Mossbourne Community Academy

Mossbourne Community Academy

Address: 100 Downs Park Road, Hackney, London, E5 8JY Unique reference number (URN): 134693

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Exceptional

Pupils’ achievement across all year groups, in all subjects and over time, is transformational. This is the case for all pupils, and particularly those who face barriers in life, such as those from a disadvantaged background and those with special educational needs and/or disabilities (SEND). As a result, all pupils, including the most vulnerable, are exceptionally well prepared for life after school. For many pupils, their achievements can be described as life-changing, as doors to future success are opened.

p.2

Achievement Exceptional

Pupils who need support to read or write fluently get appropriate support. This is complemented by excellent support in lessons and leads to rapid impact. Pupils with SEND achieve especially well, making rapid progress from their starting points.

p.2

Achievement Exceptional

The remarkable levels of achievement continue into the post-16 provision, where the progress that students make from their high individual starting points is superb. The proportion of students achieving top grades is impressive. Students leave the post-16 provision to a range of high-quality and diverse destinations.

p.2

Curriculum and teaching Exceptional

The school’s curriculum is exemplary. It is ambitious for all pupils. It is carefully designed to balance academic rigour with wider opportunities to prepare for life after school. It is particularly sensitive to the needs of vulnerable pupils and those facing barriers in life.

p.2

Curriculum and teaching Exceptional

Leaders have expert oversight of the curriculum and its strengths. They work with external colleagues to help review how it is implemented. Leaders work rapidly to enhance pupils’ learning where opportunities are identified, ensuring that professional learning for staff has an immediate impact. As a result, across all subject and year groups, pupils are consistently well taught by teachers who are experts in their subjects. Lessons are well structured and assessment is used well to identify any misunderstandings that pupils have. These are addressed without delay.

p.2

Curriculum and teaching Exceptional

Teaching is highly inclusive and has a notable impact on the learning of pupils who face barriers to their learning. For example, the small number of pupils who require additional support to read fluently access expert help. Highly effective, timetabled ‘prep’ sessions for younger pupils ensure that they are taught how to work independently as part of preparation for future success.

p.2

Curriculum and teaching Exceptional

The school places great emphasis on its exceptionally well-considered ‘Bourne scholar’ programme. In designing this programme, leaders have carefully considered the wider skills and knowledge that pupils need in preparation for life after school. As a result, pupils’ preparation for future success is excellent.

p.2

Post 16 provision Exceptional

The post-16 provision at Mossbourne Community Academy is of the highest quality. Although there are high entry requirements, post-16 students rise to the academic challenges set by the school. They are supported and coached to make impressive progress from their individual starting points, and they go on to achieve excellent grades in their A Level qualifications.

p.3

Post 16 provision Exceptional

The school offers an ambitious, academically focused curriculum that builds effectively on students’ prior attainment. The high standards of teaching seen throughout the school extend into the post-16 provision. Experienced, skilful staff deliver the curriculum with passion and authority. Lessons are taught consistently well and all students, including those who face barriers in life, acquire a rich body of subject knowledge.

p.3

Post 16 provision Exceptional

The post-16 personal development offer is broad and well structured. It includes weekly speakers, enrichment blocks, safeguarding education and preparation for adulthood. This programme develops students’ confidence and cultural awareness. This is further complemented by well-established careers advice and guidance. Students are supported with their applications for future study, and additional help is offered for those pursuing medicine and architecture pathways. Most students go onto study at university, but extensive support is in place for those who consider other options.

p.3

Post 16 provision Exceptional

The combination of high academic standards and the vast wider offer helps to ensure that post-16 students are extremely well prepared for later life.

p.3

Attendance and behaviour Strong standard

Leaders provide expert oversight of attendance. Expectations of pupils' attendance are extremely high. This is communicated clearly to pupils and their families. Leaders ensure that there are consistent daily routines that leave no absence unchecked. Vulnerable pupils benefit from personalised plans, alongside coordinated multi-agency support, to help remove barriers to regular attendance. Systematic, individualised reviews ensure that early action is taken to support pupils and their families. These interventions are closely monitored, resulting in secure, sustained improvements and high overall attendance.

