Roots anchor the rose, and likewise at Rosemead, all our children are rooted by ten guiding values, which shape our pupils’ character and development and guide our community and all we do. However, our roots go deeper than a list of tokenistic values. We bring them to life for the children in structured, meaningful and impactful ways. 

Our house system, built around four constellations, helps the children to work with one another, across year groups, on a range of projects and competitive opportunities, growing teamwork, collaboration and leadership. We place significant emphasis and give meaningful time to our assemblies’ programme where we routinely bring the school together to explore our values as a community. ‘Wellbeing Wednesdays’ are deigned to promote emotional literacy and are supported by our dedicated mental health practitioner and also our school counsellor.

Our behaviour system is built around the premise of growing great behaviour and restorative action, rather than punitive responses to behavioural mistakes and missteps. Through charity and community work, our children learn empathy and social responsibility, while the School Council provides an early experience of democracy and leadership.

We have won multiple awards for our work in EEDI, where we celebrate the beautiful diversity of our Rosemead community working towards a highlight of the year with our We Are Rosemead celebration. Our buddying system, where older students mentor younger children is one of the many ways by which we grow compassion and kindness in our children. 

These roots are strong and deep, giving pupils the stability, nourishment, and moral grounding they need to draw upon throughout their lives and we consider the development of these human values to be a vital foundation in these formative years of development. 

A rose cannot stand tall without its stalk. At Rosemead, this is represented by the core curriculum: English, Mathematics, Science and PSHEE. These subjects form the core of academic learning, providing the structure upon which everything else depends.

However, our curriculum is a little different from a traditional, core offer of standalone subjects. We incorporate a thematic approach for the children – linking learning across subjects, introducing novel-based studies by using shared texts as a stimulus for wider learning, and topic days that provide immersive themed experiences to enrich the curriculum. Themes including ‘islands and oceans’, ‘space’, ‘sustainability’, ‘rainforests’ and ‘enterprise’ allow children to make connections, bring big ideas together and to share learning from across the disciplines.  

Our approach to learning balances academic rigour and the acquisition of knowledge with a deliberate approach to engendering creativity of thinking and transferrable skills. So in English, children learn to express themselves with clarity and imagination; in Mathematics, they develop logical thinking, problem-solving skills, and numerical fluency. Science nurtures curiosity about the natural world, embracing the unknown as much as it does the known.  

Our PSHEE programme is constantly evolving and responding to the changing needs and challenges presented by the modern world. It helps equip our young people with skills to navigate the complexities of the online world, supports personal growth, resilience, and awareness wider world issues. 

Our approach to learning leads to some of the strongest value added (the measure of how much academic potential is accelerated) in the Sector. A fact recognised by the ISI who awarded us a significant strength (an accolade only awarded to 10% of schools nationally) for pupil progress in their learning. We are proud that we achieve this not through being a hot-house prep school but by growing great learning behaviour and natural sparks of curiosity and creative thinking. 

As branches spread out from the stalk, reaching in different directions, our curriculum deliberately widens to embrace a whole range of exciting new subjects, skills and experiences.

At Rosemead we believe that young children should be exposed to a great range of subjects, knowledge and skills to ensure that they develop holistically and as rounded young learners. We therefore ensure that children are fully emersed in a wide ranging curriculum that incorporates Games, PE, Swimming, Art, Music, Modern Foreign Languages and also Theology, Philosophy and Ethics (TPE), which is not often taught in Junior Schools but we feel is fundamental to helping our children think more deeply about the world and their place within it. 

Opportunities for artistic performances and sporting fixtures are numerous, and we have access to the wonderful Rosendale Fields, a large open space for sport and recreational activity just a short walk from the main school site. These opportunities are also heightened by our integration with St Dunstan’s Education Group, where every year we join in with various cross-group events, including at prestigious venues such as the the Royal Festival Hall and Southwark Cathedral.   

The culmination of a rose’s growth is the opportunity to bloom. At Rosemead, this represents our commitment to helping every child shine as an individual, with their talents, character, and aspirations fully nurtured. 

