Mossbourne Parkside Academy

Mossbourne Parkside Academy

Address: Sigdon Road, Hackney, London, E8 1AS Unique reference number (URN): 142255

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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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Inclusion Strong standard

Leaders have successfully put inclusion at the forefront of their work and are determined that all pupils can and will succeed. The school has developed robust systems to ensure that pupils’ needs are identified quickly. Leaders share this information with staff and provide bespoke, high-quality training. As a result, staff understand pupils’ barriers and provide highly effective support to remove them.

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Inclusion Strong standard

The school skilfully uses specialist advice from external agencies to ensure that support is precise and well targeted. Leaders check that the things they put in place to support pupils with special educational needs and/or disabilities consistently make a positive difference. The school retains responsibility for pupils in alternative provision. Staff make regular checks to ensure they are safe. Pupils who are known to social care are supported extremely well.

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Inclusion Strong standard

Leaders recognise that some disadvantaged pupils start school with limited language and communication skills. They use additional funding wisely to strengthen early reading and language and provide high-quality pastoral support. This enables pupils to access the curriculum confidently and swiftly improves their engagement and attendance. The school ensures disadvantaged pupils can participate fully in all aspects of school life, including enrichment activities. All of this contributes to disadvantaged pupils achieving well and having very positive outcomes.

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Achievement Expected standard

At the end of Year 6, pupils' outcomes in the reading, writing and mathematics tests have been consistently above the national average for the last 3 years. This is also the case for disadvantaged pupils. All pupils, including disadvantaged and those with special educational needs and/or disabilities (SEND), make very positive progress from their starting points. Precise adaptations and additional support for pupils with SEND, and those with wider vulnerabilities, are very effective and enable these pupils to access the curriculum and make progress.

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Achievement Expected standard

While pupils achieve strongly in reading, writing and mathematics, achievement across the wider curriculum is more variable. Pupils generally build successfully on their learning over time, but they do not demonstrate the same depth of understanding across all subjects. Foundational knowledge is generally secured well in reading and mathematics. However, in writing, pupils do not make as much progress in their spelling and handwriting as they could because errors are not picked up and addressed consistently or quickly enough.

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Attendance and behaviour Expected standard

Leaders set very high expectations for behaviour. Typically, pupils’ behaviour around the school is calm and orderly and they behave well. Pupils understand the school’s rules and consequences. On some occasions, staff do not make enough use of positive approaches to help pupils manage their behaviour. As a result, some pupils view the school's approach as strict and feel there are too many rules. Some older pupils are less enthusiastic about their learning than they could be and would welcome more opportunities to take responsibility for managing their own behaviour and to contribute their views. Relationships between pupils and staff are typically positive. Pupils feel safe and are happy to come to school. They are confident to report bullying and do not see it as a problem. Support for pupils with complex needs to help them manage their behaviour is particularly effective.

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Attendance and behaviour Expected standard

Pupils’ attendance is a strength of the school. Leaders quickly identify any pupil whose attendance becomes a concern. They work closely with families to ensure the right support is in place, including working with external agencies to support pupils with the most complex needs. This effective work means that all pupils, including pupils with special educational needs and/or disabilities and those with wider vulnerabilities, attend regularly, with overall attendance rates consistently above the national averages.

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Curriculum and teaching Expected standard

The curriculum provides pupils with a well-rounded education and is suitably structured and planned. Teachers have developed their subject knowledge and expertise well through the school’s coaching programme. This means that the curriculum is typically taught effectively, enabling pupils to build successfully on their learning from one year to the next. Teachers make effective adaptations to meet the needs of pupils with special educational needs and/or disabilities (SEND). Removing barriers to learning for all pupils with additional needs is a top priority and works effectively.

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Curriculum and teaching Expected standard

The curriculum prioritises teaching the foundational knowledge and skills pupils need in reading, writing and mathematics. It is carefully designed to extend pupils’ language and vocabulary, both spoken and written. However, spelling and handwriting are not as well developed as they could be. While teachers generally use assessment well to identify gaps in pupils’ learning, errors in spelling and handwriting are not addressed as well as they could be. This means some pupils continue to use inaccurate letter formation and spelling.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge to teach phonics effectively. They model the sounds clearly, check what pupils know and remember, and adapt teaching approaches to meet the needs of all. This means all pupils, especially those with SEND, develop increasing fluency and accuracy in their reading.

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Early years Expected standard

Experienced and effective early years leaders have high ambitions for children and are committed to ensuring that they get a strong start to their education. Children know that staff care for them. Children feel safe, behave well and make secure progress. When children leave Reception, they are typically ready for Year 1. The well-sequenced curriculum focuses on the foundational knowledge and skills that children need for later learning. Teachers choose interesting activities that provide opportunities for children to practise important skills and develop their vocabulary. Teachers make appropriate adaptations to tasks so that all children can access the learning. This means children, including those who are disadvantaged or have special educational needs and/or disabilities, learn well and make progress.

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Early years Expected standard

Teachers successfully prioritise the development of children’s language. Staff discuss what children are doing and learning with them, focusing on those whose language is less well developed. Typically, adults repeat key words clearly and encourage children to use full sentences. When this happens, children develop confidence in speaking and are able to express their ideas using an increasingly wide vocabulary. For example, children explain how astronauts ‘zoom up to space in a rocket’ or use mathematical words when learning about capacity.

