The Rose School
Who Are We?
The Rose School is the only Secondary Special Day School in East Lancashire. For the first five years (2005 – 2010) we were based in a Victorian Primary School whilst our new purpose built school was under construction. Originally we were a school for 40 pupils – both boys and girls – however in our new school building we now have 68 pupils on our roll.
The Rose School is a small school that welcomes young people who face social, emotional or behavioural challenges. All pupils have an EHCP for SEMH or ASD. We provide a safe, caring and supportive environment where each child’s progress is central to our aims and purpose. We provide specialist support and guide each pupil on their individual journey, using rewards and consequences to encourage pupils towards greater responsibility and positive choices.
What Do We Do?
Here at The Rose we believe that all our pupils are unique, special and deserving of the best education we can provide. We unearth their uniqueness and enrich it with education, allowing them to flourish on the next step of their journey.
We offer a range of subjects and other opportunities that allow pupils to find what excites and inspires them, creating a lifelong interest in learning. Activities promoting independence, responsibility and leadership help to uncover strengths, which the pupils can use in the pursuit of success. Achievement may be academic or vocational or about personal growth, but it always begins with a pupil unearthing their unique potential.
Why Do We Do It?
Every member of staff who works at The Rose School believes in the young people we support. We listen and encourage each child to be their own guide along the route to success. We know that pupils learn best when they feel safe, nurtured and listened to in an environment that offers creativity alongside stability and routine. Our broad curriculum is relevant, rewarding and prepares pupils for adult life.
Pupils achieve more when they have a sense of well-being, belonging and the school pays individual attention to each pupil to ensure they find their own way by accessing appropriate learning opportunities and receiving individual support.
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