Our broad co-curriculum ‘bloom’ programme provides a huge array of opportunities for children to flourish, allowing them to explore interests beyond the main curriculum. Our clubs programme is run by a mixture of our own school staff and also external specialists, with sessions taking place before school, in the middle of the school day and after school. By extension, trips, workshops, and residentials bring learning to life, broadening horizons and creating lasting memories.  

The highlight of our co-curriculum programme is the annual Rosemead Festival, which sits within the broader St Dunstan’s Education Group Festival. In the closing days of the academic year, we wind up rather than winding down and present a whole array of enrichment opportunities for children to try something new and further develop their unique skills and passions.  

Our unique creative rotation in Year 5 and 6 includes Dance, Drama, Robotics, Philosophy, and STEAM, helping ensure that creativity as a core skill is brought to the fore at in these closing years of junior school.  

We have a superb enrichment team tailor support to ensure that every child can bloom and reach their potential, regardless of their individual needs. Bloom also includes careful guidance through the secondary school transfer process and a structured programme of preparation for the 11+, ensuring pupils are both academically ready and emotionally confident for their next steps, including workshops for interviews, preparation for a range of examinations and scholarship preparation programmes. 

Our new Inspiring Brilliant Futures Partnership strengthens community connections, inviting parents – particularly those with inspiring or unusual careers – to contribute to our assemblies. 

Each bloom is distinct, reflecting the same shared terroir yet opening in its own time, with its own colour and character. At Rosemead, we celebrate these differences, nurturing the individuality of every child as they blossom into happy, well-rounded learners — ready to step confidently into their Brilliant Future. 

At Rosemead, we are committed to ensuring that every child has the opportunity to thrive both academically and personally.

Each Rosemead journey is unique, carefully nurtured to prepare our pupils for their Brilliant Future. While we are an academically selective preparatory school, we are also an inclusive community that recognises and celebrates the diverse strengths and needs of our pupils. 

In line with the Equality Act (2010), we are dedicated to eliminating barriers to learning and ensuring that all pupils are treated fairly, with reasonable adjustments made to enable them to succeed. Our Enrichment Department plays a central role in supporting this commitment by providing a wide range of tailored opportunities for learning and growth, enabling every child to bloom. 

What We Offer 

• Small Group Support – Targeted booster sessions to consolidate learning, alongside stretch and challenge groups for pupils who benefit from additional extension and enrichment. 
• In-Class Support – Delivered in collaboration with class teachers to ensure strategies are embedded within everyday learning. 
• Specialist 1:1 Support – Pupils with a formal diagnosis, such as dyslexia or dyscalculia, and for whom additional support is recommended, benefit from individualised sessions with a qualified specialist teacher. 
• Inclusive Approach – Our provision is designed to support both those who need additional guidance and those ready to be challenged further, ensuring all pupils reach their full potential. 

By combining high expectations with personalised support, we aim to nurture confidence, resilience, and independence, equipping every pupil with the skills they need to succeed within our school and beyond. 

New Early Years classrooms opening September 2026!

Our Early Years foundation is an integral part of the school, offering a unique and inspiring environment for children to learn and grow.  

With a focus on fun, creativity and purposeful play, our Nursery provides children with the opportunity to explore, investigate and develop in all areas of learning. The nurturing staff, engaging activities, and warm atmosphere all work together to create a positive and supportive environment where every child’s learning is personalised to ensure they reach their full potential. From structured learning with our specialist teachers (Music, Spanish and PE), imaginative play, outdoor adventures, and educational activities, our Nursery inspires children to discover the world in their own unique way. We value and nurture parental engagement as a key tool to give each child the best possible start in their educational journey.  

Children in Reception continue to learn in a thematic, exciting and inspirational way. Transition from Nursery is carefully managed to ensure children are happy, and their learning and development continues seamlessly. Purposeful play is still central to all learning with talented staff devise a curriculum which is meaningful and progressive. Our outside learning zone is an extension to the classroom with ever-changing creative and engaging learning opportunities which motivate and inspire. A little bit more structure at set points throughout the day enables the children to develop listening, focus and concentration and begins preparing the children for the next step in their learning journey.