At St Rose’s we believe in education for all, without barriers. All students follow personalised learning programmes. St Rose’s has an inspiring environment where students can succeed at their individual level. We believe that learning can and should take place at any time throughout the day. We follow a broad and balanced curriculum which is appropriate to the needs of the individual. We have half termly topics which incorporate all subjects in a cross-curricular way. All learning is appropriately differentiated taking into account student needs.
We are a community where each person is encouraged to develop their potential. Students are proud of their achievements and enjoy their sense of belonging to St Rose’s family.
Great care is taken to manage the transition into St Rose’s whether that be from our own (or another) early years setting or for a student joining St Rose’s from another special school or resource-base attached to a mainstream school part-way through their primary of secondary schooling.
Classes are also grouped according to student need and approach to learning with specialist staff using a variety of methods in order to maximise progress. The classes are kept small in size with high staff: student ratio which we believe helps to create a nurturing and safe environment. Staff carry out regular and robust assessments of the students in order to plan individual outcomes and ensure that needs are met.
St Rose’s offers a safe and nurturing environment with a range of specialists working together to develop each individual student. A wide variety of therapy is offered alongside our education provision with therapy sessions taking place in class as appropriate. A multi-disciplinary team, comprising of the class teacher, therapists and teaching assistants, set challenging targets which will allow for individual achievement. We also offer the reassurance of 24 hour nursing support.
Our education staff are highly trained specialists, with many skills in working with a range of students. We carry out individual moving and handling plans, individual risk assessments, personalised health care plans and classroom risk assessments. Student progress and achievement is shared with parents in a range of ways. These include Individual Plans (a document which combines an Individual Education Plan and an Individual Therapy Plan); care plans; person-centred annual review meetings; parents’ consultations, written reports and a home-school communication book. All of these methods are designed to capture and report an holistic view of each student that allows us to celebrate progress in many areas – not just academic.
At St Rose’s we offer after school clubs which include Boccia, our own Scout group, rebound, social events such as disco’s and outings to access the wider community. We also visit mainstream and Special Needs school, and have links with other school communities. We have taken part in Music days, watched performances from other schools, invited other schools to our music proms and taken part in science afternoons.
We have a person centred approach to all of our annual reviews and EHC plan meetings to ensure that the student is the focus of all decisions and that appropriate support is offered to the family.
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.