At Rosehill School all staff are committed to providing high quality education for every pupil. We recognise that this will usually be best achieved when school staff work closely with parents/ carers, other professionals and all who are responsible for the care of the children who attend the school. Each profession has specific roles and responsibilities and works under different systems. Education is no different except that all children go to school, therefore, we often become a focal point for other professionals who may be involved in some way with individual children and, if cooperation is to be effective, it requires careful coordination and management. We believe cooperation is best achieved when respective tasks are clearly defined, roles and responsibilities are understood and the perceived requirements of individual professionals, pupils, parents and the school as a whole are correctly balanced. The main support services the school receives are:
Our Senior Leadership Team and teachers work with parents and carers in order to establish when the involvement of a specialist is necessary. Staff within the school are more than happy to discuss how this involvement works as not all pupils will be immediately referred to these services.
Sensory Programmes at Rosehill School
Our staff currently work to develop appropriate strategies to enable children to optimise their potential when carrying out activities of daily living. In this way, the child can feel a sense of achievement and control over their environment. Any intervention recommended by an external OT is provided through sensory diet programmes carried out by school staff.
The Sensory Programme this year has involved a number of interesting developments including Learning Walks conducted by the Deputy Head, staff (with knowledge and skills in sensory regulation) and pupils. As a result of a recent whole school consultation, we have introduced Balance Rooms, where throughout the school, there are rooms within each class area and in the school that can be used for a variety of purposes to support pupils. 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.