A Venn Academy Trust School – Together we will… Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible. Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.

Attendance

At Venn Boulevard Centre, we understand that attendance is a key indicator of attitudes to learning and that regular attendance is crucial for students to achieve their full potential. That’s why we work closely with parents/carers to ensure that students attend school regularly and support them through a variety of measures to encourage attendance.

What Can I do to Support My Child’s Attendance?

  • If your child is to be absent from school, you must inform us on the first day of absence. You will be asked why your child is absent and when they will return.
  • If the reason for your child’s absence is regarded as acceptable (e.g. sickness) then it is an authorised absence.
  • If we are not informed or an unreasonable reason is given then this is unauthorised absence. A record is kept of all unauthorised absence.
  • It is essential that your child arrives at school in time to attend the first lesson at 9.15am.
  • Any arrivals later than 9:30 a.m. will be recorded as late, unless otherwise agreed or informed.
  • If your child is absent and no information is received by 9:30 a.m. our Safeguarding and Welfare will contact the family and will carry out a Home Visit.
  • Unauthorised absences and persistent lateness will be monitored by the Senior Leadership Team.
  • Do not book holidays during term time. These will not be authorised.

How do Venn Boulevard Centre Support Pupils Attendance?

  • Close liaison with parents/carers to encourage regular attendance
  • Clear policy on absence and expectations of students and parents/carers at admissions stage
  • Close monitoring of attendance at morning and afternoon registrations
  • Phone call home if a student has not arrived by 9.15 am unless school has been informed of the reason
  • Regular home visits to check on welfare and encourage attendance
  • Attendance meetings in school biweekly for identified families
  • Working closely with the Local Authority to support attendance
  • Rewards Scheme: Students with weekly attendance 100% receive a voucher, termly rewards for most improved attendance and over 90% attendance, personalised and individual attendance rewards
  • Monitoring unauthorised absences and persistent lateness by the Senior Leadership Team

“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”

Ofsted

“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”

Ofsted

“All pupils benefit from targets to help them to develop their social and emotional skills and to build a level of resilience.”

Ofsted

“Pupils value the way in which you and your
staff make everyone feel included.”

Ofsted

“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”

Ofsted

“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Pupils at your school feel safe.”

Ofsted

“Your school helps pupils to become
confident rounded young people.”

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”

Ofsted

“Teaching at your school is characterised by positive relationships between members of staff and pupils.”

Ofsted

“Before coming to
school, you and other leaders work hard to understand the needs of individual
pupils.”

Ofsted

“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”

Ofsted

“The most striking aspect of your school is the way in which you plan to support pupils’ individual needs.”

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“An SEMH curriculum runs through the heart of your school.”

Ofsted

“The systems and structures that you have put in place ensure that pupils feel safe at school.”

Ofsted

“Teachers consider
pupils’ emotional well-being deeply and give them space when they need to refocus.”

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”

Ofsted

“Pupils told inspectors that they really value the way in which they feel respected at your school.”

Ofsted