September  

Completion of Learning Goals, All About Me, Vocational Profiles, Curriculum Maps, Annual review schedule completed, Fire Risk Assessment, H&S Review, RHISE Boiler Checks, Whole School safeguarding training, termly review of SCR, annual Teacher checks updated, Whole School Literacy Assessment (NGRT & NGST). Relevant training booked.   
  

October  

H&S Approved Contractors List Review, RHS Gas Safety Check, Liability Insurance, Whole School PREVENT training, Summative assessment for English, Maths and Science, Students entered for November and January series exams.  

November  

Transport audit, H&S DSE questionnaire update for staff, RHS Fire Risk Assessment Review, PO Numbers obtained for Spring Term, Whole School Asthma / Anaphylactic training, Whole School Numeracy Assessment (Hodder), Series BG exams.  

December  

E o T Reports/ Parent’s Evening, Autumn Term areas of development from SIEF, Spring Term invoices, Summative assessment for English, Maths, Science, PSHE, P.E, History and Geography.   

January  

Termly review of SCR, H&S fire procedures review (fire exits/fire extinguisher list/PEEP) School calendar for next academic year, book INSET training for Autumn Term (mandatory), set INSET dates for next academic year, School Census, Live GDPR Audit with Judicium, Series 1A exams, students entered for March exams.   

February  

Planning for Leaver’s Destinations, Whole School PAT testing, H&S Lone Working Checklists/RA updated, obtain PO Numbers Summer Term, fee increase from April, RHS & RHISE KS3 Cognitive ability test (CAT 4). Summative assessment for English, Maths and Science, students entered for June exams.  

March  

Proposals for post 16, E o T Reports/ Parent’s Evening , Spring Term areas of development from SIEF, H&S Asbestos RA review, Summer Term invoices, Vehicle Insurance renewal, GDPR Policy update, Wellbeing survey, RHS & RHISE KS3 Cognitive ability test (CAT 4). Summative assessment for English, Maths, Science, PSHE, P.E, History and Geography, series 3G exams.  

April  

Planning for September starters, Safeguarding audit, Transport audit, Wellbeing meeting, termly review of SCR, Whole School Literacy Assessment (NGRT & NGST).  

May  

Policy/ procedure review, personnel file review, appraisals, check mandatory training due, Whole School Literacy Assessment (NGRT & NGST). Summative assessment for English, Maths and Science, Series 6A and 6G exams.  

June  

Staff/ Parent/ Carer/ student consultation, Wellbeing meeting, H&S Fire Alarm service/Extinguisher service due at RHISE, H&S Risk Assessment Review, Update fees for next academic year, obtain PO numbers for Autumn Term, arrange leavers gifts, prepare student files to send to next provision for any leavers, Whole School Numeracy Assessment (Hodder), Series 6A and 6G exams.  

July  

E o T Reports/ Parent’s Evening, SIEF produced, Staff appraisals, September TT, Transport planning, update PLP, IEBP, LSP, new starter information to be provided on One Drive, H&S Fire Procedures Review, Autumn Term invoices, annual update of consent forms sent to parents/carers, update staff badges for next academic year, update staff Induction Pack with updated policies, RHS & RHISE KS3 Progress Testing (Maths, English & Science). Summative assessment for English, Maths, Science, PSHE, P.E, History and Geography.   

Targets (these have been extended/ adapted throughout the year. See Autumn and Spring Term Areas of development)

Progression

To introduce Citizenship GCSE scheme of work

• The implementation of Citizenship has been extremely positive at both sites, and well received by staff and students.
• It has bolstered our curriculum offer and has given students an extra supplement of knowledge that is crucial for day-to-day life and is important for KS4/post 16 endeavors.
• Complemented at Ofsted as a part of our robust PSHE, Citizenship and Employability offer.
• Further expansion through carefully planned educational visits supports the subject.
• Taught across each Key Stage.
• Students have sat the GCSE exam this academic year.
• Learnt about the British voting process/system.
• Conducted a mock general election.

To provide NCFE qualification Employability and Enterprise across KS5 along with Enterprise etc pop ups

• The NCFE model is a proven one and students like the way the lessons are taught and the content within them. The flexibility to take work home and study is also a positive too.
• Complemented at Ofsted as a part of our robust PSHE, Citizenship and Employability offer.
• Taught across each Key Stage.
• Students participated in the 10x challenge at KS3.
• The Key Stage 3 students set their own businesses up and ran pop up shops.
• Students accessed MPLOY work experience.
• Greater engagement with the careers advisor.
• Students have acquired part time jobs.
• Students have been accepted into college.

 To further develop the Arts across whole school with supporting accreditation including GCSE

• Students across KS3, KS4 & KS5 are all accessing some form of Art.
• Complemented at Ofsted as a part of our robust Art offer.
• Students have achieved regional awards.
• Arts afternoons have gained popularity amongst the students.
• Further music equipment added to the schools resources.
• Performing arts mornings taken place.

 To enhance further Literacy intention with understanding of Adult Literacy models  

• Further reading resources added.
• Intervention and assessment have improved.
• A new Phonics scheme added.

There is a broad, rich curriculum that is ambitious and designed to give all students, particularly disadvantaged students, including students with SEND, the knowledge and cultural capital they need to succeed in life.

In Sixth Form, the curriculum is appropriately relevant to local and regional employment.

‘As pupils settle into the school, they start to follow the school’s ambitious curriculum. The school focuses on pupils acquiring the knowledge needed to gain qualifications. They study towards qualifications in a range of subjects including English and mathematics, as well as developing their employability skills. Each pupil’s needs and interests are considered by the school. The school uses this information to design a bespoke pathway for each pupil.’ Ofsted report 2023

Roselyn House School understands and emphasizes the importance of providing a comprehensive and challenging curriculum for all students, with a focus on ensuring that students with SEND and from disadvantaged backgrounds have access to the knowledge and cultural capital needed for success in life. This is one of the core strengths of the school. By offering a diverse and high-quality curriculum, RHS helps fill in the gaps in their knowledge and provides all students with the tools they need to thrive in their future endeavors. The Key Stage 3 curriculum is perfectly balanced for meeting the learners needs and provides them with the opportunity to help support previous gaps in learning.

Students have every opportunity to develop as an individual and the school adheres to this by having engaging lessons, support from staff and providing a calm and encouraging environment for them to learn. Therefore, this allows students to ensure that they have some understanding of what is required to succeed in life and British society. 

As students progress from KS3 to KS4, their subject offer reduces as preparation for adulthood is covered in greater depth and with vocational placements being secured. If students excel in a specific subject at KS3 and wish to continue this in KS4, this is put in place.

Resources spend for Curriculum has been £34,741.

September 2023 was the second year that the school has run its streamlined curriculum which consists of the following subjects at the respective Key Stages.

In addition there is Therapy across all key stages. Therapy spend has been £19,800.

Lessons provide students with the skills, knowledge and understanding they need to become well-rounded young adults that will help them to make the right choices and decisions. The timetable is adapted to suit individual student interests and individual needs.  

Students have individual timetables to meet their needs along with the curriculum content which focuses on both core and non-core subjects. Teaching ideas, resources and good practice are shared between staff. There is a clear pathway for each student and this is tracked across our fully embedded 1-4 tracking system. This is reflected in teachers planning and evaluation and is evident in End of Term reports and Annual reviews. 

Solid schemes of work continue to give the school a sound scaffolding /platform which supports teaching, learning and progress of students. This also helps to support students who are on Outreach as Teachers can support staff to deliver effectively. 

The curriculum provides course objectives, outcomes and content which allows the teacher to adapt for effective learning and development. Objectives are given at the start of the lesson as are expected outcomes. These are revisited throughout the lesson so that students remain focused.

The Timetable works well by having a mixture of in class learning, learning in the outdoors, and individualised programmes which may include alternative provision. This helps with learning variety, styles and increases motivation and focus. The Timetable is fast passed and consistent in order to maintain interest and continuity for students. This has been thought out in order to meet the needs well of students with ADHD and who may be on the autistic spectrum. It provides inclusion for all.

We provide a student-led curriculum that meets students' needs now and for the future. We follow key parts of the National Curriculum, allowing students to transfer to alternative provision, mainstream or further education if they wish, whilst also providing opportunities to pursue vocational ambitions. 

Our way of working, with the more challenging academic lessons interspersed with fun, social experiences, gives students a good chance of success and rewards socio-positive behaviours, such as following instructions, being polite, getting on with people and working towards success. 

We utilise Music, Drama, Art and cooking to further enhance the curriculum. This could be further improved by a greater offer to more students and also to include MFL and Dance. These options, (although not exclusively) are currently more geared around Post 16 opportunities.

The Roselyn House School PE and Outdoor curriculum is strong. Physical activities and sports are chosen carefully and prioritised, enabling pupils to learn subject-specific knowledge to meet clearly defined, ambitious end points of the curriculum.

Intervention sessions have developed throughout the year with support from the SENCO across both sites and all students are identified who need support with programmes in place. Individual reading/ literacy and numeracy has been offered to all students in KS 2 and 3 and libraries have been set up across both sites with forever developing resources and membership to specific schemes. An updated Whole School Literacy Policy is available. 

From an outreach perspective, the curriculum is varied and supports all students well. It mirrors what goes on in school so that students may adapt when timetables change. Outreach staff ensure that they embed this in outreach sessions.

Students study the intended curriculum. The school ensures this by teaching all components of the full programmes of study. Any remote education is integrated into course(s) of study, and is well designed to support the wider implementation of the school’s curriculum. Changes may have been made to the intended curriculum to have a short-term specific focus for some or all students. Where this is the case, there is a clear rationale for why it is in those students’ best interests, and there is a clear plan for returning all students to studying to their full programme.

There is an updated SEND, Curriculum and Remote Learning Policy June 2024 to support the wider implementation of the school’s curriculum.

There is a clear rationale outlined in a student’s Learning Support Plan and can also be reflected in their EHCP which describe reasons for changes to the intended curriculum and reasons to support this. This is always done in consultation with interested parties and agreed. This may be for a specific, time limited period. This can also include part-timetables where deemed appropriate. These decisions can take place following Annual Review.

Teachers have some great resources and adapt them well. Lessons are well structured and allow the students to flourish and have every opportunity to learn in a positive and safe environment. Staff at RHS ensure that students are encouraged and supported in making independent decisions. We do this well and have been consistent in this approach, which reflects in the student’s attitude towards learning. When students do not engage, there is a system in place that ensures students catch up with work and understands the importance of making the right decisions, which in time will make them aware of developing their independence. 

The curriculum has to change if students are not at a level where they can access the curriculum. Thankfully the teachers at RHS are brilliant at spotting when a child/children require additional support and can change lessons to get the class to where they need to be and back on track with the curriculum. 

Remote education and courses are catered to individual needs and interests of students. Remote learning and outreach programmes are planned to benefit specific requirements of each student. This shows by the student’s enthusiasm to engage, continue to attend school and then reintegrate into returning into full programmes.

Outreach staff are able to liaise fully with relevant teachers to ensure that the correct topics are taught, ensuring that the level is appropriate and delivered correctly.

Staff recognise that flexibility is so important and what might work one day doesn't work another, so making changes to suit the needs of our students and how best to support them from one day to the next is vital. 

Staff all work hard to ensure that students engage with their individual learning journey and expectations of this. Students can see that all students are treated fairly and consistently.

Steps are taken to allow all students access to the full curriculum, such as via SEN adaptations and resources, extra support with an LSA or lessons delivered via the outreach team.  We can identify the personal needs and abilities of our students. We make changes to the timetable, whether that be vocational activities or reduced timetable. These changes allow students to still receive the full programmes of study.

