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About Rosehill - Welcome, Introduction, Vision & Aims

Welcome message and introduction to the School by the Headteacher


On behalf of the pupils, staff and governors I would like to welcome you to Rosehill School.


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. We are a community special school, maintained by Nottingham City Local Authority. We provide day education for children and young people with autism, aged 4 - 19, whose learning challenges are best served in a special school setting. The school caters for the needs of pupils with a wide range of abilities and differences associated with the spectrum of autism. Currently, there are 114 pupils on roll.


Rosehill School has been specialist provision for pupils with autism since 1980 and in 2009, the school was selected to be part of a Building Schools for the Future programme. By 2011, the school was fully refurbished and is completely unique in its design, as the builders and architects have produced a superb purpose-built school specifically planned to meet the needs of learners with autism. The site encapsulates the original open air nature of the school while providing 21st Century facilities with its eye firmly on the future. We pride ourselves in the facilities that include specialist sensory areas, a dance studio, PE hall, library, art studio, music room and training kitchens. We also have a Multi Interactive Learning Environment (MILE). 


I therefore feel very privileged to be introducing myself as Headteacher. I have worked at the school for over seventeen years, three years of which I spent as Deputy Headteacher. The positive, warm atmosphere and constant drive for improvement at Rosehill School 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 their 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 and promoted using a positive approach. The school vision statement below has been co-produced in partnership with our whole school community and this encompasses our shared values; to ensure each child can excel and reach their full potential and are very well equipped and prepared for the next stage of their education and for adulthood.


We provide a broad and balanced education enabling pupils to achieve their full academic and social potential. Our whole school curriculum and school environment reflects the commitment made to ensure Fundamental British Values (FBV), Social, Moral Spiritual and Cultural (SMSC) aspects and Prevent Duty 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).


We know how valuable each day at school is, so we want all of our pupils to be happy, safe and to access the creative, broad and balance curriculum we offer. Some of our most recent developments include our 'Dance makes maths memorable' project and 'Cultural diversity' work. We aim to extend opportunities outside of school in sport, the arts, cultural experiences such as visiting museums and libraries, work related learning, work experience and many other areas.


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 around Sensory Regulation and developing opportunities to promote Cultural Capital over the past few year which has helped the development of specific sensory spaces within each class area and in the school that can be used for a variety of purposes to support pupils learning and wellbeing throughout the day.

We work very closely with parents, carers and extended services and always aim to provide a happy and stimulating environment. We welcome parents and carers to come into school at any time to discuss issues. You know your child best and we believe that working together is the best way forward. Our home-school diaries, home visits and social events are all part of this partnership. We also run regular parents meetings, which are very informal sessions. We look forward to seeing as many of you as possible at these meetings. Everyone is welcome to bring along friends and family members if you wish.


In November 2017 we had our fifth, consecutive Outstanding Ofsted inspection where we were highly commended for 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  


For further information about Rosehill' s SEN Report please follow this link

Vision Statement


The vision of the school remains strong and focused on improving outcomes for every child at Rosehill, irrespective of their learning challenges. Following our whole school consultation in 2019 with pupils, parents/carers, staff, governors and extended services we have now co-produced our new Vision Statement, School Aims and Curriculum Offer.     


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 they are provided with diverse opportunities and high quality teaching and learning. By offering a broad and balanced curriculum with a focus on developing communication, independence, skills for living and skills for life, we ensure each child can excel and reach their full potential and are very well equipped and prepared for the next stage of their education and for adulthood.