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Early years Expected standard

Staff quickly identify if children have additional needs and receive relevant training to support them effectively. This helps to ensure that all children receive the support they need to learn well.

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Leadership and governance Expected standard

The trust and governors have the expertise they need to provide appropriate support and challenge to school leaders. They have supportive working relationships with leaders that enhance the overall strategic direction and improvement of the school. This has been particularly beneficial over the last 2 years, during which time the school has made some very effective progress. Support from leaders across the trust has also played an important role in supporting these improvements. The school is continuing to develop the expertise of leaders at all levels to further enhance the leadership of the school.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and take appropriate actions when they identify areas for development. For example, the review of the curriculum has developed pupils’ wider learning well. Work to develop support for pupils with special educational needs and/or disabilities, disadvantaged pupils and those with wider vulnerabilities has been highly effective.

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Leadership and governance Expected standard

Leaders continue to work to engage the community with the school. Most parents who shared their views with inspectors were positive about the school. A small number of parents raised concerns about the school's approach to managing behaviour, particularly the balance between high expectations and opportunities for pupils to take responsibility and contribute their views.

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Leadership and governance Expected standard

Staff express very positive views about the school, especially the support they receive from leaders. They value greatly the coaching they receive, often on a weekly basis, to help them to develop their teaching practice and skills. Early career teachers feel particularly well supported by their coaches. Staff feel workload is very well considered by leaders and they get the time they need to carry out their roles. Leaders are considerate of staff’s wellbeing and staff say they are very approachable if they have concerns or worries.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of experiences, trips and visits that help prepare them well for the next stages of their education. The 'Parkside pledge' is an important part of the school’s personal, social, health and economic programme. For example, visits to museums support pupils’ history learning, while the Year 6 water safety programme teaches pupils how to stay safe around open water. Clubs and enrichment opportunities are very well attended and leaders ensure that there are no barriers to participation. Sports clubs engage pupils in competitive events, while the cooking and architecture clubs have been developed in response to pupils’ interests. As a result, pupils are generally well prepared for their next steps in education. However, some pupils are not fully confident to openly share their views, especially when they disagree with something.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils are taught how to keep themselves safe. This includes teaching them phrases and actions to stop inappropriate behaviour in person or online. For example, pupils are taught to report something inappropriate online through ‘turn off and tell’. Leaders respond quickly to any concerns that arise in the local community so pupils know what to look out for to keep safe. Pupils are taught about healthy and unhealthy relationships in an age-appropriate manner. The pastoral support for pupils, especially for the most vulnerable pupils, is a notable strength of the school.

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Personal development and wellbeing Expected standard

Pupils learn about different faiths and cultures, including visiting different places of worship such as the church and a Buddhist temple. These experiences develop pupils’ understanding of difference as well as similarities between cultures and faiths different to their own. It helps to develop respectful relationships. However, pupils lack a secure understanding of fundamental British values and what they mean.

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

Pupils, including pupils with special educational needs and/or disabilities (SEND) and vulnerable pupils, are well prepared for the challenges of secondary school. They achieve highly by the end of Year 6 in the key areas of reading, writing and mathematics. Pupils with SEND and vulnerable pupils achieve equally as well. This is because any difficulties they might face are quickly identified as soon as they enter school in the early years and onwards. Highly effective support and guidance help these pupils to make great progress. Pupils' handwriting and spelling continue to be an area that the school is focusing on to improve outcomes even more.

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

Pupils learn to become thoughtful and respectful young people through the 'Parkside pledge' and 'PRIDE' values that thread through the school's day. The school goes above and beyond to make sure that all pupils, especially pupils with SEND and those with a range of complex needs, benefit from the range of clubs, trips and wider opportunities. This opens pupils' eyes to the world outside their community and raises their aspirations for the future.

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

Pupils play happily with one another, and there is a positive buzz during social times. When concerns arise, including any concerns about bullying, pupils are well supported and issues are sorted out quickly. In class pupils follow the rules and instructions quickly because they understand the consequences of not doing so. This means their learning is rarely interrupted by inappropriate behaviour. However, some pupils feel that there are too many rules and this affects how much they enjoy learning. Nevertheless, there are generally positive relationships between staff and pupils. The very effective pastoral support helps pupils with additional and complex needs to feel cared for and included in the life of the school. Pupils feel safe in school and are happy in the main, which is reflected in their high attendance levels.

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Next steps

Leaders should ensure that staff apply the school's high expectations for behaviour through their positive relationships, so that all pupils understand and engage positively with the school's approach and have opportunities to take increasing responsibility for managing their own behaviour. Leaders should continue their work to embed and develop the foundational skills, especially handwriting and spelling, so that pupils are able to write fluently and accurately.

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About this inspection

The school is part of The Mossbourne Federation multi-academy trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Peter Hughes, and overseen by a board of trustees, chaired by Toby Campbell-Gray.

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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 school leaders, including the executive principal, headteacher and other leaders. They also spoke with the chief executive officer, chair of the trust board and 3 members of the local governing board.

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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 currently uses one registered alternative provision.

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Team inspectors:

Corinne Biddell, His Majesty's Inspector Deborah Walters, His Majesty's 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.

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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 68% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 79% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 75% 72% Close to average

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average

2022/23 (final) 75% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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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national average

2022/23 (3 term) 5.8% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 9.8% 13.0% Close to average

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national average

2022/23 (3 term) 16.8% 16.2% Close to average

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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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