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Rosehill School

"Caring about learning, learning about caring"

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Class 5 (Pentagon)

Hello and welcome to Class 5 - Pentagon!


Welcome to our class page; we have 8 Key Stage 2 children in Class 5 - Pentagon; Years 4, 5 and 1 year 7!.

All the children in Class 5 – Pentagon 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 – Pentagon is staffed with 1 Teacher and  Teaching Assistants, including specialist sports coach.

We work together closely; communication is paramount.


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


TA – Level 3



Other adults

Midday supervisor




(All week)



(Monday, Tuesday + Thursday, Friday)









(All week)



(All week)




Emma - Sports coach

(Tuesday am)



(All week)



(All week)



Important days for Class 5 - Pentagon:

Tuesday (am): PE

Tuesday (pm): Enrichment

Meet Class 5 - Guards Teaching Team:

Meet some of Class 5 - Pentagon pupils:

Our classroom environment


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

  • Group zone – for whole group ‘circle’ activities including ‘hello’ group, some curriculum lesson and ‘transition times’
  • 1 work room for small group work sessions
  • 1 reading room for children to read and explore books with an adult
  • 2 learning zones – 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.


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.

Look at some of what we've been upto ...

Please take a look at our Half Termly Topic Webs and Timetables (2020/2021:

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

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