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Venn Academy Trust comprises of Thorpepark Academy, Bridgeview Behaviour Unit, Whitehouse Primary Support Service, Sullivan Centre for Children with Medical Needs, The Boulevard Centre, Mountbatten Primary and Griffin Primary in Hull; and in Thorne, Brooke Primary Academy and Marshland Primary School.
Our Schools are committed to safeguarding and promoting the welfare of children and young people / vulnerable adults and expect all staff and volunteers to share this commitment.
We celebrate the diversity of all children and cultures, and we promote spiritual, moral, social, and cultural development and modern British values.
We work hard to ensure that our children enjoy learning, achieve their potential, and appreciate the differences that make us all unique.
“Pupils access a range of visits and activities beyond their own experiences.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Pupils support each other well when they are completing their work.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Teachers check what pupils have learned and remembered each term.”
“There are respectful relationships between adults and pupils.”
“Pupils enjoy learning about a wide range of subjects.”
“Children settle into school quickly.”
“Staff encourage
pupils to be independent from an early age.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Teachers who are new to the school welcome the support they receive.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“Curriculum plans are well sequenced.”
“Adults help pupils who fall behind.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Staff are well trained in teaching children to read.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Pupils learn how to keep safe when using the internet.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Pupils recommend the school to their friends.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“The early years environment is inviting and well organised.”
“Children start to learn to read as soon as they enter the school.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Pupils enjoy attending school.”
“Pupils say that behaviour is good.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Subject leaders are knowledgeable about their subjects.”
“There are a wide range of school clubs.”
“Pupils say they feel safe in school.”
“There is a strong team culture within the school.”