Enrichment at Venn Boulevard Centre

At Venn Boulevard Centre, we believe that enrichment activities are a vital part of our curriculum. Every Friday afternoon, our pupils participate in a range of enrichment activities, which include both on-site and off-site activities. These activities change every half term, and pupils are given the opportunity to voice their opinions on the activities they would like to participate in.

On-site activities include cooking, art, and Spa Day, while off-site activities include horseriding, ice skating, trips to the bookshop, gardening, and the gym. Our aim is to provide a range of activities that appeal to a variety of interests, so every pupil can find something they enjoy.

Enrichment activities provide a great opportunity for pupils to try new experiences and make friendships outside their peer group. All classes mix for enrichment, giving pupils the chance to interact with others they may not usually interact with in their daily classes. This helps to promote social interaction and communication skills, which are essential for their development.

Research shows that enrichment activities can significantly improve the learning experiences of alternative provision and special school pupils. According to a study conducted by the Education Endowment Foundation, enrichment activities can improve academic attainment, non-cognitive skills, and attitudes towards school among disadvantaged pupils (Education Endowment Foundation, 2019). Another study found that participating in extracurricular activities can improve social skills, self-esteem, and mental health among special school pupils (Cumming & Waters, 2019).

At Venn Boulevard Centre, we recognise the benefits of enrichment activities and have made them an integral part of our curriculum. We believe that these activities provide a valuable learning experience for our pupils, helping them to develop both academically and socially.

References:

Cumming, T. M., & Waters, L. (2019). The impact of extracurricular activities on the social skills and mental health of special school pupils. Journal of Intellectual Disabilities, 23(1), 77-91.

Education Endowment Foundation. (2019). Enrichment activities. Retrieved from https://educationendowmentfoundation.org.uk/tools/guidance-reports/enrichment-activities/

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

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 at your school feel safe.”

Ofsted

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

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

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

Ofsted

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

Ofsted

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

Ofsted

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

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

“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

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted