Venn Boulevard Centre – Admissions

Pupils can be referred to our setting from:

  • Secondary FAP meetings, a meeting where representatives from all the Secondary Schools and the LA find the most suitable provision for students for various reasons including those educated at home.
  • Other alterative settings, if the provision at the Boulevard setting centre suits the individual’s needs.
  • Enquiries made to the local authority for an alternative provision.
  • In addition to these formal methods of referral, other schools and families themselves are welcome to contact the school for further advice.

For further information please contact the Head of school, Sarah Sargieson, 01482 585203 or email directly to sarah.sargieson@vennacademy.org

Further information:

“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

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

Ofsted

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

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 welcome new arrivals with understanding and compassion.”

Ofsted

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

Ofsted

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

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 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

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

Ofsted

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

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

“Pupils at your school feel safe.”

Ofsted

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

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

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

Ofsted