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.

NCFE CACHE Level 2 Certificate
Introducing Caring for Young Children & Young People

The CACHE course offered at the Sullivan Centre as a Key Stage 4 option is a comprehensive program designed to provide students with a deep understanding of child development and early years education. This course not only equips students with theoretical knowledge but also offers practical experience through work placements at the Venn Boulevard Nursery, which is on our door step. The nursery serves as a valuable learning environment where students can observe and engage with children in a real-life setting.

During their work placements, students have the opportunity to apply their knowledge and skills in practice. Under the guidance of experienced early years educators, they actively participate in planning and delivering activities, supporting children’s learning and development, and ensuring their well-being. This hands-on experience allows students to witness firsthand the impact they can have on children’s lives and solidify their understanding of child development principles.

The course is carefully structured to cover various aspects of child development, including physical, cognitive, emotional, and social development. Students learn about different stages of child growth, milestones, and factors that influence development. They explore theories of child development, gaining insights into the influential work of prominent theorists in the field.

The course also emphasises the importance of providing a nurturing and supportive environment for children. Students learn about creating safe and stimulating spaces, planning age-appropriate activities, and promoting positive interactions. They develop an understanding of the principles of effective communication with children, parents, and fellow practitioners.

Throughout the course, students also engage in reflective practice, critically evaluating their own performance and identifying areas for improvement. They learn to assess the effectiveness of their interactions with children and apply feedback to enhance their practice. This reflective approach encourages self-awareness and continuous professional growth.

By offering the course with work experience at the Venn Boulevard Nursery, the Sullivan Centre provides a unique and comprehensive learning opportunity for Key Stage 4 students. The combination of theoretical knowledge and practical experience allows students to gain a deep understanding of child development principles and the realities of working in an early years setting. This course equips students with valuable skills and knowledge, preparing them for further studies or future careers in childcare, education, or related fields.

Other related courses offered alongside; to cater for the varied time spent at The Sullivan Centre to study and the varied ability of our students are;

NCFE CACHE Level 2 Award in Babysitting

NCFE CACHE Level 2 Award in Preparation for the Responsibilities of Parenting

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

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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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“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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“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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“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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“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 receive high-quality careers advice.“

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

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

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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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“Staff have very high expectations of themselves and their 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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“Leaders have ensured that the curriculum includes a wide range of subjects for pupils to study.”

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

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

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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 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 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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“Teaching, learning and assessment is outstanding. “

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

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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 are successful in developing pupils’ independence.”

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

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“Governors provide excellent support and challenge to senior leaders “

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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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“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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