The Sullivan Centre provides education for children and young people who cannot attend their usual school because of their medical or mental health needs.
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.

ASDAN Enterprise

We believe teaching Enterprise is crucial as it equips students with essential skills and attributes that are increasingly valued in today’s dynamic economy. By engaging in enterprise education, students develop critical thinking, problem-solving abilities, and creativity, which are vital for navigating the complexities of modern career landscapes. Enterprise activities, such as managing projects, creating business plans, and engaging in real-world problem-solving, foster entrepreneurial thinking and resilience. These experiences not only prepare students for potential future ventures but also enhance their employability by providing practical skills applicable across various industries. Enterprise education encourages a proactive and innovative mindset, empowering students to take initiative and drive positive change, both in their personal lives and within their communities.

Students have the option of studying The ASDAN Enterprise course whilst studying at The Sullivan Centre.

The ASDAN Enterprise Short Course is a comprehensive program designed to cultivate entrepreneurial skills and business acumen among students. This course comprises six modules, each tailored to guide students through various facets of enterprise and equip them with practical skills for real-world application.

1. Your Entrepreneurial Skills: This module focuses on identifying and developing the personal attributes and skills essential for successful entrepreneurship. Students explore qualities such as creativity, initiative, resilience, and risk-taking, learning how these traits contribute to effective enterprise. By assessing their own strengths and areas for improvement, students gain a deeper understanding of their potential as future entrepreneurs.

2. Generating Enterprising Ideas: In this module, students are encouraged to brainstorm and generate innovative business ideas. They learn techniques for identifying opportunities, analysing market needs, and developing creative solutions. This stage helps students understand the process of idea generation and the importance of creativity in the entrepreneurial journey.

3. Enterprise Planning: This module guides students through the process of planning an enterprise venture. It covers essential elements such as setting objectives, conducting market research, and creating a business plan. Students learn how to structure their ideas, define their target audience, and outline the steps necessary to turn their ideas into viable business proposals.

4. Your Enterprise Evaluation: Students assess the feasibility and potential success of their enterprise ideas in this module. They evaluate their business plans critically, considering factors like financial viability, market demand, and competitive advantage. This reflective process helps students refine their plans and understand the importance of evaluation in the entrepreneurial process.

5. Enterprise and Business: This module provides insights into the broader context of enterprise within the business world. Students learn about different types of businesses, business structures, and the role of enterprise in the economy. They explore how enterprises operate, the challenges they face, and the impact they have on communities and industries

6. Your Enterprise in Action: The final module involves putting entrepreneurial skills into practice. Students implement their business plans, manage real or simulated projects, and engage in activities that reflect actual enterprise operations. This hands-on experience helps students apply theoretical knowledge in practical scenarios, demonstrating their ability to execute and manage enterprise activities effectively

During the year there are 2 whole school Enterprise projects; as part of our Christmas and Summer Fayre.

“Leaders have ensured that the curriculum includes a wide range of subjects for pupils to study.”

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“Staff provide a high level of emotional support when necessary while placing great importance on developing pupils’ independence skills.“

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“Leaders responsible for inclusion, pastoral care and welfare are inspirational in their dedication, knowledge and actions to support pupils’ emotional health and well-being.“

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“The school’s work to promote pupils’ personal development and welfare is outstanding.”

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“The curriculum provides pupils with a wide range of opportunities that match the needs and interests of pupils extremely well.“

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“Lessons are calm, ordered and purposeful. This encouraging learning environment has a positive impact on the engagement of pupils.“

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“Pupils are enthusiastic learners who understand and appreciate the opportunities that the school is providing them with.“

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“Leaders take positive and immediate action should any issues arise to ensure the continuation of the very highquality learning that pupils receive.“

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“The trust is extremely supportive and provides high levels of challenge and guidance to school leaders.“

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“Staff plan further bespoke activities for individual pupils who may need support on specific areas of socialising and other life skills.“

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“Pupils receive high-quality careers advice.“

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“Leaders check the quality of teaching and learning regularly.“

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“Lessons in all subjects and in classes across the school are engaging and motivating.“

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“Pupils are tremendously enthusiastic about learning. Where possible, they can speak at length about what they are learning and what they have already learned. “

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“The coordinator for pupils with special educational needs and/or disabilities has a high level of knowledge and understanding.“

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“At break and lunchtimes, pupils move quietly and sensibly around school. They are occupied during these times by playing physical games with staff or chatting with each other.”

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“Staff receive highquality, regular training to enable them to meet the complex emotional and mental health needs of pupils.“

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“Pupils are kind, caring and demonstrate mature levels of empathy to one another.“

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“The school’s staff and the inclusion leader are exceptionally skilled in enabling pupils to manage their anxiety so that they can learn in a small classroom environment.”

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“Parents are overwhelmingly positive about the school and the difference it has made to their children.“

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“Teachers and other staff are highly skilled in ensuring that individual pupils’ needs are met in lessons.“

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“The school is exceptionally calm and ordered. Pupils behave very well in lessons and are enthusiastic learners.”

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“Leaders provide pupils with high levels of intervention and professional support, which helps them to overcome their complex mental health and medical needs.“

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“The inclusion lead and other members of staff are available throughout the day to support pupils who are finding things difficult.”

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“Pupils have opportunities to gain a range of qualifications and accreditations, including English and mathematics at varying levels.“

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“Work in books is very well presented and neat. Strong progress can be seen.”

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“The enormously positive relationships that exist between pupils and staff are key to the success of the pupils.”

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“School records show that bullying incidents rarely occur. Pupils and staff agreed with this view when asked.”

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“Pupils display remarkable levels of empathy for others. They are highly sensitive and tremendously accepting of the needs of other pupils.”

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“Teachers and staff are extremely ambitious for their pupils. They are determined to equip them with skills that will contribute to a happy and fulfilled life. “

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“In lessons, pupils quickly become absorbed in the variety of activities that staff design for them.“

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“Leaders provide a wide range of weekly enrichment activities for pupils.“

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“Regular opportunities for pupils to work on their social and emotional skills are available. These include one-to-one sessions with specialist practitioners, enhanced life skills and practical social experiences.”

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“Pupils use their knowledge and skills to apply their learning across the curriculum.”

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“Staff are successful in developing pupils’ independence.”

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“Pupils enjoy all aspects of the curriculum and quickly go into their classes when they arrive at school.“

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“The trust uses the management structure of the school well to ensure that they are always informed and up to date with information about the school.“

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“Highly effective teaching and assessment systems and strategies are in place which consider specific pupils’ needs.“

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“Staff prepare high-quality and bespoke lessons which they use effectively to stimulate pupils’ interest in learning.“

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“The curriculum strongly supports the spiritual, moral, social and cultural development of pupils, which is well embedded throughout the school.“

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“Pupils overcome anxieties and, as a result, they are able to access their learning where they can make strong and sustained progress.“

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“Teaching, learning and assessment is outstanding. “

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“Behaviour during social times and in classrooms is outstanding.“

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“Staff have very high expectations of themselves and their pupils.“

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“Parents appreciate the communication and high levels of practical and emotional support the staff provide for them.“

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“The school is a calm learning environment where staff encourage pupils to be the best they can be.“

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“Senior leaders’ exemplary work to enhance pupils’ emotional well-being and personal development is highly effective”

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“Governors provide excellent support and challenge to senior leaders “

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“There is a culture of mutual respect at the school that supports pupils in developing their confidence and optimism for learning.”

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“The head of school is highly ambitious and determined for all pupils to be the best that they can be.”

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“Pupils’ starting points are assessed accurately. This enables teachers to plan highly engaging, motivating and personalised learning opportunities.“

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“The vast majority of pupils become confident learners. Their developing ability to form extraordinarily strong relationships with staff and friendships with their peers is evident.”

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“Staff ensure that pupils who have an education, health and care (EHC) plan make strong progress towards achieving their objectives.“

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“Staff work extremely closely with external agencies and a range of medical professionals to ensure that each pupil receives the best advice and care possible.“

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“Extra curricular activities include horse-riding, rock climbing, swimming and cooking.“

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“The promotion and encouragement of independent learning can be seen in all classes and throughout the school.“

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