There have been increased resources across whole school to continue to improve ICT with the introduction of more PC’s and Laptops. This includes for some students, normal way of working.  The Sharepoint is accessible to all staff and is the main source to go to for information.

Work continues and training around Online Safety and audits which include Filtering and Monitoring and Cyber Security. Staff have received training along with DSL’s and IT Coordinator for new regulations in KCSiE September 2023 and the update which is still draft for September 2024. This has been included in all Policy reviews June 2024.

IT equipment spend: £19,020 compared to £12, 658 last year.

Reading is prioritised to allow students to access the full curriculum offer.

Prioritising reading is a whole school focus. Students are used to reading aloud in class and all students are supported to read regularly. In individual sessions and on Outreach, reading is supported through intervention sheets and the sessions themselves. Reading folders are available on One Drive that show reading material specific to each student’s needs. Staff encourage students to read at every given opportunity and specific books have been purchased to help encourage individual interest and need. The value of reading is a focus across whole school and promoted at every given opportunity.

Staff have a good knowledge and are able to make recommendations for appropriate reading materials. 

Reading continues to be tracked across every lesson and also in individual sessions. The SENCO is able to discuss appropriate levels and shares information on the school Sharepoint which all staff can access. The English specialists have a great understanding of individual student needs also across all Key Stages.

There is a new reading scheme in place and when learning to read the teaching is personalised within the scheme. Training has been given to some staff so that they are able to do a miscue analysis which enables teachers to provide text appropriate for the child. Reading assessments are done twice yearly to show progress.

The library at both sites and the wide variety of books, allow reading matter to be matched to each child’s needs. There are age appropriate, subject appropriate and specific subject areas available around inclusion and diversity.

Students are encouraged to do their own research and in particular when applying for college course, employment and further training.

Students would benefit from exam specific reading and practice which could begin further down the key stages.

Further developments will include reading competitions and smaller reading areas being developed in classrooms along with dedicated areas. Also reading activities further developed on Outdoor and PE activities.

There are shared reading times with staff and staff are encouraged to share what books they are reading. Staff model reading and in particular, males are encouraged to read with other young men who perhaps see it is as something that isn’t particularly for them. Students are encouraged to bring in their own reading books and are given the opportunities throughout the school day to pick up a book. We lend out books from school within our libraries. Students are encouraged to write book reviews, discuss books with each other and swap texts. 

Students are encouraged to access and produce work for the schools’ websites and have recently produced text for content.

Reading is a huge aspect of life and needs to continue be appreciated as not a stand alone subject. Even when students fear reading they should continue to be encouraged and praised by staff working with them.

Staff understand specific need and adapt texts according for students to access by using different font sizes, overlays and the use of electronic readers and ebooks.

A rigorous and sequential approach to the reading curriculum develops students’ fluency, confidence and enjoyment in reading. At all stages, reading attainment is assessed and gaps are addressed quickly and effectively for all students. Reading books connect closely to the phonics knowledge that students are taught when they are learning to read.

The School SENCO works closely with students and identifies the needs of what each individual student and what stage they are up to with their reading. Assessments take place throughout the school year. Dyslexia screenings are arranged for students who we believe need intervention.

There are reading ages provided on the one drive for all staff to access which is useful for when picking out reading to do with the students. These need to be consistently updated so that staff are fully aware of the correct materials to use. Some of the text used in lessons are not always suitable for our students as far as relevance, levels and interest which has had some element of increasing disengagement of students.

There is a new reading scheme in place and plans to delegate specific sessions to reading throughout the school with an incentive planned for students. There is reading in the classroom and through 1:1 intervention sessions. When working with a student, reading is always spoken about and explored in a positive light.  

Each student has a mentor (LSA) in which they focus on reading comprehension (accelerated reader). The books or passage are reading age appropriate for each individual student, allowing for the correct connection to their phonics knowledge.

Whilst supporting outreach students on the intervention programme, reading is prioritised as part of the English intervention strategy. With support from the SENCO, examples include using miscue analysis to both gauge and then support students to make reading an integral part of their education. Reading books in the appropriate folder are chosen to best support students with their phonics level. A recent example was the book ‘Speedway’ was used to good effect with an outreach student.

Students are encouraged and supported when reading during lessons and are encouraged to read outside of school by offering reading packs to students and allowing them to take books home to read within their own time.   

The school is still a member of Book Buzz, Letterbox Books for Year 7 and 8 and The Literacy Strategy.

The school has a responsibility to further develop its reading/phonics curriculum as recommended by Ofsted and whilst reading has always been a priority for the school, a more consistent scheme of work that all staff have a responsibility to encourage, will be implemented from September 2024. The school has invested a large budget into its reading resources, but there needs to be a stronger link between assessment data and appropriate reading materials/intervention.

Assessment data is to be utilised further to best inform planning and practice.

The sharp focus on ensuring that those at the early stages of reading gain the phonics knowledge and language comprehension necessary to read, and the skills to communicate, gives them the foundations for future learning.

Ofsted highlighted this as an area for improvement:

‘Sometimes, the books that pupils read are not closely matched to their phonics knowledge. These pupils struggle to read the words in their books, and, on occasions, they do not understand what they have read. School should make sure that pupils at the early stage of reading have books which closely match the sounds that they know.’

Students are encouraged to read which includes in class on 1:1 intervention, outreach and whilst out in the community. Sometimes, students are reluctant to do so but as the year has gone on, they are more willing to take part. The School SENCO works closely with students and identifies the needs of what each individual student and what stage they are up to with their reading.  Building up the student’s confidence within reading and communication skills allows them to be able to become more independent. We have a variety of resources to help those students who may struggle, like a reader pen, overlays, to build up the confidence and independence within reading. Students are quickly highlighted for intervention sessions to get them to where they need to be. Staff promote independence in reading but help to correct mistakes if they need to help them progress further.

Students are supported when reading by both class teachers and support staff and are encouraged to sound out relevant words when they are unsure of what the words are when they are reading.   

Work provided by teaching staff to support younger students on the outreach programme, encourages phonics knowledge and language comprehension. A recent example was a comprehension exercise aimed at encouraging students to write a creative story based on them reading basic instructions first.

Some staff have little experience in teaching phonics and would benefit from further training. Training has taken place for some staff in new reading schemes following the inspection.

The continuation of Word of the Week and subject specific vocabulary has further encouraged the development and importance of language and vocabulary across the curriculum. WOW is displayed in all classrooms and on the school website and also features music of the week which adds to the discussion around the word and other meanings and vocabulary. It has led to funny and interesting discussions which have helped to focus tutor times. Introduction of modern foreign languages has also allowed for cultural discussion and further understanding if the world around us and also the origins of words.

This has been enhanced by Root of the Word and Etymology of the Month.

Lessons include discussion work and development of communication skills which is helping to boost confidence and has been more effective in helping KS4 and KS5 students prepare for speaking and listening tasks for GCSE and Functional Skills English.

All aspects of the curriculum encourage development of language and vocabulary and this is also apparent in life skills, adult pathway and community tasks. This is where students experience language in the real world and are challenged to speak directly to people in the community including shop keepers, other staff/ professionals/ students, vocational placement leaders, social workers and other professionals.

Informal talk takes place throughout the school day on transport, at break/ social times and also through Mentor sessions. Students are encouraged to develop their emotional literacy and talk about their thoughts and feelings and mental well being. There are opportunities where students share with each other and discuss various aspects of each others needs. This has been encouraged remotely too and appropriate ways to develop language and vocabulary online have been encouraged.

The further development of Student Council has encouraged the students’ voice which has led to different developments for the whole school and for students to understand that their voice is being heard. Staff encourage open talk within boundaries and students have access to Therapists.

The school’s curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment across a broad range of career options.

The curriculum is wide and offers a broad range of subjects for the students to study. Maths, English and Science lessons are effective and most students access them well. Other subjects such as citizenship and PSHE cover an array of topics such as culture, employment, society, relationships, laws and government and also general life skills. All the subjects together provide the foundations to developing our students’ future; teaching them basic skills as well as preparing them for life and work after education.

The curriculum is well planned and takes into account specific need for individual students and is adapted were necessary. Staff have sound knowledge of their students and are able to access information required to support this on the Shared Drive. Regular assessment and tracking of student progress helps provide appropriate learning levels, styles and inclusion.

Practical subjects such as P.E and outdoor education teach the students everyday life lessons such as communication skills, how to manage their emotions, working as part of a team and to encourage a healthy competitive drive to be the best that they can be.

Staff at Roselyn House School ensure that students are encouraged and supported in making independent decisions. We do this well and have been consistent in this approach, which reflects in students’ attitude towards learning. When students do not engage, we have a system in place that ensures students catch up with work, as well as understanding the importance of making the right decisions, which in time will make them aware of developing their independence.

Students have the opportunity to access vocational and work experience placements which work alongside the education that they receive. Students who are not able to access vocational placements have lessons that shows them how other careers operate and what skills are required to achieve employment and how we can achieve this in the future. Students have many opportunities to succeed and are supported and encouraged by staff to achieve this, by a well-balanced and informative curriculum. Students are exposed to a wide variety of opportunities which is always expanding for the benefit of students.

For the older students at Roselyn house there is a great range that is accessible to them which helps them gain qualifications and confidence in what they want to do post school.

The new scheme of work (NCFE) that has been brought in builds upon learners’ prior knowledge, in which they complete activity packs that allow them to develop their skills further. The new scheme of work provides questions and tasks that prepare the students for future learning and employment, for example (interest and discounts). All schemes of work are adapted well to meet student needs.

Some outreach students are currently undertaking vocational placements that are aimed at supporting them to get the skills and qualifications needed to gain meaningful employment. An example of this is one student who is completing a course on bricklaying and plastering and has already gained 2 qualifications within the first year.

There are dedicated staff employed to support students in their career and vocational options. This builds well into the Adulthood Pathway Curriculum/ Policy.

The school is ambitious for all students taking into account specific needs. This is reflected in the curriculum. The curriculum remains ambitious and is tailored, where necessary, to meet individual needs.

The school has always pushed the students to do well whilst taking into account their individual needs, this is shown when they leave they are generally shocked at how well they have done. This is something we pride ourselves on. Students who often come from adverse starting points, develop strategies to succeed and believe in their own abilities and achievements.

Staff provide specific support to students within classes and tailor the levels of the work to challenge students ability to an achievable level that is specific to every individual students capability by providing differentiated tasks and individualised timetables.

The curriculum has a variety of subjects in which tailors to specific needs. For example, adult pathway, which promotes independence in future employment and basic life skills.   

All students are challenged, and one to one tutoring is offered to students that are struggling. Staff undertake further training to help support students with their specific needs.

The outreach programme this school year has certainly taken into account the specific needs of individual students. It is tailored to meet individual needs of students who might struggle within the normal school environment. One example of this is a student is currently undertaking a placement at Applecast in Wigan. The student has thrived so far and has been quoted as being ‘one of the most accomplished students that we have had.’ He has gained social skills and has been able to pursue his passion which in turn has boosted attendance, self-esteem and confidence.

The school identifies students’ future ambitions and points them toward the relevant programmes, training and qualifications. Pathways are laid down and discussed including through Termly reports and Annual Reviews.  

We aim to push along the comfort zone of students to get them to achieve and challenge them to pursue goals and that it is good to achieve and have a future.

