Sarah Sargieson – Head of School, Venn Boulevard Centre
I began my teaching career in 2002, spending 16 fulfilling years in mainstream primary education before making the transition to a more specialist SEN role and earning my NASENCO qualification. In 2019, I took the exciting next step by joining Venn Academy Trust as an Assistant Head across both the Venn Boulevard Centre and The Sullivan Centre. The journey began with intensity, as both schools underwent Ofsted inspections within my first term—an experience that truly shaped my early leadership growth.
As Assistant Head, I navigated the challenges of COVID while supporting the expansion of both schools, collaborating closely with the local authority to establish additional classroom provisions. These experiences strengthened my ability to adapt, lead, and make a difference. After two years, I was honoured to be appointed as Head of School for Venn Boulevard Centre—a milestone that wouldn’t have been possible without the trust’s belief in my potential and dedication to my professional development.
The support I received from Venn’s Central Team during my transition to headship was invaluable. Their guidance helped me build the confidence and skills needed to lead effectively. In November, when Venn Boulevard Centre was once again inspected by Ofsted, we proudly achieved an Outstanding grade in all areas.
I am truly grateful to Venn Academy Trust for nurturing my leadership journey and for their unwavering commitment to supporting my growth. Together, we continue to create an environment where both pupils and staff can achieve excellence.
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“Pupils are eager to learn and enjoy a curriculum that is both engaging and broad, supporting their academic and personal growth.”
“Parents appreciate the school’s efforts to engage with families and build strong community links.”
“The school expects great things from all pupils. They successfully meet these goals and make superb progress in their understanding of different subjects.”
“Leaders have high expectations of pupils. Staff share a determination to help children succeed.”
“Pupils are happy and enjoy their learning.”
“Pupils are enthusiastic learners and enjoy the varied and engaging curriculum on offer.”
“Leaders are ambitious for every pupil and provide a curriculum that meets their diverse needs.”
“Leaders consider teachers’ workload. This helps teachers to focus on planning interesting lessons.”
“Teachers help every pupil do their best. The staff know pupils’ needs extremely well and tailor learning to enable all pupils to thrive.”
“The school provides a safe and supportive environment for pupils with a range of additional needs.”
“Pupils love learning at this school. Each morning, friendly staff greet children at the door with big smiles. This creates a welcoming and positive environment for all pupils.”
“Pupils thrive in a nurturing and inclusive environment.”
“Teachers have high expectations, which encourages pupils to strive for their best.”
“Parents are overwhelmingly positive about the school and the difference it has made to their children.”
“Leaders are determined to provide pupils with the best possible start to their education, ensuring that all pupils achieve well.”
“Parents and carers appreciate the school’s focus on building strong relationships and engaging with the wider community.”
“Strong leadership ensures that all pupils make excellent progress in their learning and personal development.”
“There is a strong team culture within the school. Teachers who are new to the school welcome the support they receive.”
“There is a strong sense of teamwork among staff, which contributes to the school’s positive ethos.”
“Staff work effectively together to create a caring and inclusive environment where all pupils are valued.”
“The school provides a highly nurturing environment where pupils feel valued and supported.”
“Pupils’ behaviour is exemplary, and they show a strong sense of belonging to the school community.”
“The school provides high-quality nurture and skilled support, ensuring pupils flourish both academically and personally.”
“Staff are skilled at helping pupils to re-engage with their learning and make good progress.”
“Relationships between staff and pupils are extremely caring and positive. Pupils feel safe and supported, preparing them well for life beyond school.”
“The school is a vibrant and welcoming place where pupils feel safe and supported.”
“Highly effective and passionate leaders, from in school and the trust, work well together to ensure that pupils in this school make very strong progress from their varied starting points.”
“They are committed to including all pupils in the school and work hard to ensure that they achieve well.”
“The school’s inclusive ethos ensures that every child feels valued, supported, and able to thrive.”
“Parents value the commitment of staff in helping their children to succeed.”
“The curriculum is designed to ensure that all children make progress in their learning.”
“Leaders ensure that the curriculum is tailored to meet the needs of all pupils, enabling them to succeed academically and personally.”
“The school’s values of ‘confidence, resilience and perseverance’ shine through the curriculum and the positive attitudes of staff and pupils.”