School etc

Mossbourne Community Academy

Mossbourne Community Academy
Downs Park Road

phone: 020 85255200

principal: Mr Peter Hughes

reveal email: aosu…

school holidays: via Hackney council

1321 pupils aged 11—19y mixed gender
900 pupils capacity: 147% full

690 boys 52%


630 girls 48%


Last updated: June 20, 2014

Secondary — Academy Sponsor Led

Education phase
Establishment type
Academy Sponsor Led
Establishment #
Open date
Sept. 1, 2004
Reason open
New Provision
OSGB coordinates
Easting: 534509, Northing: 185417
GPS coordinates
Latitude: 51.552, Longitude: -0.061361
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 13, 2010
Region › Const. › Ward
London › Hackney South and Shoreditch › Hackney Central
Urban > 10k - less sparse
Admissions policy
SEN priorities
ASD - Autistic Spectrum Disorder
Sixth form
Has a sixth form
Free school meals %
Trust school
Is supported by a Trust
Learning provider ref #

rooms to rent in Hackney

Schools nearby

  1. Mossbourne Victoria Park Academy E58JY
  2. 0.1 miles Hackney Downs School E58NP
  3. 0.1 miles Stormont House School E58NP (97 pupils)
  4. 0.2 miles Amherst Primary School E81AS
  5. 0.2 miles Amherst Junior School E81AS
  6. 0.2 miles Amherst Infant School E81AS
  7. 0.2 miles Brook Community Primary School E81AS (476 pupils)
  8. 0.3 miles Downsview School E58QP
  9. 0.4 miles Nightingale Primary School E58PH (243 pupils)
  10. 0.4 miles Baden-Powell School E58DN (247 pupils)
  11. 0.4 miles Kingsland School E82EY
  12. 0.4 miles The Petchey Academy E82EY (1108 pupils)
  13. 0.5 miles Benthal Primary School Infant Department N167AU
  14. 0.5 miles Millfields Community School E50SH (652 pupils)
  15. 0.5 miles Shacklewell Primary School E82EA (425 pupils)
  16. 0.5 miles Benthal Primary School N167AU (443 pupils)
  17. 0.5 miles Rams Episcopal Church of England Primary School E96DU
  18. 0.5 miles St Scholastica's Catholic Primary School E58BS (244 pupils)
  19. 0.5 miles Clapton Girls' Technology College E50RB
  20. 0.5 miles Millfields Junior School E50SH
  21. 0.5 miles Millfields Infant School E50SH
  22. 0.5 miles Shacklewell Junior School E82EA
  23. 0.5 miles Shacklewell Infants' School E82EA
  24. 0.5 miles Hackney Free and Parochial Junior School E96DX

List of schools in Hackney

Prospects Learnin


Services Ltd

132-138 High Street




T 020 8313 7760
F 020 8464 3393

Ofsted helpline

08456 404045


October 2005

Sir Michael Wilshaw


Mossbourne Community Academy

100 Downs Park Road


E5 8JY

Dear Sir Michael




Following my visit with Robert Ellis HMI and Jacqueline White HMI to your

academy on 5 and 6 October 2005, I write on behalf of Her Majesty's Chief

Inspector to confirm the inspection findings.

The first

monitoring visit was in connection with the academies initiative.


Inspectors observed the academy’s work, scrutinised documents and met with

the principal, members of the senior leadership team, a group of pupils, the

chair of the governing body and sponsor, two governors and a group of



The academy opened in September 2004 with Year 7 pupils and admitted its
second year group at the start of the new academic year; there are currently

424 pupils on roll. Its increasing popularity has led to it being heavily over-

subscribed. There will eventually be around 900 boys and girls on roll aged 11

to 16. Plans are presently being considered to provide a joint sixth form

centre with a local school. It is a wide socially and culturally diverse

community. Most of the pupils are of Black British Caribbean or African

descent and White British, with just over one third coming from a wide range

of minority ethnic groups. At 48%, the proportion of pupils who are entitled

to free school meals is well above average. Almost a quarter of the present

intake has a special educational need, of which 5% hold a Statement of

Special Educational Need. Inclusion is given a high priority and the academy

has an agreement with the Learning Trust to make provision for a number of

pupils with autistic spectrum disorder.

