Verulam School

What Ofsted said

From the inspection on 21 May 2024

The majority of pupils are settled and contented to be at Verulam. They feel safe in school, and they are kept safe inside the school building and around the site. Most pupils behave sensibly. Those who break the school rules are dealt with firmly but fairly. The school has a long and varied history. Some traditions are proudly continued, such as the prefect and house systems. These provide good opportunities for sixth-form students to show leadership and act as role models for younger pupils. The school is also aware of contemporary issues and prepares pupils well in an age-appropriate way for life in the 21st century. Expectations are high for academic achievement. Pupils achieve well in the majority of curriculum subjects. The school provides very well for most aspects of pupils' wider development. Overall, a good range of popular co-curricular activities are provided. While the school recently put on a successful drama production, opportunities and participation in the performing arts are not as strong, for example, as sports. The school is developing this aspect of its provision. Working relationships between staff and pupils are respectful. The sixth form provides a structured learning environment. It also provides opportunities for students to develop leadership skills and the self-responsibility needed for future study.

What the school should improve

• The school's new assessment strategies are not always as effective as they could be. In some areas, methods for testing pupils' progress do not always reflect the unique characteristics of the subject being taught, for example where the emphasis is on practical skills rather than factual knowledge. In a few instances, too much time is spent assessing, meaning that less time is spent teaching new knowledge and pupils do not achieve as highly as they do in other areas of the curriculum. The school should review its assessment methods and policies, including consulting with subject leaders, to ascertain the most effective ways of testing pupils' knowledge in their areas.
• The needs of pupils with SEND are clearly identified and well known. While effective discrete support is provided through the SEND hub, support in classrooms is not as consistently good. While teaching is often adapted well so that all pupils can access the curriculum, occasionally teachers do not always adapt lessons as effectively to reflect these pupils' learning needs. As a result, pupils with SEND sometimes find it more difficult to complete their work. The school, in partnership with the trust, should provide the training and support needed for all staff to become skilled in making the necessary adjustments to the teaching so that pupils with SEND are able to make consistently strong progress across all areas of the curriculum.

Read the full Ofsted report (opens in a new tab)