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.

Phonics at the Sullivan Centre

Introduction: At the Sullivan Centre, we recognise the fundamental importance of phonics instruction in developing strong foundational reading skills for our students. Phonics forms an integral part of our comprehensive literacy program, aimed at equipping students with the necessary tools to become confident and proficient readers. Our phonics scheme is Fresh Start.

Fresh Start:

Fresh Start is a highly regarded phonics intervention program designed to support older students who are struggling with reading and phonics skills.

This scheme is particularly beneficial for students who have fallen behind in their reading progress, enabling them to catch up and bridge any gaps in their phonics knowledge.

Fresh Start offers a structured approach to phonics instruction, focusing on decoding and blending skills, as well as building reading fluency and comprehension.

The program includes engaging resources and activities that cater to the specific needs of older learners, making the learning process interactive, enjoyable, and effective.

Implementation: At the Sullivan Centre, our phonics curriculum is designed to be accessible and inclusive for all students. The implementation of the Fresh Start program follows a structured and consistent approach, ensuring continuity and progression throughout the learning journey.

Key components of our phonics curriculum include:

1. Systematic Instruction: Phonics instruction is delivered systematically, ensuring students’ progress through the stages of phonics learning in a logical and sequential manner. Lessons are carefully planned to introduce new sounds, reinforce prior learning, and provide ample opportunities for practice and application.

2. Multi-Sensory Approach: We employ a multi-sensory approach to phonics instruction, incorporating visual, auditory, and kinesthetic elements. This approach caters to diverse learning styles and engages students in active participation. Resources such as sound cards, interactive whiteboards, and manipulative materials are utilized to enhance the learning experience.

3. Adaptation: We recognize that students have varying levels of phonics knowledge and skills. Differentiation strategies are employed to address individual needs, ensuring that every student receives targeted instruction and support. Small group work, one-on-one interventions, and tailored activities allow for personalized learning experiences.

4. Assessment and Progress Monitoring: Regular assessment and progress monitoring are integral to our phonics curriculum. Ongoing formative assessments, benchmarking, and diagnostic tools enable teachers to identify students’ strengths and areas for improvement. This data guides instructional decisions, informs interventions, and ensures that students receive the necessary support to progress in their phonics development.

5. Integration with Literacy Instruction: Phonics instruction is integrated with our broader literacy program, connecting phonics skills to reading comprehension, writing, and language development. Students have opportunities to apply their phonics knowledge in meaningful contexts, fostering a holistic approach to literacy instruction.

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

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

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

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