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 – Maths

KS3 Maths Intent for The Sullivan Centre

At The Sullivan Centre our intent for KS3 Maths is to provide a carefully assessed and matched curriculum based on the White Rose Hub Maths scheme, which enables our students to develop their mathematical skills, knowledge and understanding. We recognise that our students have gaps in their learning and are all at different stages in their mathematical development. Therefore, our curriculum is tailored to meet the needs of individual students, providing personalised support and interventions as required.

Through our KS3 Maths curriculum, we aim to promote a deep understanding of mathematical concepts, develop problem-solving skills, and encourage the application of mathematics in real-world contexts. We will focus on developing students’ fluency in basic arithmetic, algebraic manipulation and geometric reasoning, whilst also providing opportunities for students to explore more complex mathematical concepts.

Our KS3 Maths curriculum is designed to meet the requirements of the national curriculum, whilst also providing a flexible and personalised approach that is responsive to the individual needs of our students.

KS4 Maths Intent for The Sullivan Centre

At The Sullivan Centre, our intent for KS4 Maths is to provide a challenging and engaging curriculum that prepares our students for success in their GCSE or Entry Level Maths qualifications. The curriculum follows the White Rose Hub Maths scheme and the examination board is Pearson for GCSE Maths and Statistics.

We recognise that our students may have faced significant challenges in their education so far and we aim to provide them with the support and guidance they need to achieve their full potential.

Through our KS4 Maths curriculum, we aim to develop students’ mathematical fluency, reasoning and problem-solving skills, whilst also promoting a love of mathematics. We will focus on developing students’ understanding of key mathematical concepts such as number, algebra, geometry, statistics and probability, whilst also providing opportunities for students to apply these concepts in real-world contexts.

Our KS4 Maths curriculum is designed to meet the requirements of the national curriculum, whilst also providing a tailored and flexible approach that is responsive to the individual needs of our students. We will provide a supportive learning environment, with personalised feedback and guidance, to help our students achieve their goals and succeed in their future studies and careers

Implementation

At The Sullivan Centre we recognise the importance of providing our students with high-quality Maths education to enable them to develop their mathematical skills, knowledge and understanding. Our implementation of Maths for KS3 and KS4 involves Maths being taught at least four times a week, with daily interventions designed to fill gaps in knowledge and challenge our higher achieving students.

Our Maths curriculum is carefully assessed and matched to the ability of each individual student. For students in KS3, we focus on developing their fluency in basic arithmetic, algebraic manipulation and geometric reasoning, whilst also providing opportunities for them to explore more complex mathematical concepts. Our KS3 curriculum is designed to provide a deep understanding of mathematical concepts, develop problem-solving skills, and encourage the application of mathematics in real-world contexts.

For students in KS4, we provide a challenging and engaging curriculum that prepares them for success in their GCSE or Entry Level Maths qualifications. We focus on developing their mathematical fluency, reasoning and problem-solving skills, whilst also promoting a love of mathematics. Our KS4 curriculum is designed to develop students’ understanding of key mathematical concepts such as number, algebra, geometry, statistics and probability, whilst also providing opportunities for them to apply these concepts in real-world contexts. Pearson exam is used for Maths.

To ensure that all our students make the best possible progress, we provide daily Maths interventions that are tailored to the individual needs of each student. These interventions are designed to fill gaps in knowledge and challenge our higher achieving students, ensuring that every student reaches their full potential and enables them to succeed in their future studies and careers.

Impact

A wide range of strategies are used to measure the impact of our Maths curriculum.

Assessment forms an integral part of the teaching and learning of this subject. The formative assessment of Maths is essential when identifying the strengths of individual children and their next steps. Assessments give a clear learning journey of all pupils. If pupils have misconceptions or gaps in their subject knowledge, additional teaching and support is immediately provided. Summative judgements of Maths are made each term with these being moderated to quality assure decisions. The progress of individual pupils are carefully monitored on a termly basis and those identified as not making progress are given high quality intervention.

Our subject leaders will also monitor the effectiveness of the Maths curriculum through carrying out regular subject 360 evaluations. These evaluations are quality assured by the Senior Leadership Team as part of their monitoring schedule.

Maths moderation is carried out with schools within the Trust on a regular basis.

The effectiveness of Maths is also monitored through pupil and parental voice throughout the course of the year.

In every lesson:

In every Mathematics lesson you should see the following:

  • ‘Quality first’ teaching; tailored to meet the needs of the learners in each class, and immediate intervention to address gaps in learning where necessary
  • Resilient learners with Growth Mindsets and a ‘We Can’ attitude to Mathematics, whatever their previous level of attainment
  • Teachers using high-quality questioning to explore children’s understanding and develop it further. • Teachers making use of misconceptions to further understanding of key concept
  • Teachers using a range of methods to explore key Mathematical concepts which appeal to pupils’ different styles of learning, employing concrete/pictorial/abstract representations of Mathematical concepts
  • Learners being given the opportunity, through careful planning, to ‘linger longer’ on and ‘go deeper’ in mathematical concepts
  • Development of fluency, reasoning and solving.

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

Ofsted

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

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

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

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

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

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

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“Teaching, learning and assessment is outstanding. “

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

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

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

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

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

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

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

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

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

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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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“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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“The curriculum strongly supports the spiritual, moral, social and cultural development of pupils, which is well embedded throughout the 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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“Staff are successful in developing pupils’ independence.”

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

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

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“Governors provide excellent support and challenge to senior leaders “

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

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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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“Pupils receive high-quality careers advice.“

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

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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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“Staff ensure that pupils who have an education, health and care (EHC) plan make strong progress towards achieving their objectives.“

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

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

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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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