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.

Home School Agreement

The Home School Agreement is a collaborative agreement between Venn Boulevard Centre, parents/carers and pupils, which outlines the responsibilities and expectations of all parties in supporting the education and wellbeing of the child. This agreement is shared and discussed with parents and pupils during the admissions meeting, and all stakeholders are required to sign the agreement.

As a school, Venn Boulevard Centre is committed to providing a safe, supportive and caring environment for all children. They aim to help children reach their full potential by providing a broad, balanced and personalised curriculum that caters for all children. In addition, the school promotes high standards of behaviour and provides gender-neutral toilet facilities to ensure inclusivity.

Parents and carers are expected to support the school by ensuring their child attends school regularly and on time, dressed in the correct uniform and following school policies. They are also expected to communicate any concerns they may have about their child that may affect their behaviour in school or their ability to learn.

Pupils are expected to attend school and their lessons on time every day, try their best to do their work and ask for help if needed, and speak to an adult about any issues or concerns they may have about their work or behaviour. In addition, pupils are expected to treat all members of the school community with care and respect and follow the school rules.

Working collaboratively with parents and schools ensures the best outcomes for children. Research has shown that parental involvement in their child’s education can lead to improved academic achievement, attendance and behaviour (Henderson & Mapp, 2002). The Home School Agreement provides a framework for effective communication and collaboration between the school and parents/carers, which can lead to improved outcomes for the child.

As a school
We will:

  • Support your child’s wellbeing and safety by providing a safe, supportive and caring environment
  • Help and encourage your child to reach their full potential
  • Monitor and update on your child’s progress at parent meetings and in termly and annual reports.
  • Communicate any concerns about your child’s attendance/behaviour/wellbeing with you as their parent or carer, and respond to any concerns from your child or parents/carers
  • Provide a broad, balanced and personalised curriculum that caters for all children
  • Promote high standards of behavior, and outline clear expectations in our behaviour policy so we can maintain a safe environment for all children
  • Offer opportunities for parents and carers to get involved in school life
  • Communicate between home and school through parent mail, newsletters, t, email, Twitter and the school website
  • Provide gender-neutral toilet facilities when possible.
  • Ensure school uniform guidelines are inclusive of all genders, including pupils identifying as gender fluid/ non-binary/transgender.

Parents/Carers
I will:

  • Make sure my child attends school regularly and on time. I will notify the school if my child will be absent
  • Make sure my child is dressed in the correct uniform
  • Support the school to make sure my child follows instructions
  • Encourage my child to try their best so they can reach their full potential
  • Communicate to the school any concerns that I have about my child that may affect their behaviour in school or ability to learn
  • Follow the school’s policies
  • Treat all members of the school community with care and respect
  • Engage in parent meetings and work together with the school in order to achieve the best outcomes for my child
  • Read any communications sent home by the school and respond where necessary

Pupils
I will:

  • Arrive at school and my lessons every day on time
  • Try my best to do my work and ask for help if I need it
  • Speak to an adult about any issues I’m experiencing that may affect my work or behaviour
  • Speak to an adult about any concerns I have about my or other pupils’ safety
  • Wear the correct school uniform
  • Treat all members of the school community with care and respect
  • Understand and follow the school rules
  • Look after school equipment, and show respect for the school environment and local community
  • Refrain from smoking or vaping on the school site
  • Hand in my mobile phone to school staff every morning

Further information:

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

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

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

Ofsted

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

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

Ofsted

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

Ofsted

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

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

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

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

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

Ofsted

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

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“Pupils at your school feel safe.”

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

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

Ofsted