School Aims


  • To acknowledge the uniqueness of all pupils and staff in school
  • To provide a meaningful, happy and secure learning environment in which pupils develop their abilities and make progress according to their individual needs
  • To forge positive working relationships with parents and carers and encourage a partnership between home and school, involving parents/carers in all aspects and stages of school life
  • Further development of personalised and individualised learning experiences so that pupils can increase their knowledge, understanding and skills in small progressive steps of achievement
  • To maximise engagement in learning opportunities through a broad, balanced and creative curriculum relevant to pupils with autism and associated learning needs
  • The broad, balanced and creative curriculum will be delivered through small steps and personal learning targets, thus improving overall development, self-esteem and motivation to relate to and engage with others around them
  • The promotion of independence and development of ‘readiness’ for transition
  • Equip pupils with effective communication and social communication skills, valuable life skills, positive behavioural skills and self-regulation
  • Further development of strategies to enable appropriate and effective relationships
  • To ensure pupils have a breadth of rich experience which supports generalisation of learning, the acquisition of life skills and promotes pupil voice
  • To encourage pupils to have aspirational goals and to pursue personal interests; to make choices and decisions so they can contribute positively to society; to have their skills and talents utilised beyond the school, building their journey towards adulthood
  • For young adults to promote confidence, responsibility, success and a positive attitude to adult life whilst developing life skills and opportunities for living a full life in the wider community
  • To ensure equality of opportunity for all, embracing everybody regardless of disability, gender, race, age or sexuality
  • The maintenance and further development of health and emotional well-being for all in the school community
  • To promote Relationships and Sex Education, PSHE and Citizenship, Fundamental British Values as part of SMSC, Cultural Capital, Anti-Bullying and mutual respect.


Fundamental to the school’s strong vision for ensuring the highest quality of education and care for pupils is its highly effective focus on developing a strong intent and implementation of the curriculum. We aim to do this by:


  •  Providing a broad and balanced curriculum that engages pupils’ interest and is used to promote the highest levels of safeguarding
  • Providing rich and varied experiences, which enables all learners to reach their potential and become resilient and confident individuals, in preparation for adulthood
  • Meeting the wide and varying needs of pupils with autism (understanding each child’s unique profile - personality, strengths, likes, dislikes and challenges)
  • Leaders having a strategic, long-term commitment to sustaining high standards and consistently checking implementation of the curriculum to ensure teaching and learning result in the highest level of outcomes for all learners. This includes high levels of accountability (leaders will be knowledgeable, proactive and ambitious) and subject knowledge remaining consistently strong across the school (teachers will be knowledgeable and skilled)
  • Ensuring that all pupils can access the curriculum well. Establishing clear methods to check what knowledge and skills pupils have gained as a result of the curriculum, against expectations, so that the teaching is progressive and informs future planning and assessment.   


We will deliver the best possible provision for our pupils through a combination of:


  • Comprehensively trained staff who offer unique teaching and learning experiences which support the differences of autism
  • Providing close liaison and partnership with parents and carers – Rosehill welcomes parents and carers into school to share discussions and support ‘home life’
  • Modified class bases catering for stage and age developmental needs, for example, learning zones in the primary department, individual work rooms in the middle school and shared independent living areas in the upper school
  • Shared facilities within the main core of the school which offer physical, social and emotional wellbeing experiences such as the Multi Interactive Learning Environment (MILE), PE hall, dance studio, art studio, OT room and the café
  • Closely monitored and continually tailored individual curriculum plans which combine the EYFS principles, National Curriculum and 16-19 programmes of study and careers guidance with creative and innovation approaches to teaching
  • Structured timetables which provide appropriate challenge and flexibility relating to stage and age of development
  • Individual teaching, small groups and whole class sessions where the pupils can benefit from interaction with peers and develop skills required to engage effectively within a group
  • Partnering with other specialists professionals such as; Speech and Language Therapists, Family Support Workers, Social Care, Educational Psychologists, Health Practitioners, Occupational Therapists, Continence Services, Transition Coordinators and Respite Providers
  • A programme of offsite activities, visits and cultural experiences providing many opportunities for broader experience and generalisation of communication and behavioural skills vital for successful integration into and enjoyment of the wider community
  • Carefully planned and aided transition into, across departments and when moving on from the school. In addition, appropriate extended provision, which supports the full extent of individual needs and interests are offered; Post-14 accredited learning, qualifications, work experience, work related learning and additional enhanced opportunities e.g. The National Citizenship Programme
  • Promoting continuous professional development for all staff in the school, to ensure that Rosehill School provides the best education and care for pupils with autism and additional complex needs
  • An inclusive whole school approach to self-evaluation and school development planning; creating a culture of continuous improvement and forward thinking
  • At Rosehill School, the pupils and their needs always come first!