Greater strategic planning of SEND can be further strengthened when considering the SENCO position and the wider staff group. Teachers plan and provide adequate work for all of our learners, but this could be strengthened through more consultation with the SENCO.

There could be further scaffolding/adaptation of  work for students  as on occasions it may be levelled higher than some children can manage. More pre planning communication with LSAs would help with this and time is not always available for this purpose.  

Overall, it is mainly the fine tuning of an already solid facet of the school.

Teachers have good knowledge of the subject(s) and courses they teach. Leaders provide effective support, including for those teaching outside their main areas of expertise.

In Sixth Form, staff have extensive and up to date vocational expertise.

The teaching staff at school have created a positive and effective educational experience for our students. Quality teaching involves knowledgeable and skilled educators who are passionate about their subject and more importantly will do anything to see their students achieve, whether that be academically or socially. Teachers have good subject knowledge and can often deliver subjects outside of their specialty. Quality learning involves active participation, critical thinking, and growth mindset on part of the students. Our main focus is how we foster student motivation and willingness to put in the effort to learn and grow.

In Sixth Form, staff have extensive and up to date vocational expertise. Teachers have a good understanding of their subjects and tend to be confident when they are teaching the curriculum. Support is always given where needed by Leaders.

Staff throw themselves into the challenge when needed, and provide outstanding effort no matter what even if it isn't their expertise. Staff have to be flexible as the needs of students can be different every day. They work tirelessly, together to meet the needs of each individual student.

Verbal explanations are clear and precise. Subject-specific vocabulary is used when appropriate. Clear demonstrations are used to learn a new skill. Questioning is used to check pupils understanding.

Staff are encouraged to link in with subject teachers for outreach work so that enhanced learning can take place. Continued support for all staff to liaise with SENCO. Training is delivered weekly to support staff.

LSAs are linked appropriately to subjects, so that their areas of expertise are utilised and maximised.

In terms of our Vocational offering, staff have a sourced a whole range of different courses.  They are always on the lookout for new providers we can use who offer different courses/qualifications but can also meet the needs of our students and help them engage in the subject they choose.

Staff on Outreach have felt supported when having to support students in areas outside their area of expertise. This has been apparent in Core Subjects and use of SEND materials.

Staff would benefit from further information as to where to find subject specific enhancement CPD. There have been mentoring and successful completion of Early Careers Teachers standards.

Staff present subject matter, information and demonstrate skills clearly, promoting appropriate discussion about the subject matter being taught. They check students’ understanding systematically, identify misconceptions accurately and provide clear, direct feedback. In so doing, they respond and adapt their teaching/ support as necessary, without unnecessarily elaborate or individualised approaches.

Teachers are ambitious in their subject planning and students have sufficient opportunity to work above the expected level. The school offers immense support for all its teaching staff. They can access various CPD, order a varied range of resources and have been given freedom to adapt their own curriculum pathways were appropriate.

Staff present a wide range of interesting subjects which demonstrates a wide range of subject matter. On the whole Students engage well and provide some good classroom discussion. Furthermore, student’s books are regularly marked, and we have a Progress level and an attitude to learning. All students are aware of this and both teachers and LSAs encourage students to have a positive attitude towards learning.  Teaching is adapted to anyone, who needs it, this is done in a professional and encouraging way.

Lessons are usually well planned and therefore well taught. Lessons are always relevant to the subject. Lessons are usually interactive which ensures staff can check on student understanding and support where needed. For example, science lessons are usually very interactive. The PowerPoints are very interesting , and the students are usually engaged throughout the lessons with different videos, games and experiments. Staff deliver topics in a variety of ways including written work, discussion and practical activities, Teaching staff deliver and demonstrate skills to a high standard that allows all students to participate and engage. Teaching staff use both formative and summative assessment throughout to assess understanding and knowledge of topics.  

Clear lesson objectives are set at the start of each lesson and teaching staff will check for understanding at the end of each lesson. Teachers will adapt their lessons based off of the students understanding and target students who are struggling.  Clear demonstrations are used. Teacher questioning is used to check understanding.

Misconceptions are addressed swifty through teaching and feedback. The marking policy/system is adhered to and works well for all students and staff (including those on outreach).  

The students actively engage in discussions about the subject matter being taught. They display understanding during these discussions and any areas that are not fully understood are identified during these discussions and addressed as a whole group rather than individualising any students.

A great deal of work goes into the Vocational programme, and we are always looking to expand opportunities for students. We have reviewed our Vocational offer to see what we offered in which part of the County, what we were lacking, could we reduce travelling and cost of each provision in terms of financial spend and student qualifications. This has had the benefit of smartening up what the school offers and re-energising the Vocational programme for students. There are several new Vocational opportunities for 2024-25.

This year saw the relaunch of the work experience programme in school working with partner agency MPLOY.

On Outreach, staff promote discussion relevant to the subject matter/outreach aims. Examples include encouraging a student who rarely communicates verbally to gradually begin to have basic conversations that has now progressed to the point where the said student is now starting to initiate conversations. Student’s learning is checked by adapting sessions to support the aims being sought. Examples include asking a student to use simple addition when totalling their monthly fish catch to support work done in Maths. Another example is supporting a student to produce a CV and then getting them to critique it next to an online example. The student was able to see simple errors made and ways in which the CV could be further improved.

All staff throw themselves into the challenge when needed, and provide outstanding effort no matter what even if it isn't their expertise. Staff have to be flexible as the needs of students can be different every day.

Staff ensure that their own speaking, listening, writing and reading of English support students in developing their language and vocabulary well.

In Sixth Form, staff encourage students to use subject- specific, professional and technical language well.

Staff show good skill levels within these areas and support students to develop these areas by encouragement and practice within lessons. The teaching staff work closely with the TA’s and outline what is expected of them in lesson. Staff at Roselyn House School continue to support the students well.

In Sixth Form, staff encourage students to use subject- specific, professional and technical language well. Staff will correct and try and enhance the technical language as to ensure they can coherently speak when then leave.

Students are prepared for College/ Training scheme/ Employment mock interviews and encouraged to write things down in preparation.

Staff utilise display boards and equipment to encourage and further develop students vocabulary, as well as word of the week that is displayed around the building.

Subject-specific language is used to help pupils understand what they are learning. There are displays around school for subject specific vocabulary. Staff also provide a vocabulary bookmark  to help promote the technical language.   

During outreach, actual travel time with students is an ideal opportunity to enhance this.

Staff have used their own time to improve their skills set in this area. Leaders have helped to support this.

Staff create an environment that focuses on students. The resources, materials and other teaching materials that staff select – in a way that does not create unnecessary work – reflect the school’s ambitious intentions for the course of study. These materials clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning, independent living and employment

Staff create an environment that students feel comfortable in, whether that’s within a class, small group, working 1:1 or outreach. Staff always encourage students to focus on there education and develop in there jet areas of interest. Staff are the biggest resource and staffs’ different knowledge put together help provide our students with more knowledge.

The SENCO has provided an array of materials to help students who struggle in specific areas such as gloves to help with students who struggle with the texture of paper, coloured lay overs to help with reading, reading pens, handwriting lines for students who struggle with writing. Students access these materials well. There is also training for LSAs where The SENCO has provided many materials to help LSAs adapt lessons.

Some Teachers tend to already have the date and learning objective printed for students which  is a great way of reducing unnecessary work. It means students can actually focus on the learning objective rather than taking a long time to write it down at the beginning of lesson.  

Resources and lesson materials are well planned and specific to the students needs and capabilities, work is not repetitive or unnecessary to the students learning journey and all resources are relevant to the curriculum. All equipment is specific to students needs and capabilities so that students are able to engage in the sessions. There are a variety of resources, both physical and paper-based that help the students within lessons across all subjects. The resources range from different levels appropriate for each student based on where they are at.

LSAs ensure that rooms are filled with the correct environment. That display boards have up to date information, and that any materials needed are put onto an order form. However sometimes orders are not planned in a timely manner in order to fit within the scheme of work.

The practical skills, rules and instructions are demonstrated and communicated precisely and in a manner that all students comprehend and grasp. PE and outdoor lessons are delivered with consistency by the teacher, each student knows exactly what is expected of them, from a performance and behavioural perspective. This results in students having such a positive and fun learning experience.

On Outreach this can be more challenging but is at the forefront of a lot of what is done. Simple things like creating a quiet learning space are key to achieving outcomes with some of the students. Students have organised, individual work folders, equipped with teaching materials that both support and challenge the  students. Online Maths games are used for example to teach fractions and percentages. Further apps and games are to be developed in the future.

Students are the main focus in everything we do and for each decision made. We think about them, their needs and preferences and how we can give and get the best for them and from them.  

Further sensory resources are planned for September 2024 including a Sensory Room at the cost of: £15,000.

Overall spend for resources including IT: £ 53,761

The work given enables students to achieve the aims and ambition of the curriculum, which is coherently planned and sequenced towards cumulatively sufficient knowledge.

In Sixth Form, the work is demanding. It ensures that students build knowledge and acquire skills, improving and extending what they already know and can do.

Students are encouraged to achieve their goals and ambitions by having a curriculum that is planned and tailored to meet their needs. It ensures that students build knowledge and acquire skills, improving and extending what they already know and can do.   

Some students need more support than others, some need little advice and others considerably more including working extensively with parent, social workers etc.

Work is specific to the student's curriculum and does enable students to achieve ambitious and specific goals related to their level of working and previous knowledge   

NCFE (scheme of work) provide activity packs that help towards their qualification. The activity packs are based on the knowledge that is needed to pass. They also provide a knowledge check which is a mini assessment based on the topic that they have been studying.   

In Sixth Form, the work is demanding. It ensures that students build knowledge and acquire skills, improving and extending what they already know and can do. Within school the work is always outlined to the students well, the support in class is always used efficiently focusing on those who may need that extra help.

Teachers constantly reflect to ensure lessons are coherently planned and sequenced.

The curriculum encourages independent learning and students seem to like this way of learning as they get a bigger sense of achievement in completing tasks. All learning objectives are adaptable according to needs and abilities of students. Lessons are scaffolded and examples are given and worked through and independent tasks are introduced for students to work through. It continues to improve across the school dependent on the time a student has been with us and how they have built trusting relationships. This is not always age related.

Some students can be overwhelmed with such an ambitious curriculum and it needs to be further differentiated in terms of lesson content, expected outcomes, additional support, interventions plans and individualised timetables or outreach offered for a period of time which is monitored. This is always achieved by agreement with related parties.  We also have an onsite school therapist and counsellor.

Vocational options also help students to develop a variety of skills particularly  through independent thinking and initiative. Some students thrive beyond the classroom and a less formal Teacher led approach to learning. This is also the case for students who find it difficult to form relationships with other students or who have classroom based anxieties where individual sessions work better and lead to more positive independent outcomes. Individual Learning and Thinking Styles along with SEMH needs are assessed through VARK and Boxall, together with information in the EHCP and LSP help provide the correct Pathways for students to follow. When their confidence is increased and students feel more directional in their learning, then they can work more towards independence. Each student will reach these stages at differing times.

Over the course of study, teaching is designed to help students to remember long term the content they have been taught and to integrate new knowledge into larger ideas.

In Sixth Form, students begin to apply skills more fluently and independently.

Students will have to recall on previous lesson objectives to be able to progress through the new content. They are encouraged to learn independently, work as part of a group and join in class discussion. Furthermore, lessons are built around improving and extending skills and knowledge they already have and staff at RHS promote a positive learning environment for this to take place. Subject basics and fundamentals are contiguously recapped and built on to the relevant level dependent on the student's individual ability and experience.    

