Rosemary Works School is an independent co-educational primary school, with a pre-school nursery class, taking children from the age of 3 to 11 years old. Open from 8am to 6pm 49 weeks per year, our term-time education is supplemented with excellent Out of School clubs and a holiday playscheme. We are a private, fee-paying school – sometimes referred to as a preparatory, or prep school.
We are non-selective at entry yet our children achieve the highest level of academic attainment at all years up to 11+. We have an excellent track record in helping our pupils achieve success in their applications for selective secondary schools.
Aims of the School
- To ensure that every child maximises their opportunities to achieve their full potential, both academically and socially
- To ensure that we safeguard the children in our care and carry out our duties to protect them from harm/abuse
- To ensure that every child is fully aware of their impact on others and develops empathy and kindness towards those around them
- To provide a learning environment which is caring and nurturing, in which children feel secure and where it is safe to make mistakes as part of the learning process
- To ensure that the educational environment is enjoyable, as well as stimulating, and that our children want to come to school
- To offer a curriculum that is creative and exciting, incorporating such innovative features as Enrichment Time
- To use the opportunities provided by modern technology to communicate with our parents and pupils, and the outside world, in a dynamic and accessible fashion, fit for the modern age
- To engage constructively and openly with our parents and to help them feel fully involved in the community of the school
- To provide our children with a stimulating external environment with rich opportunities for learning and play
We summarise these aims for the children in school into seven areas:
o Best effort
o Being kind
o Having fun
o Sharing learning
o Learning from mistakes
o Respect and manners
We are a preparatory school where our innovative and interesting curriculum is designed to capture the imagination, and allow the children to thrive academically. We also emphasise the development of the children’s non-cognitive skills, such as motivation, resilience, persistence, and understanding the value of making mistakes. This way the children can develop their independence, self discipline, self respect and respect for others in a secure environment where getting things wrong is not a failure, but a part of the process of learning. Rosemary Works is a place where your child can develop qualities of empathy and personal responsibility.
Love and Happiness
We strongly believe that children learn best in a secure and loving environment, where they feel part of a community, and know everyone around them. A warm, caring and affectionate approach informs every child’s education with us. We do not believe that this nurturing climate should be confined to nursery and infant school.
We want the children to be inspired by their teachers, and we believe that this comes about when teachers are happy in their roles and where they feel that they can explore their own interests with the children. So our teachers are free to plan the children’s learning with maximum flexibility, inventiveness and spontaneity. They collaborate with the Head Teacher, and with each other, to deliver a rich and stimulating curriculum.
We want the children to be healthy. Each week the children have swimming lessons, plus two PE lessons, in addition to the many opportunities for physical workouts at playtime. Our vegetarian/fish menu is nutritious and tasty. We adhere to healthy eating guidance, and we make it all from scratch in our own kitchen, so there no hidden ‘nasties’ – our food is additive free.
Making A Difference
We believe that the children should learn that they can make a difference to their environment and to their community. Our children learn about environmental issues, and they help put ideas into practice: helping with recycling and gardening, and campaigning for improvements in the local area. We are proud of the contribution that the children make to charity, and we involve them in choosing which charities to support. The children raise money in many ways – even by making and selling their own art work at Spitalfields market!
The Infant School
The infant school consists of Nursery Class and Reception Class (the ‘Early Years Foundation Stage’ EYFS) and Years 1 and 2 (Key Stage 1).
Nursery Class frequently go on school trips to the local area and the big City; they learn Spanish; learn how to swim; spend time in the library and hall for music and movement, soft play and assemblies; and they use the spacious outdoor area throughout the day, as an extension of the six areas of learning. They learn letter sounds throughout the year. Many children leave our Nursery Class knowing how to read and write CVC words and how to write their name.
he Reception classroom is set out similarly to the Nursery classroom. The six areas of learning still feature and, in addition, phonics are developed so that children learn blends (using Read, Write, Inc.) and begin to write words and simple sentences. This is also when the children begin to follow our primary curriculum – a whole-school, topic-based approach to learning. We use a major topic each term as a theme which unifies all the children’s learning. Moreover, this theme is studied across the whole school, allowing for dynamic interactions between different age groups. Children enjoy a predominantly child led curriculum – within that, they attend Forest School weekly and learn three languages. Children are also given a reading book to take home to support their learning and will begin to do some light homework.
