Social / Pastoral Curriculum


At Roselyn House School, we believe:


  1. That life at Roselyn House School is special.


  1. That each student should be differentiated individually and Social Emotional and Behavioural Difficulties addressed.


  1. That the ethos and general philosophy should be flexible and versatile within “obvious” parameters.


  1. That attempts should be made, on a proactive basis, to identify all potential problems and avoid their escalation through addressing issues physically, emotionally and socially.
  2. This behaviour will be recognised as an act associated with judgement, and based on the premise INSET will be a major element in educating and informing all staff on a regular basis.




  1. To develop positive relationships between student and student/staff and student.


  1. To identify difficulties and provide strategies to overcome them.


  1. To provide positive experiences and reward students.


  1. To allow students to develop a sense of self.
  2. To foster a sense of ownership towards the school and all that is in it.


  1. To develop self-esteem and self-worth.





  1. All staff will be trained in TEAM TEACH, physical intervention and                de-escalation techniques.


  1. The school will operate a simple behaviour identification system where children will be assessed by staff (some self-monitored) and, through negotiation, rewards and sanctions will result dependant on performance.


  1. To identify the more specific behavioural issues, each child will have an objectively created profile based on ‘baseline observations’ by staff.  From this, target areas will be identified within a development meeting (comprising of teachers, learning support assistants and senior members of staff) and time-limited attempts will be made to change behaviour (i.e. increase/reduce, develop/eliminate or reinforce).


  1. There should be flexibility within the system in order to meet the needs of the individual young person.


  1. Any young people who are identified as needing more specific counselling of an intensive psychological or psychiatric nature will be referred to the relevant professional and an additional fee may be charged for this.


  1. Students and staff will be reminded to focus on respect for each other and the need to develop positive relationships.  All people within the community of the school will be expected to celebrate and share in individual/group achievements.




  • All prospective students will be formally interviewed within the school by senior staff and others.  They will be allowed the opportunity to sample the school and communicate with students while at the interview in order to assess the mutual value of the placement, particularly with reference to meeting their needs within the existing population.


  • Students will have a baseline assessment completed within six weeks of placement starting, where there will be behavioural assessment and area of need identified.  These will then be updated on a termly basis.  They will look at behaviour in the classroom and in the social times of the day, opinion of self, self-esteem, ability to form appropriate relationships, etc.


  • Each young person will be assigned a Learning Support Assistant to work as a Mentor, who will meet for 35 minutes each fortnight in order to follow a programme of pastoral support and development designed to meet the needs of the individual.


  • A young person may be assigned a ‘Peer Mentor’ who may assist with learning support or social development.


  • Additional time or support from outside agencies may be required and will be made available as appropriate.  (This may be at a negotiated additional fee).


  • A Therapeutic input to the curriculum will be made available.
  • Inclusive/Community opportunities will be introduced through College placements, extended Work Experience programmes and Community projects.


  • Young people will have the opportunity to access a Young Peoples Service Advisor.


  • Work will be done on emotional literacy and each student encouraged to understand why they may feel a certain way.


  • The policy of the school is that all students will be assisted to achieve independence in the community in the following ways:


  • To develop self-awareness, self-respect, self-motivation and self-discipline and an awareness of and respect for others.


  • To acquire understanding of the social, economical and political order of a reasoned set of attitudes, value and beliefs.


  • To develop qualities of mind, body and spiritual feeling and imagination.


  • To appreciate human achievements in Art, Literature, Music, Science, and Technology.


  • The final aspect is the concept of humour.  This is never to be underestimated both in terms of value and harm.




The intention is that life at Roselyn House School will be a rewarding experience, where students will enjoy learning more about themselves, others and the world in which we live.  They will feel supported and confident to move forward to a “positive future and life” post school.


Date Policy Reviewed: December 2012