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 Food & Cookery

The NCFE Food and Cookery course offered at the Sullivan Centre for Key Stage 4 (KS4) students is an exciting and valuable educational opportunity that provides a comprehensive understanding of culinary arts and the world of food. Designed to develop practical skills, knowledge, and a passion for cooking, this course equips students with the necessary tools to excel in the culinary industry or simply enjoy cooking as a lifelong skill.

The Sullivan Centre recognises the importance of providing diverse options for its KS4 students, and the NCFE Food and Cookery course is a popular choice among those with an interest in the culinary arts. With a well-structured curriculum, the course covers various aspects of food preparation, nutrition, and culinary techniques.

Throughout the course, students are introduced to fundamental cooking techniques, including knife skills, food handling and hygiene, and cooking methods such as baking, frying, grilling, and boiling. They learn about ingredient selection, food safety practices, and the importance of presentation, allowing them to create visually appealing and delicious dishes. Students carry out their practical activities in the school cafe.

The NCFE Food and Cookery course emphasises the significance of nutrition and healthy eating. Students explore topics like balanced diets, food groups, portion control, and the impact of food choices on overall health and well-being. They gain an understanding of the nutritional value of ingredients and learn to create meals that are not only tasty but also nutritious.

The practical component of the course is a vital element that enables students to apply their knowledge and skills in a hands-on manner. Under the guidance of experienced instructors, they participate in cooking sessions, where they plan, prepare, and present a variety of dishes. These sessions allow students to develop their creativity, time management, and teamwork skills, as they collaborate with their peers in a kitchen environment.

Additionally, the NCFE Food and Cookery course encourages students to explore and appreciate different cuisines from around the world. They learn about diverse culinary traditions, ingredients, and cooking techniques. This exposure to global cuisine broadens their culinary horizons, fosters cultural awareness, and encourages them to experiment with new flavours and cooking styles.

The Sullivan Centre also recognises the importance of industry-related experiences for students considering a career in the culinary field. To provide practical exposure, the course includes opportunities for students to visit local restaurants, attend food fairs or exhibitions, and even engage with guest chefs or industry professionals. These experiences offer valuable insights into the professional world of cooking and provide inspiration for future career paths.

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

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

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

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

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

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“Staff are successful in developing pupils’ independence.”

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“Teaching, learning and assessment is outstanding. “

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

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

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

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

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“Pupils receive high-quality careers advice.“

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

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

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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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“Governors provide excellent support and challenge to senior leaders “

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

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

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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 work to promote pupils’ personal development and welfare is outstanding.”

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

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

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

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

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

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

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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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“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 enjoy all aspects of the curriculum and quickly go into their classes when they arrive at 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 curriculum strongly supports the spiritual, moral, social and cultural development of pupils, which is well embedded throughout the 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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“Parents are overwhelmingly positive about the school and the difference it has made to their children.“

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