Our children move on to Key Stage 1 with above average attainment in all levels, including personal and social development, and physical and creative development. They demonstrate excellent behaviour.
Key Stage 1
In Years 1 and 2, the children are fully engaged with the primary curriculum. Learning Objectives are taught to children for each lesson and a series of success criteria is also shared so that they know the steps to success leading to understanding fully the learning objective. Throughout each lesson the children are reminded of the learning objective and they indicate to the teacher how they feel about their progress. We believe that children should continue to experience aspects of their learning that some schools dramatically diminish at this stage (e.g. role-play and drama), so we reserve some time in the week for children to continue to explore these worlds of learning. Empathy and Personal, Social and Moral education are also important resulting in well-rounded individuals who learn at this young age how to become good citizens, have a good general knowledge and a love for learning.
Learn more about the Curriculum in our prospectus.
The Upper School
Rosemary Works Upper School provides education for the children from the time they leave infant school at seven years old until they leave for secondary school at 11. This is known as Key Stage 2. Many of the children move up from Rosemary Works infants, and some join us at 7+ from other schools. Our loving, nurturing ethos continues from the early years into the Upper School.
As our children approach the Upper School, they will have a real sense of confidence and self-worth. As they join the Upper School, they begin to feel that they can take on the world with a can-do approach and a will-do attitude. Lessons are skills-based in the morning and more creative in the afternoon. Enrichment time continues and the Upper School children are encouraged to take a lead role in projects to assist the younger children where necessary. They become School Councillors – representatives of the school who meet with the Head Teacher on a regular basis and make change for the better within our school community.
We tailor our approach to recognise the children’s developing independence, and we seek to grow in our children a sense of responsibility for planning their own work, their actions and their futures. All children are introduced to verbal and non-verbal reasoning, not just those who go on to take entry examinations for independent or grammar schools.
In the classroom the children begin to make more and more use of different media to enrich their learning and presentations, and they begin to prepare themselves academically, emotionally, and socially for their secondary education. We support children and parents in deciding which secondary school is right for you. We meet with you at key moments as your child moves up through the school to discuss your wishes for them, the type of school that would best suit them, and to ensure that they (and you) are supported through the journey. As ever, we work with parents to ensure the best outcome for each child.
Selecting and gaining entrance to the right school, be it state or independent can be a stressful and daunting process, and we support you throughout that process. We keep a database of schools in the area, including state secondaries, academies, small independent day schools and large boarding schools. We visit these schools ourselves to find out what they want from their pupils and what our pupils are likely to experience there; and we keep a database of feedback from parents and children of their impressions. In addition to this, we have a private parents’ forum on our website so that you can share information with your peers – as so often, other parents will be a most valuable resource!
These are some of the schools which have offered places to our pupils:
City of London School for Girls
City of London School for Boys
St Christopher’s School
Queen’s College London
University College School
Francis Holland School
Enfield Grammar School
City of London Academy
Clapton Girls’ College
Rushcroft Sports College
The school is governed by a Board of Directors. The Board sets the strategy for the school and monitors performance. The Board in particular scrutinises pupil performance and attainment; pupil numbers; curriculum development; staffing and resources; communications and relations with the parents; maintenance and development of the premises; all aspects of compliance and health and safety; the school Development Plan and the evolution of the school.
The Board is chaired by Nick Smedley, one of the Directors of the school, and the other Director active in the school on a day-by-day basis, Jacqueline Logue, is a member of the Board. In addition, to provide external scrutiny and challenge, and to bring different perspectives to the work of the Board, membership comprises the school’s founder, Kate Jennings, a co-Director with experience as a Head Teacher in the state sector, Adam Vincent, and one of the Directors from our sister Early Years Centre, Magalie Morgan.
The school also has a Parents Network, composed of representatives from every year in the school. The Network meets monthly with the school’s Senior Management Team (Nick, Jacqueline and the Head Teacher, Rob Dell), and supports the school in relations with parents, marketing and development, and many aspects of the school’s management, both strategic and operational. Once a year the Parents Network meets with the Board to review the achievements of the previous year and to discuss future plans.