Curriculum Intent

Context

Venn Boulevard Centre is an alternative provision with special school designation providing education for children from years 7 to 18. Over half of our pupils have an Education, Health and Care Plan.

We also meet the needs of children who have not been to school for several years, children with ACEs, young parents and neurodivergent pupils amongst many others.

Curriculum design

At Venn Boulevard Centre, our curriculum is designed with the individual needs of each pupil in mind. We prioritise teaching the relevant knowledge and skills within the National Curriculum, while also allowing for personalisation and flexibility.

We understand the importance of a sequential approach to learning and work with families and professionals to ensure that the implementation of the curriculum is reflective of the needs of the pupil.

Baseline assessments on admission inform our teaching, allowing us to develop pupils’ understanding of key concepts by building knowledge and skills, and addressing any misconceptions or gaps in knowledge

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

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

“Pupils at your school feel safe.”

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

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

Ofsted

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

Ofsted

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

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted