Rosehill School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

What is it like to attend this school?

Rosehill is a kind and caring school, where pupils are happy and feel safe. All pupils have special educational needs and/or disabilities (SEND) and have a diagnosis of autism.

Many have complex needs. The school is ambitious for what pupils can achieve. Staff teach pupils how to communicate by using a broad ra...nge of strategies.

This is a strength of the school. Staff ensure that a wide variety of communication aids are used to support pupils' individual needs. As a result, every pupil has a voice.

Pupils who do not use verbal language to communicate are well understood by staff and visitors. They can communicate their learning, their opinions and when they need help.

Pupils develop strong relationships with staff and enjoy coming to school.

They say their friends are kind. Pupils treat each other respectfully. Bullying does not happen at this school.

Staff have high expectations. Adults quickly spot any pupils who need support to manage their emotions. Staff understand that behaviour is a form of communication for pupils.

Pupils behave well.

The school works exceptionally closely with families. Parents feel that relationships with the school are strong.

Many comment that the school has made a real difference to their child and family life. As one parent commented: 'Rosehill makes the impossible possible.'

What does the school do well and what does it need to do better?

The school has developed a well-thought-out and effective curriculum.

Leaders have designed three pathways through the curriculum. These help pupils to experience their school journey in a way that best meets their needs. However, the curriculum is not always implemented consistently well by staff.

School staff work closely with a range of health professionals and therapists to support individual pupils. The work of these experienced staff members offers support to pupils and families that goes beyond the academic curriculum. Pupils build their communication and independence as they work through their personalised learning targets.

These precisely match their education, health and care (EHC) plans. Students achieve highly from their starting points, and the vast majority transition to college.

Supporting pupils to learn to read is a priority.

There is a well-considered reading programme in place. Staff help pupils to learn that symbols have meanings. They encourage pupils to listen to and notice different sounds.

Staff share stories with pupils and use creative ways to capture their interest. Pupils who can learn to read using phonics are taught using a well-sequenced curriculum. However, staff do not identify, with precision, the gaps that pupils have in their phonics knowledge.

This means that some pupils do not develop the knowledge or skills they need to read as rapidly as they might.

This school focuses sharply on promoting pupils' personal, social and emotional development. Pupils learn to recognise and process their emotions and to self-regulate.

The school has a 360-degree immersive stimulation learning space, balance rooms and sensory circuits. These develop pupils' self-regulatory behaviours and social interactions. Distractions to pupils' learning are not common.

When pupils become dysregulated, staff provide support. This helps pupils quickly get back to their learning. Pupils learn to self-regulate well as they move through the school.

Pupils' wider personal development is exceptional and is a golden thread throughout the school. It is an integral part of the curriculum pathways. The enrichment opportunities that pupils receive are carefully designed.

The school considers how these activities enhance and promote pupils' communication skills. Preparation for adulthood starts in the primary classes. Staff strive to enable pupils to develop the knowledge and skills that will help them to be as independent as possible as they go into adulthood.

For example, sixth-form students complete work experience in the café in the local police station. There is also an on-site tuck shop they can work in, as well as a salon. They learn how to shop for and prepare healthy meals.

Pupils receive independent careers advice, and the school's 'transitions fayre' supports students and families with their choices post-19. Students leave Rosehill with a toolkit of skills that will enable them, and those supporting them, to build the best possible future.

Pupils enjoy choir and expressive arts.

Many pupils were involved in performing Shakespeare's 'Romeo and Juliet' on stage at the Nottingham Playhouse theatre. The artwork of pupils celebrating Black History Month is on display at the Playhouse. Pupils take part in contemporary dance.

Specialist sports coaches offer a range of activities to pupils, such as yoga. Pupils enjoyed attending school in their cultural dress, sharing their cultures with their peers and exploring different faiths and foods. Pupils are rightly very proud of their achievements and enjoy the rich experiences offered to them at this school.

Pupil ambassadors help the school shape the curriculum and school policy. For example, they have reviewed the school website and implemented changes to make it more accessible. The pupil safeguarding ambassador worked with leaders to develop displays in each classroom to support verbal and non-verbal pupils to communicate any worries they may have.

The voice of pupils is truly heard at Rosehill.

Governors offer leaders support and challenge in equal measure. A minority of staff expressed concerns about their workload.

However, many staff recognise that leaders have implemented strategies to reduce this. Staff speak positively about support for their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not identify, with precision, the gaps that pupils have in their phonics knowledge. This means that some pupils do not develop the knowledge or skills they need to read as rapidly as they might. Leaders should ensure that any further staff training needed is implemented quickly so that all those pupils who are able learn the sounds they need to read as well as they can.

• In a few subjects, including phonics, the implementation of the curriculum is inconsistent. This is because some staff are still deepening their own subject and teaching knowledge. This can result in pupils having gaps in knowledge and understanding, as well as pupils' dysregulating as they disengage with learning.

The school needs to ensure that the curriculum in every subject is implemented consistently and effectively. Leaders need to provide further pedagogical and curriculum-based training to ensure that all staff have the knowledge and skills to deliver the curriculum consistently well.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be outstanding in March 2013.