Mossbourne Fobbing Academy

Mossbourne Fobbing Academy Southend Road, Corringham, Stanford-le-Hope SS17 8JT

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monitoring inspection report:

The inspection was carried out because concerns had been raised with Ofsted about the extent to which sanctions were applied proportionately, especially for pupils with special educational needs and/or disabilities (SEND), pupils with anxiety or those returning from periods of absence. Concerns were also raised about the efficacy of the school’s complaints process and whether there were concerning patterns of pupils leaving the school roll that might meet Ofsted’s definition of off-rolling.

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monitoring inspection report:

During the focused monitoring inspection, inspectors considered the following evaluation areas:

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monitoring inspection report:

 Safeguarding  Leadership and governance  Attendance and behaviour  Inclusion

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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 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, children are made safer and feel safe.

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Leadership and governance

The school has significantly improved since the federation took over. School leaders, with support from the federation, have demonstrated capacity to move the school forward positively. Their clear and strategic approach has led to improvements in attendance and pupils now learn in a calm environment without disruption to learning. Leaders monitor the actions they take and use this information to inform further improvements. Monitoring inspection report: Mossbourne Fobbing Academy 12 May 2026

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Leaders promote positive and respectful relationships across the school community. Staff at the school are very happy with the recent changes. School leaders and those from the federation have taken a proactive approach to engaging with parents and carers and other stakeholders, such as the local authority. Leaders actively seek the views of different groups, including pupils, as they implement changes.

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Leaders have listened to the considerable concerns of some parents regarding new school systems, particularly those relating to behaviour. They have taken steps to respond to concerns raised and continue to review and refine their communication systems, including the complaints process. Leaders recognise there is more to do to assure parents that their new strategies are in pupils’ best interests and are refining these systems to make them more accessible to parents.

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The school follows appropriate procedures when removing pupils from the school roll, including those whose parents elect to home educate. Inspectors found no evidence of off- rolling.

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Inclusion

Leaders have established positive classroom environments where the needs of individual pupils are understood by staff and where teaching strategies help pupils to access the curriculum. Leaders sharply identify the needs of pupils with SEND. They make sure pupils receive effective support, including by engaging the help of external specialists. Reasonable adjustments are made in accordance with the Equality Act 2010 and the special educational needs and/or disabilities code of practice. This includes for pupils with social, emotional or mental health needs and anxiety.

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Inclusion

The school’s curriculum for personal, social and health education includes key learning on mental health and strategies to promote wellbeing. This curriculum is delivered through dedicated days that complement the weekly tutor sessions. The school makes use of external visiting experts as well as trained staff specialisms to teach pupils about the importance of mental health.

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Inclusion

The ‘Bourne Scholar’ programme is a timetabled session that forms part of the school’s curriculum for pupils in Years 7 to 9. This provides a distinctive enrichment programme of opportunities to meet pupils’ needs, talents and interests and includes activities to support pupils’ health and wellbeing.

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Attendance and behaviour

The school has the highest expectations for how pupils will behave. Leaders have designed effective policies to support pupil behaviour, and these have been embedded swiftly across the school. The rules are clear and commonly understood. Routines through the day have been quickly established. As a result, the school, both in and outside of lessons, is calm and orderly. This means that learning happens without disruption. Monitoring inspection report: Mossbourne Fobbing Academy 12 May 2026

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Pupils, particularly those who are younger, are largely positive about the changes to the behaviour system. They appreciate that they now learn more in lessons because there are fewer interruptions. Despite this, some older pupils are finding it harder to understand the rationale behind the new rules and sanctions. As a result, these pupils are less positive about the changes and do not feel as connected to school life. While leaders recognise pupils’ concerns, they remain unwavering in their expectations of how pupils can and should behave. Leaders continue to work to ensure that pupils understand the rationale behind these expectations.

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While some pupils find the new rules and expectations challenging, leaders have put in place additional support for pupils who need it. This includes pupils with identified social, emotional and/or mental health needs or anxiety. The school’s in-house alternative provision centre and behaviour support unit are having a positive impact on the behaviour of the pupils who access them.

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Attendance in the school has also recently improved significantly. Pupils come to school on time. Leaders quickly identify any pupil whose attendance becomes a concern and work closely with families to put the right support in place. The school recognises and celebrates pupils who attend regularly and those who have made a sustained effort to improve their attendance over time. This combination of high expectations and encouragement helps pupils to value regular attendance.

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Additional next steps

Leaders and those responsible for governance should, in addition to the next steps raised at the school’s last full inspection:

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Additional next steps

 further strengthen communication and engagement with parents, carers and pupils, ensuring that behaviour systems and complaints procedures are understood and that stakeholders have opportunities to share their views and contribute to ongoing refinement of these systems  ensure that the school’s high expectations for behaviour are implemented in a way that helps all pupils understand and engage positively with the school’s approach

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About this inspection

This inspection was conducted under section 8(2) of the Education Act 2005 and in accordance with Ofsted’s published procedures for focused monitoring inspections.

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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

Since the previous inspection, the school has become part of The Mossbourne Federation. The school principal was appointed in September 2024.

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About this inspection

The inspection team spoke to the chief executive officer, Peter Hughes, the executive headteacher, Rebecca Warren, and the principal, Sam Cooper. Inspectors also met with the Monitoring inspection report: Mossbourne Fobbing Academy 12 May 2026

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2 deputy vice principals and other senior school leaders. Inspectors held meetings with different groups of staff and considered the responses to Ofsted’s online staff survey.

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Inspectors held meetings with pupils in groups across different ages in the school. They spoke further to pupils during lessons and social times.

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Inspectors considered the responses of parents and carers who responded to the Ofsted online survey, Ofsted Parent View.

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Team inspector

Deborah Mosley His Majesty’s Inspector Monitoring inspection report: Mossbourne Fobbing Academy 12 May 2026

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About this school

Resourced provision or SEND unit No Monitoring inspection report: Mossbourne Fobbing Academy 12 May 2026

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and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked- after-children, safeguarding and child protection.

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