We promote independence and always work towards personal development. Students develop detailed knowledge and skills across the curriculum and, as a result, achieve well. This is reflected in the work that students produce. We do this well, with a scaffolding curriculum that revisits, checks and builds up a sound knowledge base.

In Sixth Form, students make substantial and sustained progress from their identified and recorded starting points in their programmes of study. Where appropriate, this is reflected in qualifications obtained.

There is a pleasing improvement of the standard of work and this is reflected in the amount of work produced.

More could be done to align teachers across both sites to ensure we are all focusing correctly on the baseline knowledge for each subject. This will make transition from one site to the other, smooth and simple for when looking at targets for student and possibly passing them through intervention.  However, we are always late towards the end of the Summer Term before we know which students are to remain Post 16. This is an ongoing issue with the local authority and has been addressed for some years. The timescales do not allow us to inform students and their families and for us to plan for the year ahead. If this was achieved earlier we could hold discussion around these students with staff in a more meaningful way.

Staff and leaders use assessment well. For example, they use it to help students embed and use knowledge fluently, or to check understanding and inform teaching, or to understand different starting points and gaps that have developed as a result of the COVID-19 pandemic. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens on staff or students.

We have a strong Assessment and Marking Policy in school which has been updated June 2024. The 1-4 levelling system is fully embedded and understood by students, staff, Parents/ Carers and interested parties. They have clear pathways and know what is expected to reach the next stage.

There are assessments for new students and a timetable across the year for assessment in Literacy, Numeracy, Behaviour, Learning Styles and Mental Health. These are co-ordinated by the school SENCO.

Regular assessment takes place across school and within subjects. This includes screening for dyslexia and dyscalculia where there are concerns. Further and more formal assessments take place by outside agencies take place as necessary for individuals.  

Surveys take place for students to evaluate their own feelings regarding their learning (pass surveys).

Students are asked to do assessments on key subjects. These are explained to students that they are there for staff to identify areas of extra help needed. Students are given options of the environments they would prefer to do these individually or in a small group setting. LSAs work closely with teachers so have a good baseline as to progression of students and level working towards should they move on from us. When assessment is used it is fully explained and staff are aware of where to go to get assistance if it is not clear to them or understood. There are quick access documents showing progression. Regular communication with SENCO -  open door/drop in  policy to use her as a reference. 

Staff use numerous different methods of assessment to identify students' personal strengths and areas for improvement within subjects, staff use both formative and summative assessment to analyse students learning and also assess students' development and achievements in relation to specific EHCP targets. We use academic assessment in clever ways, so that students are not scared of testing, and we emphasise the use of skills used in the examination process.

Students will have numerous lessons on certain topics, refreshers and continuous references back to information. This allows students to remember and continue to grow the knowledge.   

On Outreach student intervention sheets have been a valuable tool when assessing students progress. With targets set, regular updates added and further comments from teaching staff, assessment is used well. These are a necessary aid and do not place burdens on staff or students. Some outreach workers use their own desktop file as a digital diary of every session undertaken, daily. This allows consistency and acts as a form of assessment ensuring they have a record of all student work on any given day.

Peer assessment and self-assessment are ingrained in subjects with students encouraged to use these methods to improve attainment. Teacher observation and feedback is used effectively, feedback is both verbal during the lesson and summarised using end of term reports.

Some staff feel that assessment times can be unsettling for some students and this doesn't always give a true reflection of their ability. There are also a cross over with assessment which features closely around Mock exam and June exam series.

Tracking data is up to date and staff have ensured that the process is now embedded within the school .Further support is needed to ensure that teaching staff are consistent with assessment. Some staff are still uncertain of how to fully interpret some of the assessment data.

There is a Policy of Shared Practice June 2024 which is invaluable in maintaining the same standards across whole school. Staff work collaboratively to achieve the desired outcomes for our students. This is achieved through meetings and Twilight training.

Students develop detailed knowledge and skills across the curriculum and, as a result, achieve well. This is reflected in the work that students produce.

In Sixth Form, students make substantial and sustained progress from their identified and recorded starting points in their programmes of study. Where appropriate, this is reflected in qualifications obtained.

Students take great pride in their work produced which shows knowledge and skills being acquired across curriculum. They develop knowledge throughout their learning journey, this is then reflected by students sitting and achieving in exams that are specific to the students personal working levels and capabilities. Our curriculum supports our students individual learning needs well.

The quality of work has increased for some students, and they take pride in the work they produce.  It is clear that from sixth form, the progress students make has continued to improve. Students are more likely to leave us with numerous qualifications (vocational ones included) and this enables them to be accepted into college.   

Students achieve well at Roselyn House School. They consistently learn new skills and apply them to competitive situations in a variety of situations, sports, vocational and community events.

There is a positive atmosphere across the whole school where it is evident students want to be with us. Some students can be affected by outside influences and their home life which can quickly change mood but is often overcome due the relationships formed with staff.

All students are supported to have positive attitudes in lessons. Any students identified to struggle within their educational settings are offered further support i.e 1:1 or smaller group settings. 

Staff work together to help students develop strategies towards a willingness to learn, value in learning and encourage and motivate well when motivation may be low. Teachers work collaboratively with teaching assistants to make all experiences worthwhile, meaningful and with positive outcomes for all.

Staff foster positivity towards education and back each other up, this can also be the case for student to towards other students. They congratulate and celebrate lessons and learning, highlight the good work students achieve and create a fantastic atmosphere where positivity outnumbers negativity.

Students flourish and this puts a smile on staff’s faces as we know we are helping students move in the right direction to a ‘positive future’. For the majority of the time students are engaged and on task throughout the school day. Students show good progress. They ask relevant questions and show they want to do as well as they can. They recognise strengths and difficulties and are willing to take on board that which will hep support them to move forward.

Students openly discuss their SEND in Mentor, Tutor, SEAL and Adult Pathway sessions and show an understanding of what needs they and others have which may create some barriers to learning. They are willing to accept help and support/ therapy/ interventions in order to take them to the next stage of development. Most students know how to ask for help and staff have a wide range of expertise in understanding individual needs.

On outreach there has been a significant improvement to student engagement. Due to a sensitive, person-centred approach, focusing on each individual student, they have achieved some excellent outcomes. Examples include students attending outreach who have not responded to other offers of support. Several students from Roselyn House School who have stopped attending, are now actively engaging in the outreach programme and are making excellent progress. Academically, students develop knowledge and skills whilst on outreach. An example of this is a student planning and completing their speaking and listening assessment. This same student found it difficult to verbally engage with staff, so this was both a milestone and a major achievement for them.

Information is provided to all staff in Personal Learning Plans and a clear pathway is communicated to all involved. Staff are very encouraging and have gone above and beyond for student attainment this year. The learning support assistants work hard alongside Teachers to encourage/help/ support students complete work. It is a collaboration that we take pride in and could not do without.

Students read widely and often, with fluency and comprehension appropriate to their age. They are able apply mathematical knowledge, concepts and procedures appropriately for their age.

Reading is encouraged across the whole curriculum and is involved in every subject which ensures students are constantly encouraged to independently read during the course of their lessons.  

Students are encouraged constantly by staff to read independently, in which we provide the necessary resources to help, like overlays or printing the work on a different coloured paper. Many of the students read often at break time for their own enjoyment.

The English department alongside the SENCO are to collaborate further to push literacy as not just a subject but a responsibility of all, and to support the wider staff group. More emphasis will be made on the development of reading areas within classrooms and competitions held.

Greater exam literacy will be one of the main focuses next academic year as its something that still requires improvement.

There is a whole school approach to the implementation of mathematical knowledge and it is seen across the whole curriculum and at all key stages. It is continuously supported by all staff and valued. It is highlighted further in academic subjects, form time, enrichment, life skills, community lessons and adult pathway. It is also apparent in vocational provisions and from work environments.

Students are encouraged to use mathematical skills and the importance of using them. They have an understanding of why they are important and have developed their ability to show awareness of solving mathematical problems. Maths concepts are across the curriculum, in real life situations, via discussion, work in books and real life situations in the community.

In Life Skills and Adult Pathway students use mathematical knowledge through cookery skills, financial/ money budgeting, transport, timetabling, weighing and measuring, working out dimensions, banking and paying for things in shops.

Examples are used in lessons not only in Maths but across the curriculum and has seen to be particularly successful in History, Science, PE, Eco Schools, Outdoor Education and PSHE.

In PE students have linked to maths by keeping score, when playing Badminton know that when they are on an even number of points they serve from the right and odd from the left. In footgolf, student have scored rounds, developed a concept of distance and how an increased distance means they are allowed more shots to make par.

Students often ask when will they use this in real life and examples are provided and experienced of real life situations. Students are given purpose for the work they are doing. Lessons are well planned and are given real life examples so they may use it in their future life/ career. Maths is taught on a daily basis.

A clock is displayed in each classroom where students are made aware of break and lunch times. 

The impact of the education students receive is reflected in results from examinations (where available), or in the qualifications obtained.

Most students are comfortable in taking their exams and staff support students who are struggling in certain subjects and identify options for the future for them. Students who have worked hard on their examinations have achieved well.

Some Functional Skills have recently changed to NCFE from AQA so that students can sit their exams at their pace rather than wait for specific periods of time set by the exam board which provides for faster progression and more regular re-takes depending on what is required.

Many of our students achieve Vocational Qualifications whilst attending Alternative Providers.

Our exam process is something that requires further strategic planning. More in-depth planning at the beginning of the academic year is vital for all parties involved.

Results for June 2023:

Entry Level Maths- 7 students

Step Up to English- 1 student

GCSE

English Language- 1 student

Maths- 7 students

Biology- 1 student

History- 1 student

There have been 16 students to sit exams this year:

GCSE Biology - 1 

GCSE Citizenship - 1 

GCSE Maths - 7 (6 lower & 1 Higher) 

GCSE English - 3 

Functional Skills Maths - 14 (Mixture of NCFE and AQA) 

Functional Skills English - 9 (Mixture of NCFE and AQA) 

AQA Units 

46 units have been completed. These are an example of the unit titles:

• Introduction to Horse Health Care - Stable Management – introduction to Grooming.
• Emotional Wellbeing.  
• Making a tie dye t shirt.
• Money Unit 1
• Introduction to Cell Biology
• Developing Choice Making
• Engaging in Communication 
• Jewellery making 
• Making a pom pom garland
• Printed rubber stamping with support
• Following simple verbal/visual instruction
• Hygiene around food
• Making a Pizza
• Ecology unit 1 ecosystems and biodiversity
• Ecology unit 3 pyramids of bio mass and energy
• Ecology unit 5 the carbon cycle
• Ecology unit 6 the nitrogen cycle
• Basic Financial Management: Banking
• Basic Financial Management: Credit and Debit Cards

Total cost for exams has been £ 4033.

DofE Award 

3 Silver Awards

1 certificate of achievement 

Staff comment:

‘We should also be celebrating the small wins like actually turning up on time for an exam, despite the anxiety they feel or lack of confidence that they’re going to pass.  We need to be proud of the skills they’ve learnt whilst being at Roselyn House School as these can also help them get jobs which is ultimately what we want.’

Students are ready for the next stage of education, employment or training. They have the knowledge and skills they need and, where relevant, they gain qualifications that allow them to go on to destinations that meet their interests and aspirations and the intention of their course of study. Students with SEND achieve the best possible outcomes.

In Sixth Form, students achieve greater independence in making decisions about their lives.

Initially the older students tend to not really know what they want to do post School. They are provided with knowledge and life skills they will need to help them have the confidence to go on and succeed. The school goes beyond the expected, so that students have access to a wide, rich set of experiences.

