Vision, Values & Aims
At Rosehill, the pupils and their needs always come first! We have the highest aspirations for all learners who are able to enjoy learning in a safe and inclusive environment. We understand how important it is to work together as a community to help the pupils achieve their best in all aspects of school life. Therefore, we pride ourselves on providing a warm, happy and caring school environment, that is conducive to learning.
To provide a specialist provision that enables every learner to achieve the best possible outcomes in learning, social and emotional wellbeing, in order to fulfil their true potential and participate fully in society.
At Rosehill School, 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.
We strive to create an inclusive learning experience and we truly believe that every learner is valued and is enabled to achieve the highest levels possible.
We place great importance on building positive relationships and creating a happy and exciting learning environment in order to support the ‘whole child’. We believe this approach is necessary to ensure that children and young people on the autism spectrum learn well, and grow and learn in their relationships, identity, emotional understanding, and overall well-being.
This can be summed up by our school motto - ‘Caring about Learning, Learning about Caring’.
By offering a broad and balanced curriculum with a focus on developing communication, social understanding, independence, skills for living and skills for life, we ensure each learner can excel and reach their full potential, so that they are:
- Able to be successful learners
- Proud of all their achievements
- Able to communicate as confident individuals and interact with the people around them
- Able to make good choices and express their needs and aspirations
- Able to stay safe and healthy as responsible citizens
- Empowered to be active members of the school community and life beyond the school
- Well equipped and prepared for the next stage in their life (e.g. work experience, transitions to new services, preparation for adulthood)
Recognise our personal achievements and reach our potential
Overcome our barriers to learning
Succeed in our aspirations and be safe and healthy
Enjoy school, have fun and make good friendships
Help and care for others and be active citizens
Interact and communicate positively with others
Learn well today and every day and prepare well for our futures
Live fulfilling lives and look forward to tomorrow
- To acknowledge the uniqueness of all pupils and members of the school community
- To ensure equality opportunities for all pupils and staff
- To provide a friendly, happy and secure learning environment where good behaviour is promoted and attitudes to learning are positive
- To keep all pupils safe from physical and emotional harm
- Provide teaching and learning of the highest quality
- Personalise learning opportunities to take account of the needs of each individual so that pupils can increase their knowledge, understanding and skills
- To encourage pupils to have aspirational goals and to pursue personal interests; to use pupil voice to make choices and decisions so they can contribute positively to society
- To promote confidence, resilience and responsibility
- Equip pupils with effective communication and life skills, thus using positive behaviour and self-regulation
- Support pupils’ physical, mental, social, moral, spiritual and cultural needs (SMSC)
- To promote independence and development of ‘readiness’ for transition
- To maximise engagement in learning through a broad, balanced and creative curriculum relevant to pupils with autism delivered through ‘small steps’ and personalised learning targets
- Enrich pupils’ learning through community visits and cultural experiences (Cultural Capital)
- The development of the 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 and Anti-Bullying
- To build positive relationships with parents and carers and encourage a partnership between home and school
- Achieve the best outcomes for all
Fundamental to the school’s strong mission 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:
- Meeting the wide and varying needs of the pupils with autism attending the school (understanding each child’s unique profile -personality, differences, strengths, preferences, challenges)
- Providing a curriculum that engages pupils’ interest and is used to promote the highest levels of safeguarding
- Individual curriculum plans which combine EYFS and National Curriculum principles, Autism Education Trust Progression Framework, qualifications, 16-19 programmes of study and careers guidance, with creative and innovation approaches to teaching and learning
- Structured timetables which provide appropriate challenge and flexibility
- Individual teaching, small groups and whole class sessions where pupils can benefit from interaction with peers and develop skills required to engage effectively within a group
- Modified class bases catering for stage and age developmental needs, for example, learning zones in the Primary School, individual work rooms in the Middle School and shared independent living areas in the Upper School
- Shared facilities such as the Multi Immersive Learning Environment (MILE), PE hall, dance studio, art studio, OT room and the café which support physical, social and emotional wellbeing and Work-Related Learning experiences
- Providing rich and varied experiences, which enables them to become resilient and confident individuals
- Ensuring that all pupils can access the curriculum well, by establishing clear methods for assessment and monitoring to inform future planning. An inclusive whole school approach to self-evaluation and school development planning; creating a culture of continuous improvement and forward thinking
- Leaders having a strategic, long-term commitment to sustaining high standards and consistently checking implementation of the curriculum to ensure teaching and learning result is an excellent outcome for all learners
- A programme of off-site visits and cultural experiences which provide opportunities for broader experiences, including generalisation of communication and behavioural skills vital for successful integration into and enjoyment of the wider community
- Carefully planned 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; accredited learning, qualifications, work experience, WRL and enhanced opportunities e.g. The National Citizenship Programme)
- Comprehensively trained staff who promote continuous professional development
- Close liaison and positive partnerships with parents and carers
- Collaborating with other specialists, educational providers and extended agencies such as; Speech and Language Therapists, Family Support Workers, Social Care, Educational Psychologists, Health Practitioners, Occupational Therapists, Continence Services, Transition Coordinators and Respite Providers, SEN Teams, Nottingham Schools Trust schools, Nottingham City special schools and similar schools nationally etc
- At Rosehill School, the pupils and their needs always come first!