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.

Wellness Recovery Action Plan

The Sullivan Centre has been working closely with Barnados to embed the WRAP (Wellness Recovery Action Plan) Approach as an internal intervention delivered by our highly skilled Executive Functioning Coaches, and also within the PSHE curriculum.

WRAP (Wellness Recovery Action Plan) is a self-care focussed programme over 10 weeks for young people aged 5 – 19. Targeted children at The Sullivan Centre participate in WRAP® sessions led by our own trained WRAP® leaders. WRAP® enables you to plan, in advance, what you can do to keep yourself emotionally ‘on track’ and build a foundation to support yourself to stay well. It helps you to work out what your resources are and to focus on things that you do well. It helps you to draw on things that are simple and safe to create significant change in your life. WRAP® supports a better understanding of what impacts your wellness and mental health. It provides opportunities to increase coping strategies, helping to prevent or decrease troubling feelings and behaviors. Additionally, WRAP® focuses on identifying key supporters who can assist when needed, boosting your confidence and teaching you how to bounce back from setbacks. Intervention sessions take place every Wednesday afternoon for a small group of pupils and span 10 weeks. We target our youngest pupils first and we hope so have soon ‘Wrapped’ all of our pupils.

“WRAP can support people of all ages, including youth and children. WRAP offers a system that helps (children and) young people make their lives more the way they want them to be. It helps them choose and enjoy more of the things they want to do. WRAP helps them get through the difficult experiences and uncertainty that can come with making friends, navigating peer pressure, managing schoolwork, and dealing with home and family challenges. The WRAP process can also help them stay on track with the habits and relationships they love and want to keep as part of their lives.” (WRAP: 2020)

Our parents say:

“This helps build on the people she can trust, her last school experience knocked her trust in people but this is helping to build that back-up”

“I’ve noticed improved confidence and resilience, calmly telling others when they need space. She showed more eagerness to attend school on a WRAP day”

Our pupils say:

“I was triggered yesterday at school, before WRAP I would have shouted and got into trouble but I knew my early warning signs and I walked away and asked my teacher to play my favourite song, I calmed down and felt much better, I was so proud of myself”

“I learnt its ok to say no, I really like this group, I enjoyed making the character, I understand personal responsibility more, I’ve learnt some new words(key concept words)”

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

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

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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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“The curriculum strongly supports the spiritual, moral, social and cultural development of pupils, which is well embedded throughout the school.“

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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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“Teaching, learning and assessment is outstanding. “

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

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

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

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

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

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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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“Lessons are calm, ordered and purposeful. This encouraging learning environment has a positive impact on the engagement of pupils.“

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“Leaders have ensured that the curriculum includes a wide range of subjects for pupils to study.”

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

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

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

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

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“Governors provide excellent support and challenge to senior leaders “

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

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

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

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

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

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

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“Staff are successful in developing pupils’ independence.”

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

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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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“Staff prepare high-quality and bespoke lessons which they use effectively to stimulate pupils’ interest in learning.“

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“Pupils receive high-quality careers advice.“

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

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

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

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

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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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“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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