Policies & Information

Safeguarding Policies


Safeguarding Adults with Care and Support Needs

More information on safeguarding can be found at the Catholic Safeguarding Advisory Service.

Staff Policies

Staff Behaviour and Code of Conduct

Safer Recruitment

Safer Recruitment policy and procedure

SEN Policy

SEN Policy

Data Retention Policy

Information and Records Retention Policy

Compliments and Complaints Policy and Procedure

Compliments and Complaints policy and procedure

E Safety Policy




Behaviour Management Policy

Behaviour Management

Charging Policy

Charging Policy

Personal and Social Development Curriculum

Overview Curriculum for PSD

Privacy Notices

Parent Privacy Notice for Students

Parent Privacy Notice

Student Privacy Notice

Staff Privacy Notice

Pupil Premium

St Rose’s School received the following funding for Pupil Premium:

Financial Year 2015/16: £1320 Financial Year 2016/17: £935

The government believes that the Pupil Premium, in addition to main school funding, is the best way to address the current underlying inequalities between children in care (CIC) and children eligible for free school meals (FSM), and their peers, by ensuring that additional funding to tackle financial disadvantages is directed at the students who need it most.

Pupil Premium is allocated to schools and is clearly identifiable. Schools are free to spend the Pupil Premium as they see fit. However, they are accountable as to how the funding has been used and what positive impacts it has had on children’s educational outcomes.


St Rose’s School receives Pupil Premium for one student. The progress results for this student are shown:

2015/16 Target 2015/16 Result 2016/17 Target 2016/17 Result
Mathematics P7.6 P8.2 P8.6 P8.6
English P8.8 P8.8 1C.4 1C.4



Through discussions and targeted meetings between class teachers, teaching assistants, parents, therapists and other educational and health professionals we have created a bespoke package of support based on educational need.

A strong focus has been placed on literacy and numeracy, and close analysis of progress using classroom observations and data analysis, has identified areas for development and teaching strategies designed to ensure progress. Additional speech and language input from a qualified therapist has been put in place, and teaching is enhanced through the use of I-pads, touch screen technology and other resources to engage students in their learning.

In 2015/16 Pupil Premium was used to:

  • Fund a communication aid PODD (Pragmatic Organisation Dynamic Display)
  • Fund a microphone and amplifier to help the student with his communication
  • Fund a course on Literacy and Numeracy to improve teaching
  • Fund additional Literacy and Numeracy resources

In 2016/17 Pupil Premium has been used to:

  • Fund Sensory Integration training
  • Fund Sensory Integration equipment to support students to be ready to learn
  • Additional resources to support students, such as ICT switches and bespoke equipment
  • A tray to support student with learning activities
  • Time to take a teacher off timetable in order to peer observe Numeracy and Literacy lessons; to visit an external school setting to observe a communication lesson using high tech communication aids; observation of an internal phonics lesson
  • Time for teacher to assess literacy development and baseline for phonics
  • Music therapy
  • VI advice and support given from an external advisor, and a perceptual vision assessment by our internal OT

More detailed information can be found on the Case Study for this pupil.

In 2017-18 Pupil Premium will be used to:

  • Fund resources for literacy and phonics
  • Fund a teacher to support phonics and assess pupil
  • Fund resources for numeracy


Sport Premium

The PE and sport premium is designed to help primary schools improve the quality of the PE and sport activities they offer their pupils.

We believe in a holistic approach to the development of sport and physical activity for all and encourage participation by removing barriers and offering opportunities to pupils to experience a range of sporting activities.

Our rationale for the spending of the funding is:

  • all children should benefit regardless of sporting ability
  • all children are given the opportunity to experience a variety of sports
  • all children are given the opportunity to flourish by removing barriers to participation
  • the children are given the best available coaching and tuition
  • a nominated member of staff should co-ordinate sporting activities to ensure continuity and a consistently good quality provision


In the academic year of September 2016 to August 2017 we received £1000

We spent our funding as follows:

  • Supporting the salary of a nominated member of staff to co-ordinate sporting activities
  • Organising after-school clubs and introducing new ones eg yoga, Zumba
  • Purchasing equipment for our outdoor play area
  • Contributing to the purchase of an outdoor accessible swing


  • Pupils continued to have opportunities to participate in activities that developed their health and physical and mental well being.
  • Students of all ages participated in yoga and Zumba activities and the feedback was positive from students and parents (see student and parent questionnaires).
  • Our new outdoor play area has enabled children and young people to have greater access to the outdoors at lunchtime and during the day with benefits for physical health and well being. The equipment has given new opportunities for learning and physical development.
  • The outdoor swing has given equality of opportunity for our students who are wheelchair users to experience a new physical and sensory experience.


