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.

Pastoral Offer

At Venn Boulevard Centre, we are committed to providing a comprehensive pastoral and wellbeing offer for all our students.

Our team of professionals includes life coaches, attendance officers, welfare officers, and therapists who provide therapeutic activities such as art therapy, music therapy, equine therapy, and aromatherapy to enhance the mental health and wellbeing of our students.

Roles in the Pastoral and Wellbeing Team

Our pastoral and wellbeing team comprises professionals with a wide range of skills and expertise, who work together to support our students’ mental health and wellbeing. Our life coaches provide personalised coaching sessions to help students develop their personal development curriculum and improve their Executive Functioning skills. Our attendance officers ensure that students attend school regularly and receive the necessary support to overcome any barriers to attendance. Our welfare officers provide support to students and their families who may be experiencing difficulties such as financial, emotional, or physical health issues.

Therapeutic Activities

Therapeutic activities are a key component of our pastoral and wellbeing offer. We provide a range of therapeutic activities to support our students’ mental health and wellbeing. Art therapy is a form of therapy that uses art materials and creative processes to help individuals express themselves and improve their emotional wellbeing. Music therapy uses music to help individuals improve their physical, emotional, and cognitive functioning. Equine therapy involves interacting with horses to improve communication, trust, and emotional regulation. Aromatherapy uses essential oils to promote relaxation, reduce stress, and improve mood.

Personal Development Curriculum and Executive Functioning Skills

Our personal development curriculum is designed to develop our students’ Executive Functioning skills, which are essential for success in school and beyond. Executive Functioning skills include cognitive processes such as attention, working memory, and self-control. By developing these skills, students can improve their academic performance, social skills, and emotional regulation. Our life coaches provide personalised coaching sessions to support students’ progress in these skills and tutor’s set termly targets for the pupils.

Research-Based Findings on Wellbeing

Research by the Anna Freud National Centre for Children and Families has shown that children’s mental health and wellbeing are crucial for their academic success and future outcomes (Anna Freud National Centre for Children and Families, n.d.). Children who have positive mental health and wellbeing are more likely to achieve their academic goals and have better social skills and relationships. Furthermore, research has shown that therapeutic activities such as art therapy, music therapy, and equine therapy can significantly improve children’s mental health and wellbeing.

“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

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

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

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

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

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

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

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

Ofsted

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