We are empathic to each student’s needs, as we offer a personal centred approach that is tailored to their needs. We encourage students to make the right decisions and develop an understanding of the importance of being a good person/citizen. Students have access to a wide range of fun and engaging activities. This provides experiences that allow each student to develop their interpersonal skills and gain new experiences that enhance their learning and educational experience.

Upon leaving most students appear ready for their next steps in education, employment or training. Recently a student who was looking forward to studying health and social care at a local college. They spoke of their pride in making large strides during their time at Roselyn House School and were excited about the prospect of attending college. Another student who is currently undertaking a vocational course will be ‘recommended’ to a local employer by staff once their training is completed. A staff member received an email from an ex-student thanking them for supporting them to achieve the best possible outcome once they had left.

LSAs are continuously striving to prepare students for their future by teaching them life skills and promoting independence. The Employability lessons are also a great tool for getting them ready for the next stage of their education.

Students are well supported in transition to their next level of education / employment with learning that supports this within their vocational studies.

Students are encouraged to be involved with meetings with external professionals regarding their futures and are given opportunities for their voice to be heard. Staff also explain the nature of jobs and careers, whenever the opportunity arises during lessons or school time. Students have pictorial representation of potential future jobs and careers, in classrooms, to give them inspiration and curiosity. There is an open door policy in the Post 16 / vocational office and students can discuss their aspirations with us and we will give advice and options which will help them achieve their goals.

We provide subjects which allow students to gain a better understanding of employment and the real world. We offer employability and citizenship. Furthermore, we help to provide the students with work experience and adult pathway, that allow them to prepare for future employment.

 Leavers 2023 moved on to:

• Creativity Works Preston x 3
• Blackpool Gateway College
• The Music Project Wigan
• North Lancs Training Group Accrington x 2
• West Lancs College 
• Myerscough College
• Blackpool Gateway College
• Seeking employment x 2
• Relocation x 1
• NEET x 1

There can sometimes be an over reliance within Sixth Form which makes it more difficult for students when they move onto other providers. This independence/ ‘real world’ scenario is being encouraged by Leadership so that students become less reliant.

We would like to put more resources into NEET students as this area is still problematic and not readily solved for a variety of social reasons.

Areas of development: 

• To further consider/utilise assessment data and incorporate this into lesson planning and literacy planning.
• To implement and embed Read Write Inc across all Key Stages.
• To achieve a quality mark for ‘Learning 4 Life Award’ via Lancashire County Council. Lancashire Learning for Life - Lancashire Professional Development Service
• To explore the use of technology to support learning in the form of online resources and interactive content.
• To map examinations more consistently to ensure that we are protecting learners mental health, supporting the wellbeing of staff.
• To provide parents, carers and guardians with information on exams at the beginning of KS4 and each September onwards.
• To embed exam literacy across the entire school.

Targets (these have been extended/ adapted throughout the year. See Autumn and Spring Term Areas of development)

Progression

To provide further staff training on writing Cpoms entries with an increased awareness towards being efficient/ concise and using correct tags

• Increase in accurate reporting and recording.
• Staff feel more confident when writing reports.
• Staff feel more confident when assigning categories.
• Staff have approached SLT on a more frequent basis to enquire about CPOMS and to ensure that they are logging incidents correctly and within the right time frame.

The school has high expectations for students’ behaviour and conduct. These expectations are commonly understood and applied consistently and fairly. This is reflected in students’ positive behaviour and conduct. Low-level disruption is not tolerated and students’ behaviour does not disrupt lessons or the day-to-day life of the school. Leaders support all staff well in managing students’ behaviour. Staff make sure that students follow appropriate routines.

Students exhibit positivity towards peers and staff alike for the majority of the academic year. Kindness and respect towards others have been commendable and has set a great example for current peers and those new to the school. The climate we have created is truly unique and should be celebrated.

The routine in school is sound where students know day to day what time break and lunch time are and this is worked towards. Disruptive behaviour does happen in the odd occasion this is dealt with appropriately and there is always support where needed.   

The school have a flexible approach to each student and have high expectations on behaviour and conduct as school. School will be supportive to students and staff but expect that behaviour and conduct at school is consistent and respectful.

The school's high expectations of behaviour is implemented by all staff in the school. The ‘attitude to learning’ principle is understood well by students and contributes a lot to the student behaviour.  This is a good incentive for the students and most teachers implement it well.

The school places a big emphasise on manners, conduct and behaviour. Students are strongly guided, taught and encouraged to show respect to others and how to manage their emotions, especially from the LSA team. Leaders support staff when it comes to managing students behaviour. School routine and individual staff relationships with students are key to helping the students manage and talk about their emotions and feelings, which results in a positive and a learnt positive behaviour.

Staff are quick to identify students who are struggling and provide alternative provisions for students who are disrupting lessons. Due to the nature of the students, boundaries are always going to be pushed. Some staff believe that not all staff are consistent in their approach. Staff are trained in de-escalation procedures. Sensory resources are available to reduce anxieties. There are quiet areas and outside for students to go when dysregulated. A new Sensory room is being built at the Key Stage 2 and 3 site.  

Students make friendships with peers within school and appear to enjoy spending time with each other. Arguments do happen but these are usually short lived and without lasting effect. Students understand that actions have consequences and students understand how to acknowledge undesired actions and apologise and understand why behaviours may be undesired.

During outreach sessions, all students are expected to demonstrate good behaviour. Students know that high expectations of behaviour are expected, and they adhere to this. This applies to all students. If there has been the occasional incident of low-level disruption, this has been swiftly dealt with and well managed. Students are fully aware of the need for appropriate language, conduct and work ethic. Leaders are supportive when consulted.

There is a strong Behaviour Policy June 2024 and Behaviour Support and Physical Intervention Policy June 2024.

There is an updated Smoking and Vaping Policy 2024 as there have been some issues around Vapes among Sixth Form.

Leaders, staff and students create a positive environment in which bullying is not tolerated. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread. This includes online.

Bullying in any form is always dealt with. The environment within school day to day is positive. Students are reminded continually about the schools Anti- Bullying Policy June 2024.

Staff will deal with negative behaviour and attempt to ensure that all negative and disruptive behaviour is managed well. Staff explain to students the importance of being respectful and supportive to fellow peers and staff. We encourage students to be independent and make right choices that are not discriminative od disrespectful of others.

Accepting each other’s differences is a key feature that most of our students adhere to. Leaders and staff re-enforce this and act as positive role models to our students. When students do digress, staff are quick to deal with aggression, discrimination and derogatory language. In a vocational placement where one of our students attends, they have commented,  “I wish we had 16 (student’s name) in the group.” There is demonstrable improvement in the behaviour and attendance of students who have particular needs.

All staff have a zero-tolerance policy towards bullying, aggression and discrimination. The atmosphere in school, created by staff, is aimed towards providing a caring, nurturing and safe space for all children.

Some students contribute to the wellbeing of others where some struggle. Some of our students find it very difficult to pick up on emotions and/or don’t know when they are negatively affecting the wellbeing of someone else.    

Students are taught about bullying through various aspects of the curriculum.

There are examples of students taking the lead and supporting other students to challenge them about behaviours which are unacceptable. This demonstrates maturity and positive modelling within the school. Students have excellent working relationships with each other, staff and colleagues out of school. There is a high level of respect shown in varying environments including alternative provision and vocational environments. Students are polite to each other and during sessions show shared interests, shared objectives and have a positive outlook to what the school offers. Differences are valued and nurtured and students encourage one another to talk about beliefs, values and opinions. Students are encouraged to form good friendships based on tolerance and respect and this is evident across the whole school.

Students represent the school well on educational visits, team matches and work in the community and have high levels of respect for the public where they have been polite, courteous and respectful. They show concern and consideration for the local environment and are respectful. This has included cleaning up local areas.

On outreach, there are numerous examples of this. Students on the outreach programme have previously struggled with behavioural issues that has in turn affected their attendance. Through recognising each student as an individual who may have particular needs, there have been huge improvements in both behaviour and attendance.

We have a sound Online Safety Policy June 2024 and this is taught through PSHE and Citizenship.

Incidents are managed well within the school. However, it is not always followed up with the appropriate recording by staff. Staff to be given access to follow up incidents they have previously logged (low level and not including safeguarding) including Restorative Justice meetings.

Students’ attitudes to their education are positive. They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements.

General behaviour is extremely positive with students wanting to access lessons whilst demonstrating positive and engaging behaviours. The new students have settled in well, displaying fantastic attitudes throughout the year.

There is a positive atmosphere across the whole school where it is evident students want to be with us. Students appear happy to be in school and settle into lessons for the majority of the time.

Some students can be affected by outside influences and their home life which can quickly change mood but is often overcome due the relationships formed with staff.

A good number of students have engaged with their education, and this is demonstrated in the number of students sitting exams. Students work is displayed around the building and students look after their work and take care in completing it. They are happy to ask for assistance and want to improve. Students are commended with work of the week and head teachers awards. Most of our students take pride in their achievements and can’t wait to share them with others.   

Students behave with consistently high levels of respect for others and are positive within the school environment. Commonalities are identified and celebrated, difference is valued and nurtured and bullying, harassment and violence is never tolerated.

A lot of the students, especially the ones in their final year have tried very hard in their work to give themselves their best shot at future endeavours and take pride in such.

On Outreach, student’s attitudes to their education appear positive. Using good attendance and participation as an indicator, they appear committed to their learning. Resilience has been a key feature witnessed in many of the students. Examples include open and honest discussions with staff about issues they find difficult or challenging, and the ability to listen to advice and counsel. Students do take pride in their achievements. Examples include a student who takes photographs of what he achieves whilst on vocational placement, ensuring he has a visual record as well as evidence that he can share with his parents.

Students in PE and Outdoor Activities are positive. They are being taught and learning a healthy attitude towards competing and competitiveness. They show they can learn from setbacks and results not going their way, to be able to apply that with a mindset of always trying again. They demonstrate being humble towards others when winning and encouraging their school friends when the don’t feel confident.   

Staff show a great understanding and encourage students to make the right decisions, which helps them to regulate their feelings and emotions. Therefore, overtime, this has more of a positive impact, as it enables the students to take responsibility and improve their understanding on how to behave in a school environment.

The fact students are willingly choosing to stay with us post 16 is them being positive without saying a word and testament to the good work we do as a school.

We have seen a reduction in SI’s year on year. This year there have been thirty-three serious incidents recorded since September 2023 across the whole school. This is incredibly low when considering that we integrated two new classes across both sites and had a large cohort of Year 7’s at the start of the year. Behaviour in general has been low level and tends to be short lived. Attitude to learning appears to be positive and the curriculum/timetable supports this. There were 54 Serious Incidents last year.

Students have high attendance. They come to school on time and are punctual to lessons. When this is not the case, the school takes appropriate, swift and effective action. Where relevant, attitudes improve over time.

Student attendance is monitored daily, weekly, termly and annually. Concerns around attendance can be identified before it becomes a problem. In the case of unauthorised absence there is a call to the Parent/Carer requesting the reason for this. If attendance is an issue then the school attendance officer works with the student and family by conducting home visits and phone calls.  Generally, with the exception of a few students, attendance here is amazing and a real credit to our students. Students are happy in school.

Excellent attendance indicates how students are committed to their education both within school or when attending Vocational placements. A large majority of students, particularly across KS3, have amazing attendance and will even call school if transport is late which is testimony to them. Students enjoy routine and consistency in a safe environment. Students tend to become more anxious when we approach the end of term and begin to display negative behaviour at this time for fear of not having the support that they do in Term time.

