Mulberry Stepney Green Mathematics and Computing College

Computing College

Address: Ben Jonson Road, Stepney, London, E1 4SD Unique reference number (URN): 144700

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders have worked relentlessly to support pupils to come to school everyday. All groups of pupils show very productive attitudes towards meeting this expectation. The school's attendance is significantly above national averages. Where pupils struggle with attendance, there are clear procedures in place to support pupils so that their attendance improves. Leaders provide precise interventions and support for parents and carers. This is further enhanced through their work with external partners. The dedicated work of leaders in this area has made the vision of high attendance a reality.

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Attendance and behaviour Strong standard

The school is a calm and orderly environment in which pupils feel safe, supported and are able to learn well. Pupils, staff and parents appreciate how leaders have established and sustained excellent behaviour at the school. Routines are well understood by all members of the school community. They are consistently followed. Pupils' attitudes to learning are highly positive. This is seen in lessons and how they engage with additional support. The school is an environment where differences are celebrated. Any form of discrimination, harassment, abuse or violence are not tolerated. Should such an incident arise, it is quickly and effectively dealt with.

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Achievement Expected standard

Pupils make positive progress through the curriculum in all key stages. This is particularly well exemplified by the results attained by disadvantaged pupils at GCSE. They regularly perform better than other similar pupils nationally. Visits to lessons and pupils' work demonstrate that those with special educational needs and/or disabilities are learning the intended curriculum well.

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Achievement Expected standard

In the sixth form, students perform extremely well in the applied general courses. This is demonstrated by their outcomes, which are significantly above national averages. In lessons for A-level programmes of study, students make sound progress through the curriculum knowledge. Within this group, a number of students have starting points that are often below that of their peers nationally. These students make positive progress from their starting points. That said, overall outcomes in external courses are below the national averages.

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Achievement Expected standard

Destinations for all pupils are consistently impressive. These are wide, varied and ambitious. The school prepares pupils to thrive in their next environment.

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Curriculum and teaching Expected standard

Leaders have a sound understanding of the quality and strengths of the curriculum and teaching at the school. They successfully use this understanding to develop and work upon whole school improvement priorities. Leaders support staff to develop their teaching skills and knowledge. Staff have opportunities to further build upon their subject expertise and understanding of how to support pupils to learn and develop.

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Curriculum and teaching Expected standard

The curriculum is ambitious for all pupils. This is exemplified well by leaders' approach towards learning in the sixth form. Pupils from diverse and varied starting points receive the encouragement and support they need to successfully study ambitious and challenging A- level subjects.

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Curriculum and teaching Expected standard

Leaders and staff understand the needs of pupils. This includes those with special educational needs and/or disabilities and pupils who are disadvantaged. They make sure that there is an appropriate programme of study and support in place. Leaders have prioritised how teachers check pupils' understanding in lessons. This has been supported through training. Typically, teachers quickly identify and fill gaps in pupils' knowledge during the lesson. However, there remains some variability in the consistency and impact with which this is done.

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Inclusion Expected standard

The needs of pupils with special educational needs and/or disabilities (SEND) are swiftly identified when they join the school. Leaders communicate regularly and effectively with primary schools, parents and carers. Transition events help pupils to make a positive start at the school. Leaders are very aware of the vulnerabilities that pupils may have, including those who are disadvantaged. They ensure that these are foremost in all that happens at the school.

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Inclusion Expected standard

External specialists are consulted and used effectively to both identify and support pupils with SEND. Specialists attend the school to deliver staff training on specific areas. These include developing pupils’ speech and language and supporting learning of the curriculum. This has been particularly effective for English GCSE, where outcomes are often significantly above national averages.

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Inclusion Expected standard

Leaders work closely with parents, pupils and external partners to shape the provision for pupils. Timely reviews take place to evaluate the impact of support. Where required, further fine tuning is made to make sure that pupils fully benefit from the support they receive.

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Inclusion Expected standard

Leaders have high expectations for all pupils at the school. They use pupil premium funding well to ensure that staff receive effective training to support pupils.

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Leadership and governance Expected standard

Leaders have a clear understanding of different aspects of the school's work. They know the strengths of the school and where there is further work to be done. Leaders ensure that areas of development are supported effectively. For example, leaders draw on experts from within the trust to support the school's improvement work. Leaders support staff in their different roles through a range of professional learning opportunities. Teachers at the start of their career benefit from the guidance and training that is put in place for them. This helps them to further develop their expertise as a teacher. The school, the trust and governors work closely together to support pupils to achieve the best possible outcomes. Governors carry out their delegated duties and responsibilities well. Staff at the school are well supported by leaders in terms of their workload and wellbeing. The school is very much an integral part of the local community. There is an active working

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Leadership and governance Expected standard

relationship between the school and the wider community. This is helping to improve the lives of those who live locally.

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Leadership and governance Expected standard

Leaders' actions are in the best interests of the pupils. This is reflected in the views of parents and carers, as well as those of pupils and staff. The means that when new initiatives are introduced at the school, they are often embraced by everyone and go on to be successful.