p.3

Attendance and behaviour Strong standard

The school’s expectations of pupils’ behaviour are very high. When pupils do not meet the school’s expectations, specific consequences are applied consistently. These include spending time out of lessons working independently on desks adjacent to school offices, and spending time in the school’s ‘behaviour support unit’ and/or ‘alternative provision centre’. The school’s consequences are applied strictly. Occasionally, the time taken for pupils to reintegrate into lessons after an incident of poor behaviour can be longer than necessary.

p.3

Attendance and behaviour Strong standard

Pupils told inspectors that they feel safe. They clearly respect the school's high standards. Leaders have made incremental changes to the school's approach to managing behaviour

p.3

Expected standard

in recent years. Older pupils spoke positively about the changes that they have seen throughout their time at the school. Pupils were clear that raised voices from staff, to maintain standards, are heard significantly less frequently than they recall in the past. Nevertheless, leaders fully appreciate that there is more to do to ensure all pupils feel a sense of belonging at school.

p.4

Inclusion Strong standard

Leaders have extremely high expectations for pupils who face barriers to their learning. As a result of clear leadership, expert teaching and high standards of behaviour, the school’s most vulnerable pupils achieve as well as their peers. These pupils are fully integrated into all learning opportunities. They work seamlessly alongside other pupils, embodying one of the school's values of 'unity'. Consequently, the opportunities that are available for all pupils after leaving school are as broad as they can be.

p.4

Inclusion Strong standard

Leaders work together and alongside external organisations to identify the needs of individual pupils. This information is then expertly relayed to staff for them to address and mitigate. The impact of this is monitored forensically. For example, the progress that pupils with special educational needs and/or disabilities (SEND) make towards their individual targets is carefully analysed, so that further strategies can be identified and implemented without delay.

p.4

Inclusion Strong standard

Approximately half of pupils attending the school are from disadvantaged backgrounds. The school’s use of pupil premium funding to support these pupils is highly effective. Working closely with external organisations, leaders also ensure that pupils who are known to social care are extremely well supported. This is also the case for the small number of pupils who access the successful on-site resourced provision to support pupils with autism.

p.4

Inclusion Strong standard

Rates of suspension for pupils with SEND are higher than for other groups. As with their peers, occasionally, the time taken for these pupils to return to lessons after a consequence or suspension is longer than it needs to be. Alongside the wider work impacting all pupils, leaders are currently working to ensure that those facing barriers to learning and/or wellbeing feel that they fully belong within the school community.

p.4

Leadership and governance Expected standard

Some aspects of leaders' work are highly effective. Their vision to transform the life chances of young people through high academic standards is lived and breathed throughout the school. The focus on strategies to enable pupils to learn in classrooms free of disruption, achieve well, and leave school with the qualifications they need for future success is highly successful. Indeed, taking into account the context in which the school operates, and the level of disadvantage that some pupils face, pupils’ outcomes in public examinations are among some of the best in the country. Trustees and governors have a wealth of skills and experience. These groups provide appropriate levels of support and challenge to school leaders, particularly in response to academic matters. However, they are less well informed about how the school’s behaviour systems and consequences are applied and the impact of the associated school policies on

p.4

Leadership and governance Expected standard

Trustees and governors work with external groups to support the school. For example, the chair of the trust board has recently established, and personally chairs, an ‘implementation committee’, which is in place to respond to the matters identified from recent external reviews. This committee is allowing the principal, along with leaders from the school and the trust, to work together with representatives from the education directorate of Hackney Council and from the parental body on a range of important priorities. This work has begun in earnest, and there are some early signs of success from this. Further developments are planned over the coming months. These changes aim to ensure that all pupils leave with positive memories of their school days and mitigate any risk of this not being the case.

p.5

Leadership and governance Expected standard

The vast majority of parents and carers would recommend the school to others. Many feel fully involved in school life. However, not all members of the wider school community, including some parents, feel as positive as others. There are some occasions when the processes involved in working with parents following pupil consequences could be more efficient. Similarly, how the school responds to queries from parents, deals with concerns raised and handles complaints, for example, have led to frustration from some quarters. Leaders recognise that this has led to frustration from too many parents, and for too long.

