Rosewood Independent School aims to provide a balanced, creative education in a stimulating, safe environment through which children maximise their talents and abilities, develop a pride in their achievements, and feel happy, confident and secure.
We pride ourselves in our dedication to becoming a fully trauma-informed provision. Our staff are trained in Adverse Childhood Experiences, First Aid for Mental Health, De-escalation, and Positive Handling. All staff also attend training on behaviour theory; our ethos is built on ‘connection before correction’. Our curriculum design allows us to underpin our ethos into all areas of learning and delivery to ensure we offer our students a positive and relational experience that recognises the impact of trauma and continuously strives to reduce this.
We understand that children do not learn in the same way, and that every behaviour has a root cause.
For this reason, we work to a curriculum which allows us to be aware of and align our sessions towards National Curriculum outcomes, but is presented with a trauma-informed approach.
We only employ teaching staff who have the flexibility to adapt their content, presentation, and teaching styles to ensure we are entirely focused on providing the right education to the individual child.
Our curriculum is created to cover a breadth of education and not just teaching to a test; a more holistic approach to education which promotes connections, relationships, and empathy.
We understand that children develop in areas of their learning at different stages, and that social and emotional barriers may put up barriers to learning. We encourage children to feel proud of who they are and their achievements, and support their individual learning journey by building confidence, providing engaging learning opportunities, and nurturing creative thinking.
The core subjects of English, maths, and science are a priority for all of our students, and this forms the foundation of our entire provision and ethos.
However, the flexibility of our curriculum and our bespoke approach to learning also allows us to incorporate enrichment activities into the timetable, which will include visitors to the centre, out of school trips and visits, and workshop participation.
For our older students, our goal is to ensure no child is not in employment, education, or training following their time with us. To inspire and enrich these students, we also offer career support and advice, and visits to local workplaces.
Upon arrival at the school, all students have a personalised curriculum plan designed to map to their needs, abilities, and interests. This will take into account previous reports, wishes of the student, and realistic targets and expectations within the timeframe of attendance.
In our primary unit we use the National Curriculum as our framework, maintaining a strong focus on phonics, literacy, numeracy, science, and PSHE. This learning is complemented with integrated teaching of the humanities, art, ICT, and PE. Core learning is differentiated for our pupils, which allows for learning gap identification and target setting for progression. We use a topic curriculum focus across primary which maps to National Curriculum objectives. Our approach to phonics remains flexible, and we choose and use schemes depending on the previous experiences of the student, identified during initial assessment. We have access to a wide variety of resources, books, and web based programmes to teach phonics and literacy, and have trained Phonics Practitioners on staff.
When designing curriculum plans, we use the National Curriculum as our framework. We also offer appropriate examination pathways in KS4 which align to the abilities of the child. Our secondary timetable is complimented by humanities, art, ICT, and PSHE through a range of curriculum headings taught in subject blocks. KS3 and KS4 students are also offered a bespoke learning plan to complete ASDAN Life Skills Challenges, created to support them in their next steps and develop core skills, competencies, and independence.
As well as creating personalised academic and social/emotional interventions, we follow the Edexcel GCSE syllabus or NCFE Functional skills syllabus for core subject qualifications. We also offer three Vocational Pathways for KS4 students to enhance vocational skills and provide additional qualification opportunities.
Across our Primary and KS3 settings, students access their core subjects of maths, English, and science in alignment to the National Curriculum.
In KS4, students take either a GCSE or Functional Skills pathway, which is monitored and assessed continuously to ensure students are given the opportunity to achieve to their highest potential.
We recognise that many of our students have pre-existing notions of non-core subjects due to previous school experiences, and so offer subjects under alternative curriculum headings.
Through our curriculum headings, we allow students the opportunity to access a broad curriculum covering all areas of the curriculum through thematic blocks of learning, allowing flexibility to incorporate current affairs and the world around us.
Technology – Including Coding, Word Processing, Animation, Media, Design Technology
Creative – Including Art, Drama, Music, and Crafts, and Physical Education
Humanities – Including History, Geography, British Values, Politics, and Law
Social – Including PSHE, Modern Foreign Languages, RE, Volunteering, Community work, and Interpersonal skills
Life Skills – Specifically working toward ASDAN Life Skills challenges (KS3 & KS4 only)
Secondary Vocational Pathways
To compliment the KS4 pathway, students are also given the opportunity to study Cookery, Sport, and Uniformed Services qualifications.
Our Pathways allow students to focus on a career interest, and gain a minimum of two Level 1 qualifications in that specific area. All students are able to work towards a Level 2 on successful completion of any Level 1 qualification. Each vocational Pathway takes place over two school days.
We teach our vocational and core subjects in maximum group sizes of 3, with 1:1 and 1:2 available for students who require this additional support. Our sessions are led by educators with experience in the course sector.
Along with our vocational courses, we support all Y11 learners with careers advice and support in our efforts to reduce the number of children who are NEET (Not in Education, Employment, or Training) post-16. We are a registered NCFE Qualification Centre.
All students who follow the Forces Pathway will work towards the following qualifications:
- NCFE Level 1/2 Certificate in Uniformed Protective Services
- NCFE CACHE Level 1 Award in Nutrition and Health
- NCFE Level 1 Certificate in Sport
All students who follow the Hospitality Pathway will work towards the following qualifications:
- NCFE Level 1 Basic Food Preparation and Cookery
- NCFE CACHE Level 1 Award in Nutrition and Health
- NCFE Level 1 Introduction to the Catering and Hospitality Industry
All students who follow the Social Pathway will work towards the following qualifications:
- NCFE CACHE Level 1 Diploma in Introduction to Health and Social Care (Adults and Children and Young People), Early Years and Childcare
- ASDAN Life Skills Certificates
- Supervised work experience placement working with children at Rosewood Independent School
Promoting British Values
The Department for Education states that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.
The Department for Education defines British Values as follows:
- Respect for democracy and support or participation in the democratic process
- Respect for the basis on which the law is made and applies in England
- Support for equality of opportunity for all
- Support and respect for the liberties of all within the law
- Respect for and tolerance of different faiths and religious and other beliefs
We ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts and, in particular, RE and PSHE provide opportunities to deepen and develop understanding. We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world. We aim to nurture our children on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British Society and to the world.