Despite initial difficulties with recruitment, the academy used some good

practices to appoint staff and, as a result, there is now a full and stable team

of teachers. The principal has successfully organised a staffing structure to

reflect the size and needs of the academy. Key appointments of senior and

middle managers have been made. With just two year groups, staff have had

to be flexible in their teaching, but appropriate steps have been taken to

minimise difficulties. At the start of its first year, the academy was beset by

challenging problems with the site, and was forced to use valuable resources

to manage the development of the new building. Some of these problems

have been overcome. The specialism of the academy is in information and

communication technology (ICT). This has given it exceptionally good access

to valuable state-of-the-art facilities and resources. ICT is used extensively in

teaching and other administrative work. Plans are in place to extend its use

in the curriculum.

Achievement and standards

The pupils’ academic progress is good and often very good. Standards of

attainment on entry vary each year but are below average overall, particularly

in English in Year 7. Assessment records for the last academic year indicate

that the Year 7 pupils made accelerated progress in English, mathematics and

science. Gifted and talented pupils make very good progress and those with

learning difficulties and disabilities make good progress. Most pupils from

minority ethnic groups and the small numbers learning English as an

additional language make similar progress to their peers. The academy has

very good systems in place to support pupils of Turkish, African and

Caribbean descent who are at risk of under-achieving.

For the current Year 8, the work seen in lessons and exercise books showed

good and often very good progress overall, so they are likely to meet the

challenging but realistic targets.

Pupils’ progress was consistently satisfactory

or better in all lessons. In the good or outstanding lessons, the pupils were

motivated to work very hard by the brisk pace and use of a range of short

timed activities that were linked to the precise learning objectives.

Achievement in speaking and listening was mostly good and sometimes very

good. Where pupils listened very well, and accepted advice, they made rapid

progress. While effective teaching is helping to improve pupils’

communication skills, there is scope for encouraging pupils to speak at length

and for developing discussion skills to promote independent learning. The

development of study skills is an emerging strength of the academy. Well

organised access to the ICT equipment as well as the structured extension

classes and homework club provide pupils with opportunities to develop

independent learning skills. Pupils displayed the ability to organise

themselves sensibly during the break and lunch time without constant

supervision when using the ICT resources. As a result, many of them are

developing essential research and study skills.

  • Progress is outstandingly good overall for a significant number of pupils.

Personal development and well-being

Provision for the pupils’ personal development is good. Attitudes and

behaviour were satisfactory or better in all lessons, includ ing 15 that were at

least good, five of which were outstanding. Pupils showed enjoyment

towards learning and a desire to succeed. Their sense of community and

understanding of other cultures is increased through religious education

lessons, assemblies and opportunities for thinking about moral issues across

the curriculum. Celebration of the multi-cultural make-up of the academy

contributes well to the positive atmosphere.

Pupils are helped to take personal responsibility for achievement by being

asked to reflect on the expectations for learning at the beginning of lessons.

It was clear from pupils’ attitudes that they like coming to school and are

proud of their academy. At 95.8%, attendance for the last academic year has

been good. Punctuality to school and lessons was good.

The recent parents’ questionnaire reflects high levels of satisfaction. Parents

are extremely positive about the academy: some highlighted the inclusive

approach which underpins the ac ademy’s work and the teachers’ consistent

approach to high expectations for all pupils.

Rewards and praise were used well to help and motivate the pupils.

Sanctions are used consistently to draw clear boundaries. There have been

no permanent exclusions since the academy opened. The number of fixed

term exclusions is monitored and is in keeping with the academy insisting on

high standards of behaviour.

Pupils benefit from the wide range of extra-curricular and extension activities

available to them. The high level of participation in activities is helping them

to make good progress, develop their confidence and become well-rounded

learners. Pupils get on well with each other. They feel safe and appreciated.

They are well prepared for their wider role as young citizens and understand

the importance of having a healthy lifestyle. The arrangements to safeguard

pupils are secure. Pupils feel they can trust the adults in the school

community and are comfortable about sharing any problems they may have

with them. The academy is aware of the need to develop the pupil council

further. This is seen as an important means of extending opportunities for

pupils to take responsibility for shaping the future of the academy and

contributing to the wider community.

  • Progress in this area of provision is good.

Quality of provision

Overall, provision is good. The academy has good systems in place for

identifying strengths and areas for development in the quality of teaching and

learning and for bringing about improvement.

Pupils experience a broad and balanced curriculum that meets their needs

and interests. A Year 7 nurture group has been established which provides

good support for a small number of pupils who have very low prior

attainment. The academy provides a 27 hour teaching week, and makes good

use of additional lessons at the end of each day to support pupils who have

fallen behind in mathematics and English and to provide an extensive range

of enrichment activities. Each pupil selects two compulsory twilight sessions.

