Tom

Post-16

Thomas is a big fan of 80s music, is very sociable and loves to talk to people – especially about their families. He’s 17 and joined St Rose’s in year 8. He had previously been in a mainstream school. He has cerebral palsy and since coming to St Rose’s has been diagnosed as having ASD.

Collaborative work between education and therapy staff at St Rose’s enabled a structured routine to be put in place to help Thomas make the adjustment to a new school and understand new boundaries. This included a visual timetable, signing across all areas, timers and a clear reward system. Thomas took a little time to settle into St Rose’s but with the dedicated work of the staff team, working closely with his family and external professionals, he has thrived. Thomas has gained many AQA unit awards in the core subjects of English and Maths, as well as creative subjects. We continue to prepare Thomas for any change, and use a range of techniques, such as social-style stories when planning a day out.

Thomas has developed his independence beyond that imaginable when he first arrived. He takes responsibility for aspects of his personal care, and after months of careful preparation and planning, with Thomas and his family, his first overnight stay was a complete success. He now stays over in our residential centre once a week and looks forward to it – and wants more!

There are aspects of his health which the staff team, supported by our qualified nurses, manage, including extreme allergies and being PEG fed. Thomas is a very effective communicator – and uses a combination of signing and a communication aid. He’s very creative too: when he doesn’t know a sign he makes them up and everyone gets the message!

Edu

Education

St Rose’s aims to provide a broad and balanced curriculum that offers stimulating opportunities appropriate to the needs of our students.

 

Therapy1

Therapy

A team of experienced therapists are employed directly by the school to work alongside education and care staff. Collaborative therapy and sharing that knowledge is integral to the work of our school.

Care1

Care

When a child or young person is happy, they have the best chance of progressing and achieving their goals. Ensuring that your child’s emotional needs are met is as important as their physical requirements.