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.

Subject – History

“We are not makers of History, we are made by History” – Martin Luther King.

“The more you know about the past, the better prepared you are for the future” – Theodore Roosevelt.

At The Sullivan Centre, our vision for history education is to provide our students with a well-rounded understanding of the past, and to develop their appreciation for the love of history. Our KS3 history curriculum is designed to be broad and balanced, allowing pupils to explore a range of historical perspectives and events.

We believe in developing our students’ curiosity and intrigue about the past, and encouraging them to become independent and creative thinkers. Our curriculum is designed to help students appreciate the cultural diversity of the past, and to understand how different cultures have shaped history.

A key aspect of our curriculum is the development of historical vocabulary. By providing students with a solid foundation of historical terms and concepts, we aim to help them understand the significance of key historical events and movements.

We also place a strong emphasis on developing methods of historical enquiry. By encouraging students to ask critical questions about the past, and to seek out evidence to support their arguments, we aim to help them become skilled historians who are capable of independent research and analysis.

Our history curriculum also includes opportunities for historical enquiry, such as field trips and project-based learning. These activities help students to develop their love of history, and to apply their knowledge and skills in real-world settings.

At The Sullivan Centre, our KS3 history curriculum is designed to provide our students with a broad and in-depth overview of British, European, and world history. We believe that a strong foundation of historical knowledge is essential for developing an appreciation of the diversity of our history, and for inspiring a passion for the subject.

Our curriculum is designed to be engaging and thought-provoking, with opportunities for debate and discussion in the classroom. We believe that encouraging students to share their opinions and ideas helps to build confidence, and to inspire a passion for history.

In addition to covering key historical events and movements, our KS3 history curriculum also includes a focus on developing students’ historical skills. This includes the ability to analyse primary and secondary sources, to interpret historical data, and to evaluate different historical perspectives.

By offering a breadth and depth of historical content, and by encouraging debate and discussion in the classroom, we aim to help our students become well-rounded learners with a deep appreciation for the diversity and complexity of our shared history.

“Pupils receive high-quality careers advice.“

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

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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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“Staff have very high expectations of themselves and their 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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“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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“Staff prepare high-quality and bespoke lessons which they use effectively to stimulate pupils’ interest in learning.“

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

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

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

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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 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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“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 curriculum provides pupils with a wide range of opportunities that match the needs and interests of pupils extremely well.“

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

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

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

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

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

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

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

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

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

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

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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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“Staff are successful in developing pupils’ independence.”

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

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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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“Teaching, learning and assessment is outstanding. “

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

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

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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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“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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“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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“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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“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 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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