Welcome message from the Headteacher
On behalf of the pupils, staff 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 child and family. I feel very privileged to be introducing myself as Headteacher. I have worked at the school for over sixteen 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.
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.
We have a stunning building that we moved into in 2011. We pride ourselves in the facilities that include specialist sensory areas, a dance studio, library, art , music room and training kitchens. We also have a PE hall and a Multi Interactive Learning Environment (MILE).
We aim to work closely with families; you are welcome 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
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.
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:
We will deliver the best possible provision for our pupils through a combination of:
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 opportnities 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 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). 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, 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 around Sensory Regulation 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. These rooms are typically smaller in size, with the ability to change the physical environment of the room and the resources 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 and 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. We are a community special school, maintained by Nottingham City Local Authority, for boys and girls aged 4 -19. We provide day education for children and young people with autism whose learning challenges are best served in a special school setting. Currently, there are 114 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, 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. 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 a person makes sense of the world around them. 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.
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 often 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 sensitivity/processing difficulties - People with autism may experience some form of sensory sensitivity or processing difficulties 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/processing difficulties 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 learning in school, to preparing a meal.
It is important to remember that the degree, or severity, of autism will vary for each pupil. It can also affect children and young people across the whole range of intellectual ability. The majority of children and young people at Rosehill School 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 autism it is essential that we keep to the forefront of our minds the individuality of each child. At Rosehill School, we devise a highly individualised programme of learning and experiences for each pupil. This takes account of their 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.
Rosehill School Designated Safeguarding Leads (DSLs)
Cheryl Steele - Headteacher
Claire Waldrom - Deputy Headteacher
Charlotte Turner - Designated Safeguarding Lead and Parent Liaison