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Aims and Values

School Aims


Roselands provides a safe, happy and stimulating environment where our pupils can develop into successful learners, confident individuals and responsible citizens.


We aim to:


  • encourage children to become highly motivated life-long learners with enquiring minds and a spirit of curiosity.
  • foster an ethos of achievement for all which values effort and celebrates success.
  • raise standards of attainment and achievement for all pupils through effective leadership and a commitment to quality and excellence.
  • develop a relevant, creative and challenging curriculum which caters for all learning styles and needs.
  • encourage high standards of discipline and attendance to allow every pupil to reach their full potential.
  • promote respect, understanding and appreciation of the diversity of people’s backgrounds.
  • continue to develop the vital partnership between parents, the school and the wider community.


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 Roselands Learning Values


At Roselands we believe children should be taught skills for life. Our aim is for children to become:

Independent, Collaborative and Reflective learners.

These learning values underpin our curriculum and are crucial for our co-operative learning to be effective. Children need to be taught the skills explicitly and need to understand how to use them effectively.


Independent Learners will:


  • Show curiosity /Ask questions
  • Make decisions
  • Show perseverance
  • Think for yourself
  • Communicate ideas
  • Take risks
  • Have confidence
  • Make connections

Collaborative Learners will:


  • Listen and respond to each other
  • Actively question/challenge others
  • Work towards a common goal
  • Ensure everyone contributes / has a role
  • Co-operate with others
  • Show patience
  • Understand how to compromise/ show tolerance

Reflective learners will:

  • Know how to be successful
  • Accept and act upon advice given
  • Be able to identify ways to improve their work
  • Be evaluative and honest
  • Try different approaches
  • Not be afraid to make mistakes
  • Set constructive goals

Stages of development






I can choose an activity from a choosing board.


I can select my own learning activity that I am interested in.

I can identify strengths and weaknesses in my learning.

I can complete a short activity with some support.


I can complete a short activity on my own.

I can persevere with a task, understand the steps needed to complete it and know that I may make mistakes.

I can use resources that have been selected for me.


I can select appropriate resources with support.

I can select appropriate resources to successfully complete a task.


I can listen and respond to others within a group.


I can communicate my ideas and recognise that others may have different views.

I can communicate in a variety of ways, respect the views of others and respond positively.

I can work or play as part of a group and with support, can take turns and share fairly.

I can work or play as part of a group, can take turns and share fairly.

I can contribute ideas to a group, allowing others to do the same.

I can make good relationships with my friends.


I am aware of the needs and feelings of other people in my group.

I know that there are differences within a group.


I can tell someone what I have been doing.


I can tell someone what I have learnt.

I can identify a part of my work that meets the learning objective and share it with the class.

I can tell someone which activities I prefer and say why.


I can think about my work and decide if it is the best it can be.

I can tell someone what I would do differently next time.






I can take ownership of my learning, reflect on it and am confident in identifying areas for development.


I can take responsibility for my own learning by independently acting on my areas for development, whilst celebrating and applying my strengths.

I can identify the success criteria and use a variety of strategies, including learning from my mistakes, in order to complete the task.

I can use prior learning, reflection and evaluation to confidently adapt or change my chosen strategy in order to meet my success criteria.

I can plan and source a wide variety of resources, including those that are not readily available.


I can be flexible and adaptable with the resources available and evaluate and reflect on their suitability.


I can challenge the ideas of others by asking appropriate questions, discuss ideas and help the group agree a shared decision.

I can confidently express and explain my views.  I can gather and adapt team ideas and allow this to influence my team’s progression towards a common goal.

I can enthusiastically take on different roles within a team.



I can recognise the strengths and weaknesses of team members, assign roles accordingly and encourage positive contribution.

I can understand and respect that there are differences within a group.


I can recognise that the differences within a team can have a positive effect on a task.


I can use a given criteria to reflect on my own and others learning.


I can develop my own criteria and reflect on my own and others learning.


I can try a different approach if something doesn’t work.



I can monitor how things are going and make revisions.