p.5

Leadership and governance Expected standard

Staff are exceptionally proud to work at the school. Every member of staff who responded to the inspection survey considered pupils to be safe at school. They were confident that leaders took appropriate action when concerns were raised. They recognise that working at a high-performing school sometimes impacts their workload. However, they feel that leaders are supportive and consider the school to be well led.

p.5

Personal development and wellbeing Expected standard

Much of the school’s personal development offer is of a high quality. A well-structured programme ensures that pupils are supported to acquire many of the wider skills and attributes needed as citizens in modern Britain.

p.5

Personal development and wellbeing Expected standard

The ‘Bourne Scholar’ programme, for example, supports pupils to learn about the world around them. The ambition of this programme is high. It is taught to the same high standards seen in other areas of the curriculum. Pupils are supported to live healthy lifestyles, become active citizens, find ways to serve their community and channel their creativity.

p.5

Personal development and wellbeing Expected standard

Alongside this, well-placed ‘drop down’ days provide further opportunities for pupils to consolidate learning from the school’s personal, social, health and economic education curriculum. This includes learning about the risks that pupils face in life, in both the local context and beyond. Pupils in the resourced provision are fully involved in all aspects of this wider offer. These pupils, along with their peers, are also fully involved in the school’s evolving extra-curricular offer, which leaders are currently reviewing to ensure that it is mindful of all pupils’ interests and talents. The school provides high-quality careers advice and guidance. As well as individual support, the school works closely with local employers to help prepare pupils for life after school.

p.5

Personal development and wellbeing Expected standard

A wide range of pastoral support is provided at the school. For many pupils, and in many cases, this is effective. That said, some current pupils in Years 7 to 11 have varying reflections on their lived experiences at school. Some pupils are not fully aware of the support available to them and/or are occasionally more hesitant than necessary in reaching out for pastoral support. Others want to know more about ways to manage a positive mental wellbeing, particularly as they aspire to meet the school’s high standards of behaviour. Several pupils would like additional ways for them to share their views on life at school. The collective impact of these points is that for some pupils, the sense of belonging they have within the school community is not as high as it could be. Leaders are fully committed to continuing the work to address these points.

p.6

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

Pupils’ academic outcomes at Mossbourne Community Academy are superb. Set in the heart of the Hackney Downs community, the school has, over time, improved the life chances of thousands of pupils by ensuring that they have the qualifications they need to access aspirational next steps. Aspects of the school’s work are truly transformational and worthy of celebration.

p.6

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

Against the backdrop of high levels of academic performance, leaders are carefully navigating the school through various widely-publicised matters. These include ensuring the day-to-day experiences of all pupils are as positive as they can be, while strengthening relationships with parts of the community. Leaders from the school, the trust and the local authority are working together, alongside those with responsibility for governance, to further explore and address these matters. This work is already underway. Pupils and staff say that there have been several positive changes at the school in recent times. Further developments are planned.

p.6

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

Pupils’ behaviour is impressive. The school’s very high standards are deeply embedded. Pupils move around the school site like clockwork. They get on with each other incredibly well. Bullying is very rare. Clearly defined consequences are used consistently throughout the school. Occasionally, the time taken to resolve incidents, and for pupils to then return to lessons, is longer than it needs to be. Pupils’ attendance is excellent and leaders take rapid action when this is not the case.

p.6

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

The curriculum, and how it is taught, is of the highest standard. Alongside the first-class academic offer that runs from year 7 to year 13, pupils also take part in timetabled sessions from the school’s ‘Bourne Scholar’ programme. The programme, which takes into account relevant research, is of the highest quality, well led, and supports pupils to develop themselves against the four pillars of culture, community, character and scholarship.

p.6

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

Pupils in years 7 to 11 have inconsistent views on life at school. Pupils know how well prepared they are for their next steps. They are grateful for the way staff expertly guide them to achieve the highest possible academic outcomes. However, not all pupils currently feel a sense of belonging at the school. Some pupils do not feel fully informed of the pastoral support available to them, particularly to help keep mentally healthy. Leaders are fully committed to addressing these points.