For many students, their attendance is vastly improved from their previous schools which is due to dedication and support from staff making it fun, suitable and a positive learning environment. Students feel safe, have positive outcomes, form excellent relationships, enjoy their education and have a strong therapeutic and nurturing input.

Students are transported into school and being on a small site provides  classrooms which are close together and students are escorted between rooms which ensures that they arrive to lessons swiftly and on time.  

Students arrive to school on time and generally have good attendance, having taxis and drivers help, as they get to school on time, as it allows for early morning meetings with teachers and TA’s to address any problems that might need addressing. Overtime improving attitudes and negative behaviours.

There is a good routine set in place that the students understand very well. Most students have near enough memorised their timetables. Students know when form time is, when lessons start and finish and know when break and lunch is.

We work closely with the local authority on attendance monitoring and through DfE Guidance on Working Together to Improve Attendance 2024 and have weekly meetings to discuss attendance monitoring and action. This is recorded on SharePoint. We have an updated Attendance Policy June 2024.

The school goes to exceptional lengths to promote positive attendance and has programmes in place for students who may be struggling. This consist of outreach/ education in the home/ local community, home visits, telephone calls, out of hours/ weekend visits, adjusted timetables, alternative provision, bespoke timetables, Adult Pathway.

RHISE- 74% annual attendance

RHS- 80% annual attendance

Whole school- 77% annual attendance

It tends to be specific students who consistently have poor attendance, period of non-attendance which reduces the overall figures.

With attendance interventions omitted:

RHISE- 91% annual attendance

RHS- 94% annual attendance

Whole school- 92% annual attendance

The main student body has consistently good attendance. Students tend to fall into regular attenders, dipped attendance, non-attenders.

We are looking at the Emotionally Based School Avoidance toolkit and all staff will undergo training for this next year.

‘Cool off’ periods are used appropriately within the school’s No Exclusion Policy. The school reintegrates these students on their return and manages their behaviour effectively. Outreach is used effectively which is agreed with Parents/ Carers, Local Authority and other agencies as appropriate. Being unable to meet a student’s need is used as a last resort and support is provided to find alternate provision before a student goes off roll.

The cool off periods are very important for setting boundaries and giving students time to reflect on their behaviours. Outreach is also used well for students who are constantly having a negative impact on their class, this not only benefits the class but the individual who may be finding it difficult. Outreach works for some students due to anxieties too or who are just not yet ready. Students who struggle with attending school or being in a school environment attend on outreach programmes which are successful and students engage to the point of achieving externally set examinations.

Should an incident occur at school, a student will be kept at home for a period of reflection until a meeting takes place with Parents/Carers. In most cases this seems to have a positive impact on the student. In other reoccurring cases students will be placed onto outreach in order to support and educate these students off site ensuring their behaviour does not disrupt lessons or impact other students.

The SENCO sends work home when students are on reflection time and return to school meetings are held swiftly so that students are able to return.  subject staff also send work out. Wellbeing visits are made with the attendance officer whilst meetings take place.  

From an outreach perspective, a ‘cooling off’ period is rarely, if ever, required. Outreach often serves to support a student when other options have not been successful and serves as a vital bridge in reintegrating disaffected students back into a learning environment.  

We keep children safe, always, by doing the right thing. Students are encouraged to work with us to change their behaviour and to, afterwards, discuss a way of working better, going forwards. Students are given lots of options and chances to engage, reintegrate and choose better. All students recognise our support and willingness to help them and respond positively to this support. On the rare occasions when we are unable to find a way of working for a student, it is because the child’s needs are best placed in a more specialised school. The allocation of students to our school is integral to the success of the school and their educational and personal growth.   

We have a robust No Exclusion Policy updated June 2024.

Staff comment:

‘I actually really love this policy.  I like the term reflection day too in place of fixed-term exclusion.  Even though it’s the same sanction, it seems a little more therapeutic.’

Relationships among students and staff reflect a positive and respectful culture; students are safe and they feel safe.

Staff will continue to keep up the excellent work and support our inclusive environment to see our school community thrive. We achieved The National Wellbeing Gold Award 2024.

‘The Well Being Team, enthusiastically led by the Deputy Headteacher, the Business Manager and the SENDCo, systematically used the Needs Analysis to identify their priorities and targeted the RAWW materials to plan their delivery involving the whole school community in various ways. This included better understanding of Attachment Awareness and Core Strength including confidence, resilience and growth mindset. The school is very pleased with the progress they have made across the year particularly with Trauma training and strategies to improve the Climate and Culture of the school community and in the classroom. This was expressed very well in how they have presented their journey and evidence in their Gold Award Case Study’

Our commitment to considering our staff and students emotional health and wellbeing is truly inspiring and has become a solid pillar of our school community. We always priortise the staff and students need, and it is always the centre of everything we do. This has improved resilience and positive mindsets across the school. Attendance for students and staff has improved as a result. It has gone a long way to bridge the gap caused by the Pandemic.

Throughout the school day, students are well supported by staff and are encouraged to try and make the right decision. On occasions, students will need some guidance and support, but staff give the students every opportunity to succeed at RHS, by being supportive and understanding of each individual student’s needs. The school is an inclusive environment and staff work well towards providing a well-rounded school for students to work towards their own spiritual, moral, social, and cultural beliefs.

Relationships at school between staff and students are positive and respectful. They know that we are there to help them and can feel safe in the school environment. Students feel safe, listened to and valued by all staff. Our students love school and have great relationships with staff at the school. We make every minute count to building positive relationships and this is key to everything else that the school does well. We have a dedicated team, and this team works tirelessly to create a positive, respectful, and harmonious school experience.

Students are very open and honest with staff and I’d say the majority of time have the confidence to confide in them if they are struggling in their personal life.

Areas of development:

• To utilise CPOMS further, so the wider staff group can follow up incidents with resolutions and actions.
• To develop our trauma informed practice across all key stages.
• Embed the student and staff wellbeing programme further.

Targets (these have been extended/ adapted throughout the year. See Autumn and Spring Term Areas of development)

Progression

To introduce and monitor Educational Visits Policy with new timescale for planning

• More frequent student trips.
• More streamlined documentation.
• More user friendly.
• Accurate planning checklists.
• Higher percentage of planning checklists submitted within the correct time frame.

To incorporate students into the planning of visits and real-life expectations of costings/ procedures to help them understand the value and opportunity

• To be extended through Student Council.

The curriculum extends beyond the academic, vocational or technical and provides for students’ broader development. The school’s work to enhance students’ spiritual, moral, social and cultural development is of a high quality.

‘The school has designed an exceptionally enriching personal development programme. This programme supports each pupil to re-engage with education and to understand how school can contribute in a highly positive way to their lives. Pupils’ individual talents and interests are developed and nurtured throughout each school day. The provision for each pupil is highly personalised to help them reach their full potential now and in the future.’ Ofsted report 2023.

A reviewed Policy is implemented which describes how SMSC is incorporated across the whole curriculum. We help students to build their own personal values that are important to them and help us to guide them further. The encouragement of positive relationships with others is always nurtured, so when students transition from our care, they are further to becoming responsible citizens. 

There are lots of opportunities within the classroom and during less structured times of the school day to discuss SMSC issues. The PSHE Policy and curriculum covers a variety of topics. Students are genuinely interested in these topics and are keen to share ideas/ opinions. Transport is particularly a good time to talk through these topics. 

The school works well in providing an understanding for students and although they may not always get it right, have an ethos to challenge and change openly through honest and respectful discussion. This is enhanced through the Adult Pathway curriculum and students have countless conversations about current affairs, religious themes, emotions, culture and inclusion. Socially students are given opportunities not only to work alongside peers from their own school but from others.  

Students are nurtured by the school socially and academically to help set them up for further education and gaining life skills. School has got a wonderful outdoor space where students can play football, do sports, grow fruit and flowers in the gardening area, relax in the outdoor sensory garden, experience music or just chill and explore. School offer counselling to support wellbeing and the mental health of students who require it.

Citizenship and PSHE allow students to broaden their understanding of social and cultural development. We encourage discussions during form and throughout the school day. There are experiences given to students for the chance to visit cultural, historical and religious sites, and groups thus expanding students’ interactions with broad ranging experiences and interactions to enhance their self-development.

Students have achieved Silver Duke of Edinburgh Awards following on from successful Bronze Awards.

There are opportunities across the curriculum which incorporate focus days and months and these have visited some of the following areas:

Anti- Bullying Week

Armistice Day

Black History Month

British Science Week

Diwali

Easter

Eid-al-Fitr

Holi

International Women’s Day

Mental Health Awareness Week

Recycling Week

Red Nose Day

Safer Internet Day

St George’s Day

St Patrick’s Day

The General Election

VE Day

Women’s History Month

World Book Day

World Day for Cultural Diversity

World Heritage Day

World Poetry Day

World Space Week

World Wildlife Day

Mental Health Week

Visits have taken place to:

Quarry Bank Mill

Lancaster Castle

The Hill- Outdoor dry ski slopes

Lego Discovery Centre

Gisburn Forest Park

The SPACE Centre

Healey Nab

Anglezarke Reservoir

Haigh Woodland Park

Windmill Animal Farm

Blackpool Sealife and Madame Tussauds

Wild Discovery Centre

Go Ape- Outdoor High Ropes

Alton Towers- Leavers Trip

Play Factor e

Hollywood Bowl

Blackpool Pleasure Beach

Enrichment activities have taken place at:

Gaming- Rainford

Bamber Bridge Leisure Centre and Gym

Foot Golf

Climbing Walls- Liverpool

Vida and Soccerdome- Football

Southport Leisure Lakes- Golf

Witton Park, Worden Park, Stanley Park, Yarrow Valley, Cuerden Valley

Charnock Farm

Formby Beach

Rivington

Red Rose

Outdoor Elements

Enrichment Programmes spend has been £152,513 compared to £110,658 in 2022/2023

The curriculum and the school’s effective wider work support students to be confident, resilient and independent, and to develop strength of character.

Roselyn House Schools, through its outstanding personal development strand, support preparation for Adulthood in part through our dynamic curriculum, which is designed with the students’ interests at the centre.

There is a common interest in staff to promote confidence and independence. With the variety of different opportunities presented to the students, students come across things that may not have the confidence to do. Staff encourage confidence in the students to try things outside their comfort zone. The curriculum and vocational work gives our students confidence and the belief they need in themselves. They thrive when they find something they enjoy doing and gain resilience.

All staff champion the students to achieve this. This is shown by the kindness, patience and encouragement shown everyday by all staff, through the lesson plans delivered by teachers and the academic support, guidance and emotional support shown to the pupils by the LSAs

We can see the difference in students who are now leaving us and how they have matured over the years which is a real plus seeing them make their way in life and how independent they have become.

PE and school sport develops strength of character. The school football team experienced losing in some of their matches. They were able to respond positively and win their next match.     

The school provides high-quality pastoral support. Students know how to eat healthily, maintain an active lifestyle, and keep physically and mentally healthy. They have an age-appropriate understanding of healthy relationships and of the protected characteristics.

All students appear healthy and have formed fantastic friendships with each other and positive relationships with staff members. The enrichment/extra curricular offer at Roselyn House School ensures that all students are supported/educated in the importance of having an active lifestyle.

To further support this, the school would benefit from achieving the Healthy School Standards award.

