Admission Arrangements
Rosewood is a school for pupils with profound and multiple learning difficulties, or for learners with severe learning difficulties who also have physical or medical needs.
Children and young people are placed at Rosewood by the Local Authority, who consult with the head teacher about whether the school can meet the child's needs. Children can attend on assessment places (while their EHCP is being written) or once they have their EHCP. We welcome visits from families as part of this process.
If your child has an existing EHCP and is already in school, and you would like them to be considered for a place at Rosewood, the process would take place via the Annual Review. Families can request a place at Rosewood and, once the paperwork is submitted, the Local Authority will consult Rosewood about a place.
Southampton's Local Offer can be found here:
Please see a copy of our admissions criteria and policy below.
| Communication and Interaction | Cognition and Learning | Social, Emotional and Mental Health | Sensory and Physical | Health Needs related to SEN | |
| We will admit |
Children who require an adult to interpret all actions and label communicative intent Children who are preverbal Children who are not aware of others and require an adult to mediate all interactions
|
Children who are assessed as having profound and multiple learning disabilities Children who have severe learning disabilities with complex health and physical needs |
Children who are still learning to self-regulate in line with their developmental ability
|
Children who are non-ambulant Children with assessed physical disability and receiving active involvement of the community therapy team |
Children with degenerative or life-limiting conditions Children who require an integrated health and therapy offer that can include: - Bolus feeding - Use of postural equipment - Suctioning - Chest physio Children who have epilepsy |
| We will discuss and consider on a case by case basis |
Children who are pre-verbal who, due to young age it is unclear of developmental pathway, require an assessment place Children who are babbling and making occasional recognisable sounds linked to objects Children who require a peer group to be responsive to interactions
|
Children whose cognitive ability is directly impaired by unmet physical or sensory needs
|
Children who display some challenging behaviour as an attempt to communicate emotions, but are preverbal Children who need an adult to always support self-regulation due to learning need
|
Children who have significant sensory impairment with additional physical needs Children who are beginning to cruise, crawl or take first steps Children who require frequent repositioning and manual handling guidance to maintain their airway Children whose support staff would need specialist training to manage their positioning
|
Children with high medical needs that will require significant staff training or 1:1 support, above core health training currently offered. This can include: - frequent suctioning - tracheostomy care - catheterising - Management of NPA or other airways - Delegated nursing tasks specific to the child Children with degenerative or life limiting conditions |
| We will not admit |
Children who need to develop independence and social skills which cannot be offered by the learning environment and/or peer group Childrenwho can engage with peers in play activities Children who are using single words to label objects Children who are enjoying symbolic play
|
Children with severe learning disabilities but no additional physical or medical needs Children working above the Engagement Model Children who have reached developmental milestones beyond 12-18 months
|
Children who exhibit challenging behaviour that is not linked to a medical or neurological condition and a severe learning disability
|
Fully ambulant children
|
Learners whose travelling time will exceed 1h 15mins where the time impacts on health needs
|
| Communication and Interaction | Cognition and Learning | Social, Emotional and Mental Health | Sensory and Physical | Health Needs related to SEN | |
| We will admit |
Learners who require an adult to interpret all actions and label communicative intent Learners who are preverbal Learners who are not aware of others and require an adult to mediate all interactions
|
Learners who are assessed as having profound and multiple learning disabilities
|
Learners who are still learning to self-regulate in line with their developmental ability
|
Learners who are non-ambulant Learners with assessed physical disability and receiving active involvement of the community/ school therapy team |
Learners with degenerative or life-limiting conditions Learners who require an integrated health and therapy offer that can include: - Bolus feeding - Use of postural equipment - Suctioning - Chest physio Learners who have epilepsy |
| We will discuss and consider on a case by case basis |
Learners who are babbling and making occasional recognisable sounds linked to objects Learners who require a peer group to be responsive to interactions Learners with early symbolic awareness and who recognise their own objects |
Learners who have a severe learning disability with complex health and physical needs
|
Learners who display some challenging behaviour as an attempt to communicate emotions, but are preverbal Learners who need an adult to always support self-regulation due to learning need Learners in care |
Learners who have significant sensory impairment with additional physical needs Learners who are beginning to cruise, crawl or take first steps Learners who require frequent repositioning and manual handling guidance to maintain their airway Learners whose support staff would need specialist training to manage their positioning
|
Learners with high medical needs that will require significant staff training or 1:1 support, above core health training currently offered. This can include: - frequent suctioning - tracheostomy care - catheterising - Management of NPA or other airways - Delegated nursing tasks specific to the child Learners on a palliative or end of life pathway |
| We will not admit |
Learners who need to develop independence and social skills which cannot be offered by the learning environment and/or peer group Learners who can engage with peers in play activities Learners who are using single words to label objects
|
Learners with severe learning disabilities but no additional physical or medical needs Learners following some or all subject specific curriculum areas Learners who have reached developmental milestones beyond 12-18 months Learners who are enjoying symbolic play |
Learners who exhibit challenging behaviour that is not linked to a medical or neurological condition and a severe learning disability
|
Fully ambulant learners
|
Learners whose travelling time will exceed 1h 15mins where the time impacts on health needs Learners with no additional health and/or therapy needs |
| Communication and Interaction | Cognition and Learning | Social, Emotional and Mental Health | Sensory and Physical | Health Needs related to SEN | |
| We will admit |
Learners who require an adult to interpret all actions and label communicative intent Learners who are preverbal Learners who are not aware of others and require an adult to mediate all interactions Learners who can recognise photographs and symbos but require access technology to enable this |
Learners who are assessed as having profound and multiple learning disabilities Learners who have severe learning disabilities with complex health and physical needs |
Learners who are still learning to self-regulate in line with their developmental ability
|
Learners who are non-ambulant Learners with assessed physical disability and receiving active involvement of the commissioned school therapy team |
Learners with degenerative or life-limiting conditions Learners who require an integrated health and therapy offer that can include: - Bolus feeding - Use of postural equipment - Suctioning - Chest physio Learners who have epilepsy |
| We will discuss and consider on a case by case basis |
Learners who require a peer group to be responsive to interactions |
Learners who have a severe learning disability but are unable to physically access local college provisions
|
Learners who display some challenging behaviour as an attempt to communicate emotions, but are preverbal Learners who need an adult to always support self-regulation due to learning need Learners in care |
Learners who have significant sensory impairment wiht additional physical needs Learners who are beginning to cruise, crawl or take first steps Learners who require frequent repositioning and manual handling guidance to maintain their airway Learners whose support staff would need specialist training to manage their positioning Learners who are physically moving in small classroom environments but are unaware of objects/people. They may still use a wheelchair for community visits |
Learners with high medical needs that will require significant staff training or 1:1 support, above core health training currently offered. This can include: - frequent suctioning - tracheostomy care - catheterising - Management of NPA or other airways - Delegated nursing tasks specific to the child Learners on a palliative or end of life pathway |
| We will not admit |
Learners who need to develop independence and social skills which cannot be offered by the learning environment and/or peer group
|
Learners who have a severed learning disability and no additional physical or medical needs Learners able to do Entry Level qualifications |
Learners who exhibit challenging behaviour that is not linked to a medical or neurological condition and a severe learning disability Learners who have a primary need of SEMH |
Fully ambulant learners
|
Learners whose travelling time will exceed 1h 15mins where the time impacts on health needs Learners with no additional health and/or therapy needs |