The quality of teaching was at least satisfactory in all lessons and was good

or better in around two thirds, including four where the teaching was

outstanding. The quality of the pupils’ learning was closely matched to the

quality of the teaching they received.

In the best lessons, clear learning objectives were shared with pupils at the

beginning of the lesson, and revisited during the session; this helped to keep

them focused on the task. The teachers’ planning took account of what had

previously been learned and they used questions effectively to identify what

had been understood. Following evaluation of their learning the teachers

provided good feedback to the pupils so that they could improve and develop

their work. Tasks were carefully designed and provided pupils with good

opportunities to extend their learning and develop independence. The

teachers valued the contribution each pupil made and fostered positive

relationships at all levels. Expectations of what the pupils could achieve were

high and the teachers provided good exemplification of the standards that

they expected the pupils to achieve and they were good role models.

The satisfactory lessons provided too few opportunities for the pupils to

develop independence and they were over directed by the teachers;

opportunities for the pupils to discuss what they were learning were missed

and some pupils were unclear about what they were expected to do.

The quality of marking is thorough. Assessment is used well and pupil

tracking and reporting systems are rigorous and provide pupils, teachers and

parents with regular information about the pupils’ pr ogress in each curriculum


The academy and the pupils benefit from ICT being taught as a discrete

subject in both Years 7 and 8. The academy is fortunate to have a number of

advanced skills teachers and other talented staff who have a positive impact

on provision, in particular by providing good models for using ICT as a

teaching and learning tool and by disseminating good practice.

  • Progress in this area of provision is good.

Leadership and management

The academy has greatly benefited from the principal’s astute approach and

vast experience. As a result, leadership and management are good. He has

established a very clear vision for the development of the academy where

every child matters. As such, there is a strong foundation on which to

proceed as the number of pupils increases each year. The principal has

appointed a very experienced senior leadership team that shares and

understands the vision for developing a new academy. The principal, ably

supported by the senior team, has succeeded in conveying the vision to the

staff, pupils and parents and in gaining their commitment to building a

successful academy where all pupils can achieve well. The academy’s self-

evaluation and development plan gi ve a clear outline of the strengths and

areas for development and what needs to be done before it reaches its full

capacity. A real strength of the academy’s work is the self-evaluation and

critical approach to monitoring and evaluating provision.

The principal has ensured that the academy runs very smoothly through

establishing very clear procedures for academic and pastoral care. There is a

relentless focus on teaching and learning. Consequently, pupils have made

significant progress. The rigorous assessment systems ensure that data are

well managed and analysed. This has enabled the academy to quickly

identify known groups of pupils at risk of underachieving. The innovative

approaches to supporting pupils in the learning support unit, extension

classes and mentoring programmes have had a significant impact on
accelerating pupils’ progress and improving their self-esteem. The academy

has successfully helped all groups to have equal opportunities to achieve well.

Planning for improvement is extensive and targets are carefully validated. As

such, the academy is not complacent. With the expertise and experience of

the leadership team, the academy is well placed to build on the developments

already made.

The academy is well supported by the sponsor and governing body, although

most governors are new to governance. However, while the trustees monitor

the academy’s financial spending and are very supportive and keen for it to

succeed, they are not yet critically evaluating the provision. There is a

tendency to assume that development will occur without intervention and


The building is a striking feature in the community and is very well furnished

and resourced, but the size of the classrooms and the shortage of space

internally and externally present a number of restrictions, even at the early

stage of the academy’s development. The acoustics are poor in some areas.

The constraints of the building present a challenge for the academy’s


External support

The academy has developed strong working links with the ICT provider. This

has led to it developing and sharing its expertise with the Learning Trust and

other academies. However, the academy has been severely restrained from

sharing its facilities with the wider community because of known and severe

financial penalties. The academy has had support from child and welfare

services to support pupils with specific needs.

Main Judgements

The academy has made good progress towards raising standards.

Priorities for further improvement

The academy is well aware of the actions it must take to sustain the strong

foundation and should now:

 ensure that the governors are more involved in monitoring

and evaluating the academy’s progress;

 provide more opportunities for pupils to develop independent

learning so they are not over-directed by teachers.

I am copying this letter to the Secretary of State, the chair of governors and

the Academies Division at the DfES.

Yours sincerely

Carmen Rodney

HM Inspector of schools

print / save trees, print less