Victoria Rogers – Vice Principal, Milton School
My career progression from classroom teacher and EYFS Lead to Vice Principal at Milton School, part of Venn Academy Trust, has been a remarkable and rewarding experience. When I first joined Milton, the school faced significant challenges. Today, I am proud to be part of a thriving school community where our pupils are being prepared for meaningful, successful lives beyond Milton.
Through the invaluable mentorship of leaders and directors within Venn, I gained crucial knowledge and insights into school management, governance, and strategic planning. This guidance was instrumental in helping me transition seamlessly into my current role as Vice Principal. Now, I have the privilege of contributing to the school’s vision, driving effective educational strategies, and fostering an environment where both pupils and staff can flourish.
Collaboration and clear communication between school leaders and Venn’s central team have been at the heart of Milton’s transformation into a successful specialist school in the Rotherham Borough. This journey has demanded patience, persistence, and a shared vision of success—one that Venn has supported every step of the way.
My success is a testament to Venn’s tailored support for each school and its leaders. The trust recognised my potential, nurtured my growth, and empowered me to become the leader I am today. Together, we continue to shape a school that offers life-changing opportunities for our young people.
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“Pupils thrive in a nurturing and inclusive environment.”
“Parents and carers appreciate the school’s focus on building strong relationships and engaging with the wider community.”
“The school expects great things from all pupils. They successfully meet these goals and make superb progress in their understanding of different subjects.”
“Parents are overwhelmingly positive about the school and the difference it has made to their children.”
“The curriculum is designed to ensure that all children make progress in their learning.”
“Leaders have high expectations of pupils. Staff share a determination to help children succeed.”
“There is a strong sense of teamwork among staff, which contributes to the school’s positive ethos.”
“Staff are skilled at helping pupils to re-engage with their learning and make good progress.”
“Pupils are eager to learn and enjoy a curriculum that is both engaging and broad, supporting their academic and personal growth.”
“Leaders consider teachers’ workload. This helps teachers to focus on planning interesting lessons.”
“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.”
“Leaders are determined to provide pupils with the best possible start to their education, ensuring that all pupils achieve well.”
“Relationships between staff and pupils are extremely caring and positive. Pupils feel safe and supported, preparing them well for life beyond school.”
“The school’s values of ‘confidence, resilience and perseverance’ shine through the curriculum and the positive attitudes of staff and pupils.”
“There is a strong team culture within the school. Teachers who are new to the school welcome the support they receive.”
“The school is a vibrant and welcoming place where pupils feel safe and supported.”
“Teachers have high expectations, which encourages pupils to strive for their best.”
“Parents appreciate the school’s efforts to engage with families and build strong community links.”
“Pupils are enthusiastic learners and enjoy the varied and engaging curriculum on offer.”
“Pupils are happy and enjoy their learning.”
“Staff work effectively together to create a caring and inclusive environment where all pupils are valued.”
“They are committed to including all pupils in the school and work hard to ensure that they achieve well.”
“Parents value the commitment of staff in helping their children to succeed.”
“Leaders are ambitious for every pupil and provide a curriculum that meets their diverse needs.”
“The school provides high-quality nurture and skilled support, ensuring pupils flourish both academically and personally.”
“Strong leadership ensures that all pupils make excellent progress in their learning and personal development.”
“Leaders ensure that the curriculum is tailored to meet the needs of all pupils, enabling them to succeed academically and personally.”
“The school’s inclusive ethos ensures that every child feels valued, supported, and able to thrive.”
“The school provides a safe and supportive environment for pupils with a range of additional needs.”
“Pupils’ behaviour is exemplary, and they show a strong sense of belonging to the school community.”
“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.”
“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 highly nurturing environment where pupils feel valued and supported.”