Vermont School, located in Southampton, Hampshire, is a special school catering for pupils with social, emotional, and mental health needs. The recent inspection conducted on June 11 and 12, 2024, revealed that the school requires improvement in several key areas, including overall effectiveness, quality of education, behavior and attitudes, personal development, and leadership and management. This marks a significant decline from its previous inspection grade of good.
The school serves a population of pupils who have often faced challenging educational experiences. Many students feel safe and secure within the school environment, appreciating the individualized attention they receive from teachers who understand their unique needs. However, despite the supportive atmosphere, the quality of learning is hindered by frequent disruptions in lessons due to ineffective behavior management. Classrooms often lack the calm and orderly environment necessary for focused learning, which impacts students' ability to achieve their potential.
Instances of unkind behavior and prejudicial language have been noted, but the school leadership addresses these issues promptly, ensuring that such behavior is not tolerated. Pupils report feeling safe and know they can approach adults if they have concerns. The school offers a variety of extracurricular activities, such as football, art, and gaming clubs, which have been well-received and help students develop social skills and build positive relationships.
Leaders at Vermont School have implemented a planned and sequenced curriculum across a broad range of subjects. While some aspects of the curriculum are newly developed and still being embedded, the introduction of a phonics program has been positively received. However, the school is still working on effectively identifying and supporting struggling readers. Teachers assess pupil learning but do not consistently use this information to ensure lessons are sufficiently challenging.
Disruptive behavior remains a significant issue, with a noted increase in violent incidents and a high number of suspensions. The school is aware of the need to reduce physical interventions and has introduced a new behavior policy, alongside staff training, to improve behavior management. Initial signs suggest that these changes may have a positive impact, but it is too early to assess their full effectiveness.
Pupils receive instruction on important topics such as healthy relationships and emotional management, contributing to their personal development. However, the effectiveness of this instruction is compromised by a lack of focus during lessons. Attendance figures are comparable to national averages, but persistent absenteeism remains a concern, prompting the school to strengthen its attendance systems.
The school has faced leadership and staffing disruptions over the past academic year, negatively affecting the consistency and quality of education. Interim support has been arranged for the leadership team, and the governing body has quickly established a clear understanding of the school's needs, actively supporting and challenging leaders. The school is part of the Aspire Community Trust and has utilized local resources to review its curriculum.
Safeguarding arrangements are effective, although some staff require further training on maintaining appropriate physical boundaries with pupils. The school is taking steps to address this issue promptly. Overall, Vermont School has the potential for improvement, but significant work is needed to enhance the quality of education and ensure a positive learning environment for all pupils.