PSHE lessons in particular are effective in this. They cover all aspects of health. The PSHE teachers tend to base lessons around discussions which gives staff a better idea of where the students understanding of that topic is at and where to support when necessary.  The curriculum map for the PSHE lessons embed these factors into the students learning journey, students are also encouraged to discuss thoughts and feelings and are thought about the importance of healthy relationships and good health to a level that is relevant to their learning stage and age.   We have a strong Healthy Relationship Policy June 2024.

Students are provided with the most healthy, tasty and nutritional meals by the school chef. They are educated and encouraged, especially within pe and outdoor education, how important it is for their mental health to stay active, participate in team sports to build friendships and help build their character and resilience.   

Parents/Carers have access to all aspects of their child’s school on our Website which is updated regularly. Emails, phone calls, letters etc are a constant way of ensuring that Parents/Carers know about their child’s school experience. End of Term reports are produced and also an Annual Review to which parents are invited to attend to discuss their child’s progress and attainment.

School have Chef who provides a healthy and varied lunch menu daily. Food is bought from a local butcher and greengrocer and prepared/cooked daily.

Sport is a big part of the school curriculum and includes football, horse riding, archery, water activities, rock climbing and other exciting activities.

SLT support staff wellbeing and offer open wellbeing afternoons and a wellbeing day off per year. Groups are created to support each other with various events i.e. 10,000 steps per day.

Within adult pathway, students learn basic life skills and are made aware about a healthy lifestyle including independent living, shopping and cooking for their selves.   

On Outreach, quality pastoral support if offered to students on a weekly basis. By being consistent in the approach to each student, the above areas are fostered. Examples include encouraging students to eat well and to stay hydrated, encouraging less active students to take short walks instead of spending time gaming by accompanying them for walks in their locality and talking to students about the importance of healthy sleeping patterns.

A Pastoral group of staff are to be created with specific responsibility from September 2024.

The school provides a wide range of opportunities to nurture, develop and stretch students’ talents and interests. Students appreciate these and make good use of them.

This is an area that Roselyn House School excels in. Students are given opportunities to engage in a wide variety of different activities that meet the above goals. Examples from outreach include encouraging students to engage their passions and interests including fishing, D of E, producing their own arts and crafts and promoting healthy lifestyles by using the facilities of a local gym. Students do make good use of these opportunities. Examples include students ‘selling’ small pieces of commissioned artwork to family members and gaining recognition and praise from members of staff at vocational placements including Applecast.   

Through our Key Stage 3 Art offering, we recently won a Lancashire art competition which gave lots of students confidence in progression for the future in a creative field.

We utilise the following Alternative Provisions for vocational studies:

Bolton College

CAST northwest

Communitree

Creative Works Preston

Eqwise

Fast Forward Vocational

Team Sport Karting

Horse Power

Jennings Gym

Longsight Riding Stables

My Step Up

North Lancs Training Group

Pathways in Learning

Preston North End Community and Education Trust

Preston Vocational Centre

Sound Skills

Strawberry Fields Training

Skills Construction Centre

The Music Project

4 Tech

In addition to Alternative Provision we have used MPloy this year for Work experience. There have been Ten students engaged in the programme. Two students completed the full 12-week programme.

Feedback from students was mixed as some felt they were not being used to all their potential, some kept asking why they were not being paid, why did they have to catch the bus, its not what they wanted to do and felt that the placement was too cold working outside.

The students who completed the full 12 weeks, benefitted one student at a recent college interview when asked about work experience and were able to give a full account at the college interview which is resulting in an offer of a college place.

The other student reduced her hours to enable her to complete the placement following consultation with both the employer, school, and parent.

Feedback from parents was mixed, as some were supportive at first but then changed their minds and withdrew consent and placements came to a premature end.

This was disappointing, when with a bit of persistence students would have fully benefitted if they had settled into the placement and able to use as evidence on their CV’S or college applications.

Feedback from employers was in the main supportive.

The positive was the variety of placements sourced by MPLOY, which was of an excellent standard.

Students were offered a variety of placements:

Tudor House Nursery

Ribby Hall Nursery

Holiday Inn Express

Fulwood Leisure Centre

Green Gate Farm

Mayfield Cat Hotel

St Annes Boarding Kennels

Pendle Dogs In Need

Woolfwood Wildlife and Dog Rescue.

We intend to continue with MPLOY and to promote the possibilities with future Post 16 students.

Vocational Programmes spend has been £119,372 compared to £132,469 in 2022/2023.

Staff comment:

‘This is a busy school of activities and vocational output. School should be rightly proud of what we offer students.’

The school prepares students for life in modern Britain effectively, developing their understanding of the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

SMSC is embedded throughout the curriculum. The schools values underpin all decision marking, whilst providing a rich curriculum with plenty of opportunities for outdoor education, learning about diversity, trips to the theatre, sporting events, with cultural and artistic opportunities.

School encompasses an all round view of life in 2024 and as staff and students are drawn from differing backgrounds and experiences, this enhances this. Students have a wide understanding of life in modern Britain, equality, diversity and inclusions.

Students engage with views, beliefs and opinions that are different from their own in considered ways. They show respect for the different protected characteristics as defined in law and no forms of discrimination are tolerated. Discussions are had in class which play a fundamental role in allowing students to discuss and understand their faiths and beliefs, as well as being respectful and understanding of how other peers’ feel and what faiths and beliefs they have. This creates an environment that allows students to explore new ideas and beliefs they may not have thought about before. This leads to a greater understanding for the students, who become more aware of forms of discrimination and tolerance.    

Staff encourage tolerance, understanding and we celebrate difference and cohesions. These topics are covered as they arise in conversation and examples of local and current relevance are explored. Students are given the opportunity to air contentious views and to have these views debated respectfully and challenged with understanding.

Citizenship and PSHE covers all of these aspects. The Citizenship/PSHE lessons are well prepared and always well received by students. Students really like the discussions brought up during this lesson. There are strong Schemes of Work in place and Policy.

Within the Citizenship curriculum students begin to understand Britain and British values.

There is cross curricular work achieved and displays around school. We have AQA units which students can study to gain qualifications in these subjects.  We also try to prepare students for adulthood and teach them how to be inclusive and celebrate their differences.

We celebrate different religious festivals across the school year and have focus weeks/ days which promote these. Examples can be seen around Eid and Chinese New Year in particular.

The school promotes equality of opportunity and diversity effectively. As a result, students understand, appreciate and respect difference in the world and its people, including the things we share in common across cultural, religious, ethnic and socio-economic communities.

Positive equal opportunities mean ensuring that all individuals have the same chance to succeed in life, regardless of their background or personal characteristics. This includes and respecting and valuing peoples protected characteristics, such as their race, gender, age, disability, religion or sexual orientation. By creating a fair and inclusive environment, Roselyn House School has ensured that everyone is treated with dignity and respect, were we foster a more diverse and equitable climate for our students. By embracing diversity and promoting equality, we can create a more harmonious and prosperous community for all of our students and staff. This underpins everything we do throughout the academic year. Through PSHE, citizenship, form time and focus weeks (to name a few), it is incredibly important to us that we celebrate and educate students on regional, country and global societal/personal differences.

There is a mixed population at school and everyone is encouraged to have a voice. Students have first hand experience of protected characteristics and are able to discuss each others backgrounds, disabilities, personalities, lifestyles and tolerances. We have the opportunity to discuss differences and promote respect, understanding and tolerance regularly which benefits all students. One student in particular shared with staff that they feel accepted by all students, to be who they choose to be which is a pleasant revelation and in marked contrast to the rest of their life experience. This is not an isolated incident.

We have a strong Single Equality Policy June 2024.

Students are inquisitive and aware that there are people with differing views to their own. They readily engage in views, beliefs and opinions that differ from their own and are considerate how they do this. Students have openly discussed Muslim faith and culture with staff members in an open and accepting way.

Work is done to challenge unacceptable behaviours/ language and we have individual programmes which tackle this if necessary. We are very good at providing equity in the classroom to ensure everyone’s individual needs are met. We work with students to develop understanding of difference among others.  

Students are keen to share their thoughts and opinions and generally try to be understanding and respectful. Learnt behaviours or polarised backgrounds can sometimes mean that they don’t always have the appropriate vocabulary and sometimes without knowing can cause offense. They are willing to accept explanations and seek to rectify. Individual work has been put into place for those who may have more difficulties in this area and vocabulary has been introduced as key terms and displayed around school.

Some students despite their age have not experienced much of the world around them or even their local area until they have started to attend with ourselves. Over time and with consistent challenge, they develop and have wider views

Examples include running women’s history month initiatives including a recent Art Competition, being a black history month diversity champion and a Stonewall school champion (Silver). These all lead to student’s understanding and respecting of the world and it’s different people groups.

Students engage with views, beliefs and opinions that are different from their own in considered ways. They show respect for the different protected characteristics as defined in law and no forms of discrimination are tolerated.

We know the importance of this and ensure that it is recognised by all within our school community. We celebrate the unique qualities that each individual brings, and to ensure that no one is discriminated against because of who they are. By continuing to promote positive equal opportunities and respecting protected characteristics, we will continue to build a more inclusive school and society for our students to live in.

Most students show respect for different protected characteristics and beliefs when they step out of line staff are quick to discuss with them the issues and guide them. Discrimination isn’t tolerated and is quickly dealt with by all staff. Ofsted recognised that students understood what protected characteristics mean.

We have strong policy and they are inclusive. We have policy which includes LGBTQI+ community.

We have inclusive resources and our libraries contain books which represent protected characteristics.

Our students engage in class discussions and are confident in doing so.  They are becoming more adaptable to understanding other points of view during these discussions. Rules and expectations are identified and clarified.

We encourage a cohesive community across the whole school where listening is vital to understanding and individual growth particular in a society which has become more divisive.

The school provides students with meaningful opportunities to understand how to be responsible, respectful, active citizens who contribute positively to society. Students know how to discuss and debate issues and ideas in a considered way.

Students are often taken out in public and are given the independence to show that they are responsible and respectful citizens. Staff ensure students are respectful and use manners. Many students do litter picking to show them to importance of looking after their environment. The ‘delivery joy’ initiative that the students do during Christmas shows the importance of connecting with their community and spreading positivity.  Charity work is encouraged. 

There are weekly lessons where debates are held which contributed to understanding how to be responsible, respectful active citizens. In these debates students are focussed and engaged. They each contribute to these discussions and thrive during these sessions. Debate is popular across the whole school.

Citizenship themes are explored through dedicated sessions and through cross curricular opportunities. History is a good example. Covering Victorian era allowed for an understanding of democracy, government and how laws are made.

On Outreach conversations take place, these opportunities are clearly available and frequently supported. Examples include supporting students to effectively deal with family and relationship issues, how best to react to conflict, how to manage difficult emotions and the importance of remaining healthy and active. There are displays and posters around school to promote positive contribution to society.

Our Vocational offering supports students to become more rounded citizens by experiencing a variety of environments/ placements providing a real world situation.

School prepares students for future success in education, employment or training by providing unbiased information to all about potential next steps and high-quality careers advice and guidance.

Vocational and post 16 leaders remain ambitious in their support and provision of opportunities for students. Examples include placements best suited for person centred learning, qualifications available that are attainable for students and training opportunities aimed at supporting students to gain future employment such as bricklaying and plastering and childcare. Staff are clearly providing careers advice and guidance, as conversations indicate this when talking with some parents during outreach sessions.

Staff identify students needs and encourage them to develop in areas or careers that interest them. Advice is offered in house and from the different authorities. Visits are planned so that students can experience seeing different settings and courses to be suit their requirements.

