour are encouraged using a positive approach.
We know how valuable each day at school is, so we want all of our pupils to be happy, safe and to access an exciting, broad curriculum. Some of our most recent developments include our Post 16 pupils running a school café, our Enrichment Curriculum offer and investment in Intensive Interaction and Rebound Therapy training for staff. We aim to extend opportunities outside of school in sport, the arts and work related learning, for those students that it is appropriate for. So far this year, we have established our new Student Council and our Primary Parliament group as well as linking with local mainstream schools for the Garcia Arts project.
We have a stunning new building that we moved into in 2011. We pride ourselves in the facilities that include specialist sensory areas, a dance studio, art studio, Science LAB_13 and training kitchen. We also have a PE hall and a Multi Interactive Learning Enrichment (The MILE).
We aim to work closely with families; you are welcome to come into school at any time to discuss any issues. You know your child best and we believe that working together is the best way. Home school diaries, home visits and social events are all part of this partnership.
In November 2017 we had our fifth, consecutive Outstanding Ofsted inspection which highly commended the work that we do. If there is anything else you need to know then please contact us. We love our school and we hope that you will too!
Cheryl Steele - Headteacher
Vision Statement - ‘Caring about learning, learning about caring’
At Rosehill we ensure every child is part of our safe, caring, respectful and vibrant community where every child is provided with diverse opportunities and high quality teaching and learning. By offering rich and varied experiences with a focus on effective communication, independence, skills for living and skills for life and by preparing them for adulthood, we ensure each child can excel and reach their full potential. We work in partnership with parents, carers, children’s and adult’s services and many additional extended services to get this support just right to ensure a young person’s long term aspirations build and grow, supporting their journey.
We will deliver the best possible provision for our pupils through a combination of:
At Rosehill School the pupils and their needs always come first!
Introduction to Rosehill
May we offer all visitors a warm welcome to Rosehill School’s web-site. This web-site has been designed to give you a glimpse into the life of our school and show how hard our highly skilled staff team and pupils work to underpin our drive for ensuring the best outcomes for our learners. The school vision statement above has been co-produced in partnership with our whole school community and this encompasses our shared values for our learners to strive to create a destination led learning experience, to ensure all our pupils have maximum life chances whilst being supported to develop their personal skills and to be informed through transition to enter adult life successfully.
Regardless of the school setting, we always strive to ensure our pupils’ learning and wellbeing needs are at the very centre of everything we do. We truly believe that every learner is valued and is enabled to achieve the highest levels possible. This was recognised in our last Ofsted inspection report when we were judged as outstanding.
We work very closely with parents/carers and extended services and always aim to provide a happy and stimulating environment.
Our whole school curriculum and school environment reflects the commitment made to ensure British Values and Social, Moral Spiritual and Cultural aspects and Prevent Strategies. Every aspect of the school curriculum and school environment is reflective of the individual learning needs (and continues to be developed to ensure a balanced curriculum structure is in place). Pupils' are recognised as individual learners where exceptional achievement enables them to improve opportunities and outcomes of their life beyond school.. This is supported by families/carers, friends, employees and professionals beyond the school setting as demonstrated through feedback to school (What Others Say About us).
The school is designed with very clearly defined safe, calm classroom bases with individual areas to meet children’s needs. From these bases pupils circulate around the school to engage in more specific learning areas leading ultimately to a more life skills based and independent curriculum. The circulation, movement and integration of pupils around the school is central to the overall vision of developing independence, preparing our learners for adulthood.
The development of Balance Rooms reflects the work we have undertaken with our Occupational Therapists over the past few year which has helped the development of specific sensory regulation spaces within each class area and in the school that can be used for a variety of purposes to support pupils throughout the day. These rooms are typically smaller in size, with the ability to change the physical environment of the room and the items in the room to suit individual needs. A key purpose of balance rooms is to promote pupils’ self-regulation of their sensory and emotional health & well-being. This includes effective communication and curriculum participation.
More About Rosehill
Rosehill School is situated on St Matthias Road, St Ann’s in the city of Nottingham. We are sited very close to the centre of Nottingham, partly within a business area and partly residential. We are a community special school maintained by the Nottingham City Local Authority for boys and girls aged 4 -19. We provide day education for children and young people with autistic spectrum conditions whose learning challenges are best served in a special school setting. Currently, there are 110 pupils on roll. Rosehill School has been specialist provision for pupils with autism since 1980. The school caters for the needs of pupils with a wide range of abilities and differences associated with the spectrum of autism. We provide a broad and balanced education enabling pupils to achieve their full academic and social potential and preparing them for adult life. The Ofsted report of November 2017 awarded the school as outstanding in all areas.
