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Class 5 (Guards)

Hello and welcome to Class 5 - Guards!


Welcome to our class page; we have 8 Key Stage 2 children in Class 5 - Robins; Years 4 and 5.

All the children in Class 5 – Guards have Autism and associated learning difficulties, in four main areas:

  1. Communication
  2. Imagination
  3. Social interaction
  4. Sensory Regulation



Like most other classes at Rosehill Class 5 – Robins is staffed with 1 Teacher and 3 Teaching Assistants and PPA cover.

We work together closely; communication is paramount.


See the timetable below as to what staff are in class on which day:


TA – Level 3



Intervention TA

Midday supervisor




(All week)



(Monday, Tuesday + Wednesday)




(All week)



(Monday, Tuesday + Wednesday)

(All week 9.00 - 12.00)



(All week)



Important days for Class 5 - Guards:

Monday (am): PE

Monday (pm): Enrichment

Tuesday (alternate weeks): Minibus - Community Skills, Minibus 

Meet Class 5 - Guards Teaching Team:

Katie Tomlinson - Class Teacher
Di - Level 3 TA
Kirstin - TA
Karen - TA
Gladys - Intervention TA
Sophia - TA
Sally - Midday supervisor

Meet some of Class 5 - Guards pupils:

Our classroom environment


Like the other classes at Rosehill we have a suite of rooms, each with a specific purpose:

  • Group room – for whole group ‘circle’ activities including ‘hello’ group, some curriculum lesson and ‘transition times’
  • 2 work rooms for small group work sessions.
  • 2 activity rooms – for curriculum lessons as well as painting, craft activities, messy play, construction toys etc.

Also used for snack time.

  • 1 balance room – an environment where pupils can relax and take a little time to themselves, interact and communicate with staff or enjoy the equipment on offer.
  • We also have an enclosed outside area for outdoor play.
  • We also have some toilet cubicles, urinals and a Personal care room, which is shared with Class 6 – Thrones.


By structuring our classroom environment, we can reduce the anxiety many of the children experience as a result of being unsure of what is expected of them or what will come next. For instance, they know the type of activities to expect when in the group area and they know our expectations of them e.g. they are expected to sit on their chairs. They are 'cued' into an activity by physically moving to the appropriate area.


This structure extends to our timetable which, although not the same each day, has certain fixed 'points of reference', such as morning 'hello' group, snack time, dinner time, afternoon group. We use a symbolic timetable to give the children a clear visual sequence of their day. Once we have this structure in place, we can introduce gradual variations so that the children become better able to cope with unexpected changes and new experiences.

Super Scientists: we watched grapes dance and M&Ms make rainbows

We enjoyed learnng about guinea pigs; what they eat, where they live, what they look like and the sounds they make...

We made Chocolate cornflake cakes and decorated biscuits for Children in Need...

Please take a look at our Half Termly Topic Webs and Timetables (2019/2020):

2019/2020 Letters for Parent/Carers:

Please get in touch with Katie, if you have any questions etc: