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.

British Values & SMSC

At The Sullivan Centre a fundamental aim of the school is to offer a curriculum that develops children and doesn’t merely impart knowledge.

Our aim is to offer a curriculum with the development of children at the heart, so that they will grow into adults who will take an active and positive part in the communities in which they live.

We want to develop them so that they live and work in a multi-cultural society, respecting and valuing all aspects of it.

The Key Values are:

This word is often used, but not always defined. At The Sullivan Centre we believe that it means that everyone who lives in a particular country or a community and even a school can get involved in the way that country is run.

For children we begin by teaching them from their perspective: when they and their friends have different ideas about what game to play – how do they decide what to do?

The fairest way could be to have a vote and go with what most of them want.  Children are taught to respect other people’s views and to accept other people’s decisions when it’s for the good of the majority. This is developed in lessons, at playtimes and throughout school life.

The most common type of democracy is called a representative democracy where people are chosen to vote on all the decisions. They are chosen by the people in an election – that’s another word for a vote! Children decide on their class representatives each year (School Council, Eco Council and small job roles in school).

They make it very clear what they believe in and then it’s up to the children to vote for those they think would best represent them. The children also attend Youth Parliament in the City Centre.

It is important for children to realise that rules are there to protect the common good. In school we have non negotiables and these are discussed at the beginning of each academic year and teachers revisit these rules with the children when appropriate. 

It is from these starting points that children need to learn that rules are there to help protect all and they help our communities and they protect people. The school enjoys a positive relationship with the local police who come into school.

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment.

As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education.  Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons.

Whether it be through choice of challenge, or of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.

Part of our school ethos and behaviour policy has revolved around Core Values such as ‘Respect’.

Pupils have been part of discussions and assemblies related to what this means and how it is shown.  All adults working in school must model this through their actions so this is promoted.

The school works hard to ensure its behaviour policy is lived out by all within the school and takes positive action when any person may act in a way contrary to this. Mutual respect is something that must be lived and experienced at The Sullivan Centre

This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity.

Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RS and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.

The children are taught about the key world faiths and always seeks to work with the wider community in any way possible. We have a moral responsibility to ensure that our pupils simply don’t learn about these values but they live them out and respect them.

These are not values to be learnt about: they are values that need to be developed and grown within our children. It is therefore paramount that all of us show example and leadership in promoting these values. As a school community we need to live these values out and be role models to our children.

The school ensures that these are promoted through our actions and also incorporates them into the curriculum, at an age appropriate level, so the children and society benefit.

A Diverse Society

We seek to not only learn about other faiths in Religious Studies lessons but to spend time visiting different places of worship and meeting other children and adults with different faiths. We are fortunate to live in a diverse society and we want our children to learn first-hand about other faiths. We have established links with our local mosque, Sikh temple and synagogue so the pupils can visit and learn and experience directly.

We intend to build upon the success of this and ensure that our pupils increase their knowledge of other faiths and cultures and importantly that they ‘experience’ other faiths and cultures. It is first hand experiences which we believe will making a lasting impact upon our pupils and ensure that they grow up to be knowledge and tolerant citizens. We celebrate important days from a range of other faiths and cultures.

Learning about other Faiths

We fundamentally believe that a greater understanding of other faiths and religions can only serve to enhance the children’s understanding of what it means to be a good citizen in our society today. We want our pupils to be outward looking, tolerant and knowledgeable.

The pupils will not just learn about their own faith. Through their KS3 and/or KS4 curriculum Religious Studies scheme our pupils will about Judaism, Islam, Sikhism and Buddhism. Their lessons will involve visits to places of worship, visits from different religious leaders. We will also ensure that the children experience and learn about key festivals in faiths for example Yom Kippur and Eid.

Social, Moral, Cultural and Spiritual

We aim to give our pupils a very rounded education. This will involve devoting time throughout the school year to the social, moral, cultural and spiritual aspects of learning.

Every day in school, through class discussions and the topics the pupils learn about we seek to develop the children’s understanding of other cultures and complex moral issues.

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

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

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

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

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“In lessons, pupils quickly become absorbed in the variety of activities that staff design 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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“Lessons are calm, ordered and purposeful. This encouraging learning environment has a positive impact on the engagement of pupils.“

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

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

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

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

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

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“Governors provide excellent support and challenge to senior leaders “

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

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

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

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

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

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

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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 receive high-quality careers advice.“

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

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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 have very high expectations of themselves and their pupils.“

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

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

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

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

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

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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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