Rosedale College in Hillingdon has achieved Flagship School status.
Since the last review there has been a change in leadership at the school with the previous Principal now in post as the Executive Head of the Trust.
Rosedale College is a successful 11-18 comprehensive school within the London Borough of Hillingdon. Rosedale College is part of the Rosedale Hewens Academy Trust and over the course of 2017/18, the evidence presented strongly demonstrates that colleagues have continued to focus on strengthening and deepening the effective inclusive collaboration between colleagues at Rosedale, Hewens, the two studio schools and the 2 primary schools within the Trust. There are currently 743 pupils on roll. The school was judged ‘good’ in the 2016 Ofsted inspection.
Sharing Best Inclusive Practice
Rosedale College was awarded the Inclusion Quality Mark in 2012 and again in 2015 and is now in the third year of IQM Certificate of Excellence, focusing principally on the pathways which are right for each student and the sharing of best inclusive practice, training and collaboration with colleagues from across the Trust. In 2017 the progress 8 score for the school was 0.53 and the attainment score was 47.5. The as yet unvalidated progress 8 score for 2018 is 0.38. Attendance is currently at 96% with 3.47% persistent absentees. There are currently 10 students with EHCPs and there are 78 students on the SEND register for the school and 42.4% Pupil Premium students. The school excluded one student permanently in the past year.
Transitions, Choices and Pathways
Colleagues at Rosedale have continued to focus on transitions, choices and pathways from the perspective of the individual and their needs. The KS2 – 3 transition programme has expanded over this year with opportunities for staff, students and parents to engage in the process and build confident, positive relationships. There is a calm, positive climate at Rosedale and the students I met with strongly value the work that their teachers do to support them.
Pupil Progress and Needs
The College is organised into Alliances and the teams meet regularly to review pupil progress and needs. The new Principal has introduced a programme of ‘walkthroughs’ undertaken by members of the SLT. The focus is on pedagogy, sharing best practice and feedback
Strong Positive Relationships
In years 7 and 8, each class is supported by a TLA who supports the class across the curriculum. Since the last review, the school has employed additional TLAs to work with students in Key Stage 4 and to support EAL learners. The TLAs undertake the role of class tutors and the first contact for parents and students who speak confidently about the continuity of support this provides. The TLAs develop strong positive relationships with the students, families and teachers for their class and are clearly involved in planning and delivering the teaching and learning. These strong relationships and knowledge of the students are at the core of the inclusive practice which runs through all aspects of college experience.
Since the last review, dedicated accommodation has been organised for Year 7 students in ‘The Rainbow Centre’. The Year 7 ‘inclusion classes’ are taught in the Centre by their teacher and TLA and their science, technology and PE lessons are taught in the main college. Students are placed in the inclusion classes following an extensive transition process from KS2 and in full consultation with parents. I observed teachers making effective use of differentiated task sheets for the students and TLAs, working with individuals and groups on individual progress targets.
The Bridging Programme
The Bridging programme has been designed and implemented to support KS4 to 5 transition. I observed a Year 11 assembly which is part of a programme of subject based sessions to provide students with course information, learning expectations and appropriate study skills. There is a comprehensive timetable of booster classes, after school and Saturday workshops for Year 11 students preparing for exams and this is replicated with targeted sessions for students in KS3 who require additional support.Access to the building before school has been reviewed and the staff duty presence is robust.
Sources of Evidence
I met with members of the school council and had lunch with some students, all of whom spoke positively about the support they receive and the time their teachers and other staff take to make sure they make progress. One Year 8 student told me how well she has settled at Rosedale College and how much support she has received from the teachers since she moved from another school because of bullying.
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