Evidence-Based, Results-Driven
Discover the measurable impact of the VESPA mindset on students, staff, and entire institutions across the globe.
Awards & Recognition
BESA Awards 2025
Shortlisted for Evidence and Impact Award
Teach Secondary Awards
Winner - CPD Category
BESA Awards - Evidence & Impact Submission
Case Studies & Research
VESPA is a research-driven model. We continue to undertake key research projects across the UK and internationally.
Central South Consortium - Wales
Since 2019, we've worked closely with the Post 16 Education Team at Central South Consortium in South Wales.
"The VESPA Academy platform assigns bespoke activities based on psychometric questionnaire outcomes, and generates immediate feedback to post-16 leaders and pastoral teams."
- Emma Lloyd, Area Lead for Post-16 Education
University of Pretoria
Using VESPA measures to identify areas of student support and better target undergraduates via an academic support programme.
"It's helped us tailor group intervention sessions... students have reported the questionnaires and activities have helped them identify and make real changes to their current approach."
- Fanie Walters and team
Hartpury University
Using the VESPA Questionnaire to provide key indicators of student baseline mindset and development of "softer skills".
"The VESPA resources have been instrumental developing our students' academic and independent learning skills... We see real impact on students' academic performance."
- Michael Tambling
Dubai College
Using VESPA to identify study strengths and weaknesses and develop effective academic behaviours.
"The VESPA platform has allowed our students to gain a more granular knowledge of their strengths and weaknesses... The fundamental principle of VESPA holds true: it is not intelligence or prior performance that leads to success at A Level, but rather effective academic behaviours and habits."
- Bobby Trivic, Head of 6th Form
VESPA Schools Worldwide
Join over 600 schools and colleges already implementing the VESPA mindset
What Educators Are Saying
"The VESPA platform has allowed our students to gain a more granular knowledge of their strengths and weaknesses... The fundamental principle of VESPA holds true: it is not intelligence or prior performance that leads to success at A Level, but rather effective academic behaviours and habits."
— Dubai College
"The improvement in A*-A Level grades was directly attributed to VESPA's bespoke psychometric assessments and targeted intervention activities."
— Central South Consortium, Wales
"Around 70% of students implement suggested strategies. Common actions include restructuring revision approaches, creating mind maps instead of linear notes, implementing the Pomodoro technique, and establishing study partnerships. Our post-16 students particularly value the structured approach to self-improvement."
— Huw Morris, Tonyrefail Community School
"We've seen significant improvement among our eFSM pupils since implementing VESPA. The gap in average point score has reduced by 7 points. The structured approach seems to compensate for differences in home support."
— Alun Evans, Ysgol Gyfun Gymraeg Bro Edern
"The impact on disadvantaged students has been substantial, with ALPS scores improving from 5 to 2 for this cohort. The structured approach and emphasis on specific behaviors rather than innate ability has been particularly effective."
— Nick Vile, Rochdale Sixth Form College
"Approximately 65% of students actively implement feedback suggestions. Common actions include creating revision timetables, implementing the Cornell note-taking system, establishing study groups, and practicing retrieval techniques. The specific, actionable nature of the feedback makes it particularly effective."
— Caroline McClean, Montpelier High School
"Our scholarship students have shown remarkable improvement using VESPA - their average grades improved 14% more than non-scholarship students. The scaffolded approach helps bridge gaps in prior educational experiences."
— Neil Groves, Bangkok Preparatory School
"VESPA has significantly improved our GCSE resit results. Last year, Maths resit pass rates improved 11% and English 8%. The structured approach to addressing specific weaknesses has been particularly effective."
— Emmanuel Asamoah-Mensah, Saint Cecilia's Church of England School
"The portal has proven to effectively support all learners and this includes students that are socio-economically disadvantaged. The portal helps identify areas for development and provides support, guidance and resources for learners to access both in school and at home."
— Emma Lloyd, Central South Consortium
"Approximately 80% of students implement at least one specific strategy from their feedback. Common actions include creating detailed study plans, joining study buddy partnerships, reformatting notes, and implementing spaced practice techniques."
— Neil Groves, Bangkok Prep International School
"Students value the personalized nature of the feedback. They report feeling more in control of their learning journey. The activities suggested are practical and immediately applicable, which increases buy-in and implementation rates."
— Long Road Sixth Form College
"The questionnaire results provide valuable talking points for academic mentoring sessions. Students appreciate the objective assessment of their study habits and the concrete suggestions for improvement."
— British School Al Khubairat
The Proof is in the Data
7.5%
Increase in A*-A Grades
(Central South Consortium, Wales)
600+
Schools & Colleges
Implementing VESPA Globally
4.45/5
Student Satisfaction
(University of Pretoria)
