Rosedale College Achieves Flagship Status Again

Context

Rosedale College is part of The Rosedale Hewens Academy Trust. This is made up of three primary schools, two colleges and two studio colleges which allows for close collaboration and support. With 817 students on roll, Rosedale College is a comparatively small secondary setting, but this does support the college’s determination to ensure that all students are supported and seen as individuals. The college has 9.6% of its students recognised as SEND, with 1.8% having an EHCP. Pupil Premium is at 33.3% and 73.1% of the students are recognised as being EAL. Following the impact of college closure due to Covid constraints, the SLT has plans to support the re-engagement of some students. The college faces a challenge as its very old building is demolished and a new build takes its place.

There Is A Warm Welcome

Everyone is warmly welcomed to the college and some students routinely call into reception first thing in the morning to check in with the receptionist. By doing this, it helped some of the students be ready to face the day. This friendly, caring stance was further exemplified throughout the college. The Inclusion Lead, one of the Assistant Principals, took was at the college and students spoke to him easily and it was clear that he knew the students well. He showed care for staff by asking how they were as some we came across had just returned from time off due to Covid. We also spoke to a member of staff who explained he was just going to another class to support as that class’s staff number was reduced because of Covid.

The College Is Well Organised

The way that the college is organised supports inclusion. The Directors of Learning are also Pastoral Leads and Assistant Principals. This linking of curriculum and pastoral work, helps them to get to know the whole student as well as knowing the parents well, as they stay with the same year group throughout their time at the college. Academic Review Days take place and parents are invited in to discuss progress. Following these days, the SLT meets and discusses every student. Further evidence that each student is clearly viewed and celebrated as an individual.

?The Rainbow Centre

Year 7 students are taught in the Rainbow Centre for all subjects apart from those that need specialist provision like PE and Science. They are taught by their form tutor and have TLA support. Their form tutor will double as a TLA when the class is in specialist areas. The students therefore have a similar experience to that of primary school and the teachers develop a good understanding of individual needs. The students can access the outside areas at breaks and lunch times if they would like to, but older students are not allowed in their outside areas. This allows for Y7 students to develop confidence and feel safe in the college. Y8 students follow a similar pattern but their rooms are in a building accessed by all year groups.

There Are Many Opportunities

Teachers like the opportunity to work in the primary school. PE, English, maths and science staff regularly work with the primary pupils. PE staff run all the primary PE lessons.?This supports transition as well as giving staff the opportunity to extend and develop their skills. Older students are involved in supporting reading, for example, and there are plans for the Y6 pupils to be involved in the Army Team Building Days. As there is a primary school on the same site it is easier to forge links, but it is the desire for collaboration and the development of the individual that sees so many areas being explored. In addition, the teachers seek as many opportunities as they can to motivate and engage the students. World Book Day had Zoom interviews with an author, Rachel MacKenzie, a World Thai Boxing Champion visited the college and Maths World Day are just some examples of how the college makes use of a range of motivational opportunities.

Staff Have Determination

TLAs told me about how the college invests in them. Their individual talents are recognised, and many are supported in teaching. All staff I spoke to recognise the opportunities offered to them and spoke positively about the college’s CPD programme. The Assistant Principals spoke highly of the commitment and determination of staff. It is clear from the range of after school activities and the opportunities for support that the staff are motivated and keen to support individual need.

Students Feel Safe

When speaking to the students, they told me how the staff helped and enabled them. They feel safe in school. Students talked enthusiastically about the Student Council. Plans are in place for the next elections to take place during PSHE lessons so that more students would vote. They liked the fact that the SLT listened to their ideas and some changes take place. At the moment, they are discussing having water fountains on site. They were an articulate group who spoke positively about their experiences in the college.

Parents Are Supportive

Parents were equally supportive of the college. One parent whose child had arrived from another country spoke about how she had initially been placed in an inclusion group. He was uncertain of this decision at first but accepted the staff’s judgement. He was though, impressed once the teachers had become aware of her capabilities that she was quickly moved to another group. He appreciated the help she had been given, how supportive her tutor had been and how she had made friends. The parents spoke highly of how the staff worked with the primary school and how this helped their children in the transition to secondary education. They said that communication from the college was very good through the link book, newsletters and reminders from their own children. Parent consultation times are made in advance but can be changed and they liked the opportunity for informal drop ins. They feel that they are an important part of the equation.

Inclusion Is At The Heart Of The College

It is evident that the college aims to leave no student behind. It offers a broad and balanced curriculum supported by a wide range of extra - curricular activities as well as staff giving their time after school to offer additional support for those who need it. There is no doubt that inclusion is at the heart of the college’s work, and I would encourage the SLT to consider ways in which the work could be advertised and celebrated more widely.

?Find out more about the IQM Inclusive School Award

If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team, please feel free to telephone: 028 7127 7857 (9.00 am to 5.00 pm) or email: [email protected] for further details.