Home Page

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.


 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.