p.6

Next steps

School leaders should ensure that pupils who have been subject to consequences, including lesson removals and suspensions, receive uniform levels of pastoral care and that they are consistently reintegrated back into lessons without any unnecessary delays. School and trust leaders should ensure that pupils are further supported to maintain a positive sense of wellbeing, have increased opportunities to share their views, and are supported to develop a stronger sense of belonging within the school community. The school should strengthen trusting relationships with parents, carers and the wider community, ensuring that all concerns and complaints raised are listened to carefully and addressed in a more timely and constructive manner. Trustees and governors should increase the support and challenge they provide school leaders on matters relating to behaviour management, so that their oversight of this area

p.7

Next steps

of the school’s work is as thorough as the support that they provide in other areas. They should ensure that their analysis of the frequency and duration of lesson removals, suspensions and other consequences is more detailed. Alongside this, they should pay closer attention to pupils' day-to-day experiences of school life, including how behaviour systems and consequences are experienced in practice, and the support available for pupils’ wellbeing, and use this understanding to support and challenge the school to continually refine its approaches to behaviour management and accompanying pastoral support.

p.7

About this inspection

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

p.7

About this inspection

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

p.7

About this inspection

The inspection started on 7 and 8 May 2026. Inspectors returned on 9 May 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

p.7

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.

p.7

About this inspection

Inspectors spoke with the headteacher, other school leaders, class teachers and other staff during the inspection. They spoke with a large number of pupils and post-16 students in lessons and at social times. They visited and spoke to pupils being supported out of lessons, including those who had been removed from lessons, as well as those in the ‘Alternative Support Centre’ and ‘Behaviour Support Centre’. Additionally, the inspectors

p.7

Team inspectors:

Paul Williams, His Majesty's Inspector Matthew Vellensworth, His Majesty's Inspector Tim Jenner, His Majesty's Inspector Elaine Mawson, His Majesty's Inspector Nicola Beech, His Majesty's Inspector

p.8

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. considered the views of all pupils, parents and staff, as shared through the inspection surveys. Lessons throughout the school were visited, and the school’s daily routines were observed. Inspectors visited the on-site resourced provision and spoke with pupils and staff in this facility. Records of pupils who have left and joined the school roll were reviewed, as were school attendance records. The training materials regarding the school’s approach to behaviour management, as provided to new members of staff, were reviewed. All items of correspondence submitted during the inspection were considered by the inspection team.

p.8

Facts and figures used on inspection

The lead inspector met with the chair of the board of trustees, several local governors, the CEO and representatives from the local authority.

p.8

Facts and figures used on 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.

p.8

Facts and figures used on inspection

The inspectors confirmed the following information about the school:

p.8

Facts and figures used on inspection

The school includes provision for up to 15 pupils with autism in its specially resourced provision. The pupils who access this provision also access the school's mainstream offer.

p.8

Facts and figures used on inspection

The proportion of pupils at the school with special educational needs and/or disabilities is above the national average, and is broadly in line with the local area average.

p.8

Facts and figures used on inspection

A new chair of the trust was appointed in March 2026.

p.8

Facts and figures used on inspection

At the time of the inspection, the school currently did not make use of any alternative provision.

p.8

Facts and figures used on inspection

Principal: Rebecca Warren This data is from 6 May 2026

p.8

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.

p.9

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.

p.9

What does this mean?

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

p.9

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.

p.10

What does this mean?

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

p.10

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.

p.10

What does this mean?

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

p.10

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.10

English and maths GCSE

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

p.11

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.

p.11

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.

p.11

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.

p.11

Disadvantaged pupils' English and maths GCSE grade 5 or above

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

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.13

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.

p.13

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.

p.13

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).

p.14

A-level average point score

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

p.14

A-level value added

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

p.14

national average

2024/25 (final) -0.1 0.0 Close to average

p.15

national average

2023/24 (revised) 0.0 0.0 Close to average

p.15

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.

p.15

Persistent absence

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

p.15

Exceptional

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

p.15

Strong standard

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

p.15

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.

p.16

Needs attention

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

p.16

Urgent improvement

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

p.16

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.

p.16

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.16

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 .

p.16

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.16

Urgent improvement

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

p.16