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.

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

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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 a wide range of weekly enrichment activities for pupils.“

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

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“Governors provide excellent support and challenge to senior leaders “

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

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“Staff are successful in developing pupils’ independence.”

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

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“The trust is extremely supportive and provides high levels of challenge and guidance to school 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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“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 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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“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 school’s work to promote pupils’ personal development and welfare is outstanding.”

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

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

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

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

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

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