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.

SEND

At Venn Boulevard Centre, we provide exceptional support to pupils with Special Educational Needs and Disabilities (SEND). We understand that every child has unique requirements, and we strive to ensure that every pupil receives the individualised support they need to reach their full potential.

Our approach to supporting pupils with SEND is guided by the Graduated Approach, which involves a process of assessing, planning, implementing, and reviewing the support provided to pupils. We also use the Assess, Plan, Do, Review (ADPR) cycle to collect evidence and inform decision-making when collating evidence towards an Education, Health and Care Plan (EHCP).

There are several categories of SEND, including Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Specific Learning Difficulties (SpLD), Speech, Language, and Communication Needs (SLCN), and Social, Emotional, and Mental Health (SEMH) difficulties.

At Venn Boulevard Centre, we have highly trained specialist staff, small nurturing class sizes, and adapted teaching approaches to ensure that each pupil receives the support they need to succeed. We also provide visual supports and multi-sensory learning experiences to engage and support all learners.

One of the principles we use to support children with autism is the TEACCH approach, which involves creating structured and predictable environments that support learning and communication. We use this approach in our specialist classrooms to provide a safe and supportive learning environment for our pupils with ASD.

We have exceptional relationships with the local authority SEN team, and we work closely with educational psychologists, IPASS, Occupational Therapy, and Dyslexia screening to ensure that every pupil receives the support they need. We collaborate with these professionals to provide a holistic approach to supporting our pupils with SEND.

Further information

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

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

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

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

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

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

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

Ofsted

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

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

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

Ofsted

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

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

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

Ofsted

“Pupils at your school feel safe.”

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

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted