Roselyn House School - What is Roselyn House School Like?

What Is Roselyn House School Like?

Roselyn House School was established in 2006 by the Directors, Miss Damerall and Miss Willacy who were also the Headteacher and Deputy Headteacher until 2025 when a new Headteacher was appointed and they assumed Executive roles.

Mr Birkenhead started at Roselyn House School as a Learning Support Assistant; progressing to Pastoral Support, Teacher, Deputy Head and now the Headteacher.

Along with skilled professionals the school offers a nurturing environment for young people with Social, Emotional and Mental Health Education and Health Care Plans.

We have proven experience working with students who have ADHD, ADD, Dyspraxia, Dyscalculia, Dyslexia, Aspergers, Autistic Spectrum Disorder, Oppositional Defiance Disorder, FASD, attachment / trauma issues, self-harm, and other Mental Health Disorders/Diagnosis.

We are split across sites within a 5 minute proximity.

The main School House is a 1920's built property with a range of original features, providing our Key stage 2 (year 6),3 and 4 students with a Safe and Calm Environment in which to develop. It is surrounded by gardens on all sides of the building; including an apple orchard, woodland and grassed play area.

Our 6th Form is the first floor of a small office building in Leyland and provides a modern, college type environment for our Key stage 5 students with training/ vocational and work placement opportunities in the local community.

Despite being situated two minutes from Junctions 28 and 29 of the M6, and Junction 2 of the M65, Roselyn House School is a quiet setting in which our students can feel relaxed and focused to learn. It provides the perfect backdrop to reflect on behaviour, talk through feelings and develop creatively.

We have up to 100 placements across Roselyn House School for students 10-19 years old. Each class group is arranged in year groups with up to eight students in each. Each lesson is taught by a subject Teacher/Instructor and supported by a Learning Support Assistant. All our staff are skilled professionals with a variety of experience in education and social care settings. We offer a differentiated National Curriculum which focuses on providing opportunities for each individual student. We offer core subjects in the morning followed by optional subjects and therapeutic activities in the afternoon.

We are inclusive in our approach and offer Outreach packages for some of our students who are not quite ready/ suited to the school environment, which leads to flexible one to one packages with the aim of integrating students into the school when it is suitable to do so. These are agreed with Parents/ Carers, placing authorities and other professionals who may be involved.

In addition, we are able to offer The RHISE Service as a bespoke education package created for young people who may be on roll elsewhere. Sessions on the RHISE Service take place on Outreach, Alternative Provision, in the home or at The RHISE Centre.

Code of conduct

-Consider the feelings of others.
-Listen carefully when people are speaking to you.
-Try to talk through problems.
-Try to be patient.
-Take a pride in what you are doing.
-Be on time.
-Look after the School and what is in it.
-Dress appropriately for the job in hand.
-Look for positives.
-Enjoy yourself.

Student participation

Students at Roselyn House School, have always been involved in shaping the provision, in terms of resources, subjects offered, therapeutic input and individual intervention. The school has a student council where representatives from each year group are nominated to put forward ideas on whole school issues.

Teacher's planning is influenced by students and differentiated accordingly. Teachers will regularly ask for feedback to their lessons in order to discover preferred learning styles and delivery of activities. There are opportunities for students to suggest educational visits which relate to current topics being taught.

Lessons have been designed which allow students to shape their own learning and in particular a recent 'Apprentice Project' (English) which looked at students putting together an 'ideal school' and producing a letter to the Headteacher.

Students are able to participate in a variety of therapeutic and enrichment activities. There are a range of areas offered which develop the young persons' Social and Emotional development and they can select topics/activities/skills they may want to do. This can also be incorporated into the skill/physical section of the Duke of Edinburgh award.

Students have been involved in implementing rules within the school and systems within the Behaviour Policy. Tutor sessions have been implemented where students can discuss whole school and personal issues. They use this time and the Student Council in order to suggest additional break time activities.

Students have been influential in bringing various anger management strategies together and suggest ways that they have felt more comfortable with. They have influenced the use of time out and designated areas outside so that they may have time to cool off. They are forthcoming when suggesting things they do or do not like.

Lunch menus and breakfast club have been designed by our students and recommendations for menus suggested. Students have also provided and managed a Sixth Form Common Room and some have been instructive in deciding the design of certain classrooms.

The students were also involved in the design of a new uniform, including a school logo for the school jumpers and colours. They have been involved in assemblies and organising charity events and focus days.

Students are encouraged to respect their school and take ownership of its appearance. They have been involved in litter picking, gardening and DIY.

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