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Personal development and wellbeing Expected standard

Leaders have developed a curriculum that supports pupils to understand the beliefs, cultures and traditions of themselves and others. Pupils learn about and appreciate viewpoints that are different from their own. The personal, social and health education curriculum allows pupils to know how to keep themselves safe, including physically and mentally healthy. This is supported by many other activities at the school. They include the programme of trips and extra-curricular clubs, which include netball, chess and debate clubs. The school ensures that all pupils take part in these extra opportunities.

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Personal development and wellbeing Expected standard

The careers programme at the school is very carefully thought through. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, receive carefully planned support. This allows them, alongside their parents or carers, to make informed choices about the next steps in their education and future. The impact of this support is demonstrated by the very positive destinations of pupils.

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Personal development and wellbeing Expected standard

Pupils benefit from an appropriate relationships and sex education and health education programme. It provides them with the age-appropriate knowledge and understanding that they need. Pupils successfully learn how to develop and sustain healthy relationships. This is evident through their interactions with one another and with staff in school. Pupils are supported to build strength of character and purpose. Many pupils want to work for the greater good.

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Personal development and wellbeing Expected standard

There are opportunities for pupils to take part in national competitions. For example, pupils experienced success in building and racing their own kit car. Such opportunities and successes are embraced and celebrated across the school. They show pupils what can be achieved through teamwork and determination. Leaders provide pupils with experiences that help to develop their understanding and respect of fundamental British values.

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Post 16 provision Expected standard

The sixth form is vibrant and purposeful. Leaders have developed a curriculum, which prepares students to successfully access the next stages of their education or chosen career. Leaders have ensured that the curriculum meets the needs of students with special educational needs and/or disabilities. The curriculum also responds well to meet the needs of students who have starting points that are different from what would typically be expected. While this has some impact on examination outcomes, students do make positive progress from their varied starting points. This is reflected in their work and how well they build on previous knowledge and understanding.

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Post 16 provision Expected standard

Students access and flourish in a wide range of non-qualification activities. These include support to learn new languages and to take part in sporting events. Students speak in glowing terms about the support that they receive in the sixth form from their teachers. The universities and apprenticeships that students go on to attend after the sixth form speak for the quality of the provision.

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What it's like to be a pupil at this school

This school is at the heart of the community. Leaders have thought very carefully about the challenges that their pupils may face and what support, programmes and activities need to be put in place to support them to thrive. The realisation of this is seen through the success that pupils have in further life after leaving the school. For instance, the highly favourable outcomes that pupils attain once they leave the school, going on to attend some of our nation's most competitive universities.

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What it's like to be a pupil at this school

Pupils who face barriers to learning are at the forefront of leaders' planning for all of the experiences and initiatives that happen in school. This includes pupils with special educational needs and/or disabilities, those who speak English as an additional language and those pupils who are disadvantaged. The close, and precisely planned, work on transition from previous schools supports pupils to make consistent progress in their academic learning and understanding of wider British society and values.

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What it's like to be a pupil at this school

Extra-curricular activities are planned to ensure that they support all pupils to feel part of the school community. They allow pupils to develop the knowledge and life skills that are beyond the academic curriculum. Educational visits, clubs and visiting speakers are carefully considered to ensure that they supplement and build upon the previous life experiences of pupils. Leaders strive to ensure that pupils benefit from a broad range of opportunities.

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What it's like to be a pupil at this school

Pupils feel safe at the school. They all have members of staff that they can speak to if they have any concerns. The behaviour of pupils around the school is incredibly positive and supports pupils to learn. Attendance of all groups of pupils is above national averages. They benefit from the consistency of coming to school everyday. Bullying is not an issue at the school. If it does occur, it is dealt with quickly and effectively by staff.

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What it's like to be a pupil at this school

Leaders ensure that pupils are prepared for life in modern Britain. They do this through comprehensive planning of personal, social and health education lessons. This is supported by additional activities, such as external academic workshops and sporting events.

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Next steps

Leaders should ensure that teachers use assessment effectively to identify what pupils know and can do so that gaps in pupils' knowledge are addressed swiftly and

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Team inspectors:

Jonathan Newby, Ofsted Inspector John Blaney, Ofsted Inspector Simon Conway, His Majesty's Inspector Gareth Cross, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. successfully.

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About this inspection

This school is part of Mulberry Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Dr Vanessa Ogden CBE, and overseen by a board of trustees, chaired by Jane Farrell.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the CEO, the chair of the trust, governors, the executive headteacher, the head of school and other members of staff during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use alternative provision.

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About this inspection

Since the last inspection, a new head of school has been appointed.

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About this inspection

Head of School: Mr Zumon Chowdhury This data is from 6 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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(provisional)

2023/24 (final) 52.9% 45.9% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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(provisional)

2023/24 (final) 50.1 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) 0.13 -0.03 Close to average

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national average

2022/23 (final) 0.23 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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