In the academic year of September 2017 to August 2018 we expect to receive £2000

We intend to spend our funding as follows:

  • Supporting the salary of a nominated member of staff to co-ordinate sporting activities
  • Contributing to the purchase of an outdoor trampoline which will be accessible for wheelchair users
  • Improving the outdoor play area with art work and additional equipment
  • Hiring the local sports hall for our Sports and Adventure week to give our students the opportunity to ride specially adapted bikes


• Pupils have had opportunities to participate in different sports including riding specially adapted bikes, participating in swimming galas and sporting events locally with other special schools and gaining medals for their skills and participation.
• These activities improve pupils’ self esteem and have a very impact on their health and wellbeing which is very beneficial.
• Wheelchair users have benefited from being able to access a wheelchair trampoline in the outdoor area.
• The outdoor play area has been completed and additional features have been added which have benefited our pupils. These include artwork, sand and water play equipment, picnic tables which are wheelchair accessible and wheeled play vehicles for our KS1 and 2 pupils.
• Hiring the indoor skateboard park for our Sports week to use with students in wheelchairs.
• Funding a yoga teacher to attend PE sessions for some of our students and teaching them yoga adapted to their very specific physical needs. Pupils have been very positive about these sessions.

These improvements will be sustainable as we will continue to use equipment that has been purchased, attend sporting activities in the locality and give our pupils new experiences during Sports week. Money has been raised to purchase a specially adapted bike after our pupils used them at a special centre locally and this activity will therefore be more accessible to all the pupils.




Performance Evidence Matched Expected School Target 2015/16 20 students Above Expected School Target 2015/16

20 students

Target 2016/17 Matched or exceeded Expected School Target 2016/17

19 students

Above Expected School Target 2016/17

19 students

Target 2017/18
Mathematics achievement (All Key stages) 50% 25% 82% matched or exceeded 95% matched or exceeded 37% 97%
Language and Literacy achievement (All Key stages) 63% 25% 90% matched or exceeded 90% matched or exceeded 53% 92%
Language and Literacy SLD 67% 33% 100% matched or exceeded 100% matched or exceeded 25% 100%
Mathematics SLD 50% 50% 100% matched or exceeded 100% matched or exceeded 50% 100%
Language and Literacy PMLD 60% 20% 85% matched or exceeded 83% matched or exceeded 62% 85%
Mathematics PMLD 50% 10% 70% matched or exceeded 92% matched or exceeded 23% 94%


Performance Evidence Target 2015/16 Result 2015/16 Target 2016/17 Result 2016/17 Target 2017/18
Teaching and learning (good/outstanding) 100% 89% 100% 94% 100%
Number of male/female students (%) N/A 61%/39% N/A 63%/37% N/A
Complaints and resolutions N/A 0 N/A 0 N/A
Reportable serious student incidents N/A 0 N/A 0 N/A
Staff numbers (Teachers/TAs) N/A 21 N/A 26 N/A
Staff retention (TAs/Teachers) 82% 83% 84% 92% 92%
Staff sickness absence average days 3% 4.87% 4% 4.42% 4%
Student feedback School Council 97% positive 96% positive 100% positive 83% positive 100% positive
Parent Feedback (number returned 4 out of 10) 100% positive 98% positive 100% positive 94% positive 100% positive

In 2016/2017 SLD students performed very strongly against their targets, as we expected. PMLD students who are less likely to show linear progress due to their very complex health and cognitive needs performed slightly less strongly than SLD students against ambitious targets. There was no significant difference between the performance of males and females, and no significant difference between the achievement of different Key Stages, taking into account statistical significance of very small cohorts. Two assessment methods were piloted for PMLD students in 2016/2017, and in 2017/2018 PMLD students will be assessed using MAPP, whereas SLD students will be assessed using B Squared.









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




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.



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.