Students are given numerous opportunities to learn and explore topics for future education and are given opportunities to gain valuable work experience during their time at our school, students are introduced to many different topics and are educated about future possible jobs they are able to progress too in the future, our school also supports students to progress onto further education and transitions students to this stage in their education. The staff who support Careers, Vocational Adulthood Pathway and Future progression across the whole school are highly dedicated, forward thinking and understand our young people well. They are champions for a positive future.

Students have access to a lot of information regarding their future prospects.  We are always on hand to answer questions and signpost to relevant staff / agencies if we are unsure of anything which a student has asked. Students are encouraged from Year 8 to start thinking about their futures.

There is information on open days and staff often attend these to help support Students and their families.

Areas of development: 

• To explore the national development team for inclusion resources, to bolster our preparation for Adulthood strand. https://www.ndti.org.uk/resources/preparing-for-adulthood-all-tools-resources
• To continue to improve the independence and self-help offer and provide relevant targets for all of our students.
• To reduce the number of students who become NEET.
• To complete the Lancashire Healthy School Standards and achieve the award next academic year. lhsst-guidance.pdf (lancashire.gov.uk)

Targets (these have been extended/ adapted throughout the year. See Autumn and Spring Term Areas of development)

Progression

To promote whole school cohesion by offering opportunities for staff to shadow across sites and take part further in shared practice/ experiences

• Unable to do it due to staff absences.
• Staff have remained at their respective sites.
• Cross site, subject specific meetings have taken place.

To develop further training/ understanding of Online Safety across whole school with particular reference to KCSiE 2023 and filtering and monitoring

• Staff have engaged with all aspects of safeguarding training, including safer internet use.
• Through the effectiveness of the IT administrator, we as a school manage this extremely well.
• Multiple safety features promoted and in place.
• Celebrate Safe Internet Day February 2024.
• Improved school policy for academic year 2023-24.
• Students have improved their knowledge on how to keep themselves safer online.

Leaders have a clear and ambitious vision for providing high-quality education to all students. This is realised through strong, shared values, policies and practice.

Leaders do have an ambitious vision for high quality education for the students at Roselyn house, as do all the staff. Policies and procedures are always updated and staff training is up to date, student centred and forward thinking.

Leaders are always wanting to improve and strive for the best education that they can provide. Staff feel appreciated and know what is expected of them which is realistic with their wellbeing in mind. There is a shared vision, dedication and belief towards the eths of the school which is communicated well. Achievements are recognised and rewarded.

Leaders encourage staff to support and share best practice and are always striving to find new ways of making our students learning journey as valuable as possible by giving a rich curriculum and providing them with numerous opportunities for future interests and job opportunities. They understand the school and everyone in it well.

Students develop character by receiving these values and this teaches them to be responsible, kind and considerate to others too.

Policies are updated for June 2024. These take into consideration the new KCSiE 2024 which is due to be implemented in September.

There is a system of INSET Training across the school year to include all staff:

2023-2024 TWILIGHT SESSIONS

INSET Training:

Team Teach – October INSET

CPOMS training / Welcome back / TT planning / Staff Check in September INSET

These are complimented with regular group meetings. Staff are listened to and their wants and needs determined and supported. An annual evaluation is requested which summarises staff opinion of the school year and informs the future school evaluation and improvement plan. 

Staff training is regular and informative covering a large range of subjects relevant to SEMH students and also personal development within individual roles. Staff are supported to attend University to study and gain qualifications, along with online courses and adult evening classes. Annual appraisal’s take place.  

CPD courses and these have included: 

First Aid at Work

First Aid at Work refresher

Equality, Diversity and Inclusion

GDPR

Impact of Trauma and Neglect

Health and Safety

Online Safety

ACEs

Anaphylaxis and Asthma

Fire Warden

PREVENT

Food Hygiene Level 2 HACCP

DofE Expedition Assessor

DofE Foundations Pathway

DofE Expedition Assessor and Supervisor Pathway

DofE Award Verifier Pathway

Safer Recruitment

Legionella Awareness

All meetings are varied and focus on key areas of development within the education sector. Changing policies and procedures are cascaded to staff in an efficient and timely fashion.  

Shared practice is an important part of our development programme. Staff have been able to have one to one time and small group interactions with other staff and SLT and showcase their own skills and how groups can complement each other. Leaders are encouraged by suggestions from the staff group.

This is clearly evident, especially on the outreach programme. The way the programme has been set up, putting students at the very centre of their learning, is ambitious and fosters a high-quality education. Examples include ensuring funding and support for students who have a particular passion or interest, ensuring staff receive appropriate and up to date training in key areas and by remaining creative in the ways that the outreach support can best serve students.

Opportunities for Leaders to share good practice with other schools should be given time to happen as there is a positive model which could benefit others whilst also further developing Roselyn House School.

Leaders aim to ensure that all students successfully complete their programmes of study. They provide the support for staff to make this possible. They create an inclusive culture, and do not allow gaming or off-rolling.

Leaders and all staff, go above and beyond to ensure the best education, experience and programmes of study for our students. Staff are supported in every aspect and in particular their wellbeing and workload. Leaders are consistent and fair to all staff and value each and every one’s contribution to the success of the school. There is a clear focus and structure of Leadership which encompasses all aspects of the school from day to day running, Business Management, policy implementation, referral of students, finance, working with authorities, liaison with Parents/ Carers and interested others, legal  requirements of the SEN Code of Practice, compliance with Independent School Standards, keeping up to date with DfE policy and directives, Health and Safety etc.

All staff understand our students well and the direction the school is heading and what the aim is. Everyone makes positive contributions in the best interests of our Students in order to create an inclusive culture of achievement.

Daily tracking systems have been optimised to track engagement and progress. Meetings are held between SLT and teaching staff to discuss students. The SENCO is also available to support when needed. Leaders are proactive in ensuring that students commit to the learning and ensure support is given when needed.

Leaders support students well and provide them with all the relevant support and materials to enable them to complete their studies, staff are provided with the relevant training and support to enable them to support and encourage students to complete the aims they desire.   

Students who may need additional support are highlighted for support staff to help. With teachers instructing LSAs on the work and who may need help.

Staff comments:

‘It is very much a team effort and I know a lot goes on behind the scenes to ensure smooth running of the school.’

‘Leaders support and uplift staff and students consistently and fairly.’

Leaders engage effectively with students and others in their community, including, when relevant, parents, employers and local services. Engagement opportunities are focused and have purpose.

Leaders have positive relationships with all of our students. Parents and carers are encouraged to be involved in all aspects of their child's education. They work closely with employers and local services through vocational activities.

Leaders engage well with all to support in providing engaging opportunities to all.

There is a strong working relationship with local authorities, social care and other agencies which is focused and maintained for the needs of the students and their families.

This is achieved by phone calls, emails and letters with letters posted to the school website. We have a fantastic relationship with most of our families and communication is effective. We strive continuously to make this the best it can be. Communication is effective and robust. This is shared across whole school by SLT. SENCO and Vocational Co-ordinators.

Leaders engage with their staff and are aware and take account of the main pressures on them. They are realistic and constructive in the way they manage staff, including their workload.

‘Staff feel valued and well cared for by school leaders. They are proud to work at Roselyn House. The school provides regular training which helps staff to know how best to meet pupils’ needs.’ Ofsted report 2023.

Teaching staff have stated that they can manage their workload effectively and feel listened to when they request further support when needed. All teaching staff have adequate PPA and do not support transport, so they have enough time to complete tasks and climatise to the school day.

Regular meetings are held, and a welfare survey is done regularly.  SLT are fair and understanding to staff needs and if needs are not met then it is explained why.

Staff have good communication with outside agencies/parents. The feedback from parents at parents evenings has been very positive. Communication to staff is mainly positive.

Leaders are very aware of the pressures and intense situation that can sometimes arise at Roselyn House School and take steps to make sure staff have time and manageable workloads.

Leaders are fair and supportive of staff and support staff very well within their roles, staff are supported and an open-door policy applies at times when staff are feeling pressures of work and life. Appraisals take place annually.

Improved breaks for LSAs are being looked into as often they get caught up with students and are unable to get away.

Staff comment:

‘The wellbeing of staff is excellent!! Just brilliant. The mental health wellbeing and care shown towards staff is incredible. Leaders are so approachable, understanding and caring.’

‘I feel comfortable to approach leaders when needing support in a student's programme of study and feel confident that they would help.’

‘Diamonds!’

Leaders protect staff from bullying and harassment.

There have been no reported issues. Policy is place to act accordingly. This includes sexual harassment and Gender.

Staff comment:

‘As a long serving member of staff, I believe this has always been the case. I have never had to face bullying or harassment which proves it is not a culture that occurs in the workplace.’

Those responsible for governance understand their role and carry this out effectively. The proprietor and those responsible for governance ensure that the school has a clear vision and strategy, that resources are managed well and that leaders are held to account for the quality of education.

An updated Governance Policy, June 2024 is in place.

All Independent School Standards are met, The Proprietor Body is KS Education Limited. The Directors of this are also the Headteacher and one of the Deputy Headteachers of the school.

There are systems in place for managing finance and procurement with the Business Manager.

School has an effective evolving plan to cater for the needs of students with a wide variety of diagnosed conditions within their EHCP’S. We are continually expanding and the challenge going forward is to maintain and expand resources to cater for the extra students. This is still a bit unclear so late in the school year, July and makes planning for leaders difficult whilst awaiting decisions on up to 29 students which are still not agreed by local authority.

Staff comment:

‘Have regular weekly meetings with the Deputy Head so aware of the journey the school is on and how it hopes to achieve this in 2024-25 and beyond.’

‘I presume so, as the school runs wonderfully’

The proprietor and those with responsibility for governance ensure that the school fulfils its statutory duties, for example under the Equality Act 2010, and other duties, for example in relation to the ‘Prevent’ duty and safeguarding.

All Independent School Standards are met as outlined in the Ofsted Report 2023 by the Proprietor Body, KS Education Limited.

Staff receive annual Safeguarding and Prevent training. There is a robust Safeguarding Policy which will be further updated to include KCSiE 2024.

Annual Mandatory training is completed by all staff and logged within training records.

Safeguarding is effective.

All Independent School Standards are met as outlined in the Ofsted Report 2023 by the Proprietor Body, KS Education Limited.

Staff have a sound understanding of Safeguarding which is an annual training and it is an exemplary part of our day to day practice. We have 5 trained DSLs and staff are aware of up to date procedures including referral to LADO. Our DSL team attend TAF and CAF meetings and work together with Children in Need and Child Protection. All incidents and concerns are recorded on CPOMs. There has been additional training for staff in this. Any safeguarding matters are dealt with in an efficient and professional manner. There is an up to date Policy and it will be further renewed to incorporate KCSiE 2024.

DSLs are available every day of the week and including school holidays. They go above and beyond to keep our students safe and provide support for families.

We have a sound Early Assessment Help Offer 2024 and our vulnerable students are monitored and data provided to local authorities regularly.

7 minute briefings, are regularly sent out so that staff are receiving the knowledge in addition to statutory duties.

DSLs are always available to advise staff and report back on Safeguarding issues.

Regular training is undertaken by DSLs.

Business Manager and Headteacher ensure Safer Recruitment practices and training has taken place and Central Single Register is up to date and compliant with DfE procedures.

Staff comment:

‘I can't believe what DSLs do and how they go so much above and beyond. Wow. We really do care!’

Areas of development: 

• To implement and oversee the effectiveness of the break time schedule from September 2024.
• To create a training matrix to support our CPD offering before Spring 2025.