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.

Subject – English

KS3 English Intent

At Venn Boulevard Centre, our intent for KS3 English is to provide a spiralled 3 year curriculum that enables our students to develop the essential reading, writing, speaking and listening skills they need to communicate effectively in a variety of contexts. We recognise that our students may have gaps in their learning and we aim to address these through targeted interventions and personalised support.

Through our KS3 English curriculum, we aim to foster a love of reading, develop critical thinking and analytical skills, and promote effective communication. We will explore a range of texts, including fiction, non-fiction and poetry, and use these as a springboard for developing students’ reading and writing skills. We will also focus on developing students’ speaking and listening skills, providing opportunities for group discussion, debate and presentation.

Our KS3 English curriculum is designed to meet the requirements of the National Curriculum, whilst also providing a tailored approach that is responsive to the individual needs of our students.

KS4 English Intent

At Venn Boulevard Centre our intent for KS4 English is to provide a rigorous and challenging curriculum that prepares our students for success in their GCSE exams and/or the Foundation Silver Step and Gold Step awards. We recognise that our students may have faced significant challenges in their education so far and we aim to provide them with the support and guidance they need to achieve their full potential.

Through our KS4 English curriculum, we aim to develop our students’ critical reading and analytical skills, whilst also promoting a love of literature. We will explore a range of texts, including classic and contemporary works of fiction, non-fiction and poetry, and use these as a platform for developing students’ writing skills. We will also focus on developing students’ speaking and listening skills, providing opportunities for group discussion, debate and presentation.

Our KS4 English curriculum is designed to meet the requirements of the national curriculum, whilst also providing a challenging and engaging approach that is tailored to the needs of our students. We will provide a supportive learning environment, with personalised feedback and guidance, to help our students achieve their goals and succeed in their future studies and careers.

Implementation

At Venn Boulevard Centre we recognise the importance of providing our students with high-quality English education to enable them to communicate effectively in the wider world. Our implementation of English for KS3 and KS4 involves four specialist teachers, delivering at least four lessons per week. We follow the AQA exam board for both the Step Up and GCSE courses.

The Step Up course offers a pathway for students to improve their literacy skills, with the option of a Silver and Gold Step qualification. This encourages entry-level students to develop their reading and writing abilities, to express themselves clearly and coherently. Our teachers tailor the course content to meet the specific needs of each individual student, ensuring that they make progress and reach their full potential.

For those students who are able to access the GCSE course, we offer the AQA qualification. This qualification enables students of all abilities to develop their reading, understanding, and analytical skills across a range of texts. Our teachers ensure that students are well prepared for the GCSE exams by providing them with a rigorous and challenging curriculum, supported by interventions, regular assessments and personalised feedback.

Through our tailored approach, we aim to help students achieve their full potential, equipping them with the necessary skills to succeed in their future studies and careers.

Impact

A wide range of strategies are used to measure the impact of our English curriculum. The impact of learning is measured through formative and summative assessment. English books are monitored by the English team on a termly basis in order to assess strengths and weaknesses in specific teaching sequences and are part of the Senior Leadership’s monitoring schedule. Teacher assessments are submitted on a termly basis children who need extra support are given further intervention sessions in order to address any misconceptions and to allow children to progress with their learning.

As all aspects of English are an integral part of the curriculum, cross curricular writing standards have also improved and skills taught in the English lesson are transferred into other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific grammar and punctuation.

Teachers from across the Trust meet regularly in order to moderate writing and to ensure that judgements are accurate and fair.

Our subject leaders will also monitor the effectiveness of the Writing

All our KS4 students leave with an English qualification!

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

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

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

Ofsted

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

Ofsted

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

Ofsted

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

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

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

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

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

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

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

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

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

Ofsted