Pupils who attend Rosehill School will all have been diagnosed as having an autism spectrum condition. The nature of these difficulties is best described by The Autism Education Trust (http://www.autismeducationtrust.org.uk/About-AET/What-is-Autism.aspx).
What is autism?
Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them. Without the right support, it can have a profound – sometimes devastating – effect on individuals and families. It is a spectrum condition, which means that, while all people with autism share three main areas of difficulty, their condition will affect them in different ways. Some people with autism are able to live independent lives but others may need a lifetime of specialist support.
What do people with autism generally experience difficulty with?
Social interaction - This includes recognising and understanding other people’s feelings and managing their own. Not understanding how to interact with other people can make it hard to form friendships.
Social communication - This includes using and understanding verbal and non-verbal language, such as gestures, facial expressions and tone of voice.
Social imagination - This includes the ability to understand and predict other people’s intentions and behaviour and to imagine situations outside of their own routine. This may be accompanied by a narrow repetitive range of activities.
People with Asperger syndrome generally have fewer problems with speech, although they may still have trouble understanding some forms of speech such as metaphors, People with Asperger syndrome are often of average, or above average, intelligence and do not usually have the accompanying learning disabilities associated with autism, but they may have specific learning difficulties such as dyslexia and dyspraxia or other conditions such as attention deficit hyperactivity disorder (ADHD) and epilepsy.
What are the other characteristics of autism?
Need for routine and difficulty with change - The world can seem a very unpredictable and confusing place to people with autism, who often have a narrow, repetitive range of activities and may prefer to have a fixed daily routine so that they know what is going to happen every day. People with autism may not be comfortable with the idea of change, but can cope well if they are prepared for it in advance.
Adherence to rules - It can be difficult for a person with autism to take a different approach to something once they have been taught the ‘right’ way to do it.
Sensory issues - People with autism may experience some form of sensory sensitivity which can appear in one or more of the five senses – sight, sound, smell, touch and taste. A person’s senses may be intensified (hyper-sensitive) or under-sensitive (hypo-sensitive). People with sensory sensitivity may also find it harder to use their body awareness system. This system tells us where our bodies are, so for those with reduced body awareness, it can be harder to navigate rooms avoiding obstructions, stand at an appropriate distance from other people and carry out ‘fine motor’ tasks such as tying shoelaces.
Special interests - Many people with autism have intense special interests, often from a fairly young age. These can change over time or be lifelong, and can be anything from art or music, to trains or computers.
Learning disabilities - Some people with autism may have learning disabilities, meaning that they may not learn things as quickly as other people. As with autism, people can have different ‘degrees’ of learning disability. A learning disability can affect all aspects of someone’s life: from studying in school, to learning how to wash or make a meal.
It is important to remember that the degree, or severity, of autism will vary for each pupil. It can also affect pupils across the whole range of intellectual ability. The majority of pupils with autism will have additional learning difficulties. The nature of these disabilities has implications for each pupil's teaching and learning. As a highly specialist school it is essential that we recognise these implications and attempt to address them giving careful consideration to what we teach (curriculum content), how we teach (teaching styles and approaches) and where we teach (context for teaching and learning).
At the same time as recognising the special needs and difficulties that are shared by pupils with an ASD it is essential that we keep to the forefront of our minds the individuality of each pupil. If there is one thing that we should strive to see as the hallmark of Rosehill School it should be the flexibility to devise a highly individualised programme of learning and experiences for each pupil. This needs to take account of their particular strengths, interests, needs and choices.
Our overall aim at Rosehill School is to ensure that children and young people are effectively safeguarded from any potential risk of harm and that the safety and wellbeing of the children and young people is of the highest priority in all aspects of the school’s work. We ensure that all members of the school community are aware of their responsibilities in relation to safeguarding and child protection and fully support the school’s commitment to safeguarding and child protection.
Keeping Children Safe in Education - Childcare Disqualification Requirements
The Department of Education has published further advice in relation to Keeping Children Safe in Education (September 2016). The guidance emphasises disqualification by association i.e. the requirement for staff to provide relevant information about a person who lives in the same household as them.
Rosehill School Designated Safeguarding Leads
Cheryl Steele - Headteacher
Charlotte Turner - Safeguarding Lead
Claire Waldrom - Acting Deputy Headteacher
Kathryn Barnicott - Acting Assistant Head