Schools & FE · Report card

Mulberry Academy Woodside

Inspected 30 Jun 2026 · published 29 Sept 2026 · URN 137745

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Summary

No overall grade in this frameworkSafeguarding met

Duncan Kamya (lead), Eliot Wong, Janice Howkins, Luisa Vittoria Bonelli, Nicola Jethwa

What we read, and from where

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Achievement verified
Strong standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Duncan Kamya, Eliot Wong, Janice Howkins, Luisa Vittoria Bonelli, Nicola Jethwa
Postcode verified
N22 5QJ
Name on report verified
Mulberry Academy Woodside
Safeguarding verified
Met
URN verified
137745

Page 1 of 14

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementStrong
Attendance and behaviourStrong
Curriculum and teachingStrong
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+91Very positivemore positive than 92% of reports of this type

Reads more warmly than most reports of this type.

Praiseexcellenthighly effectivestrongeffectivesuccessfullyconsistentlyambitiouseffectively

Criticismconcernsgapsdecliningpersistent absencelowbelowexclusions

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1517w+92
Leadership288w+92
Safeguarding51w−11
What needs to improve28w+58

Strengths

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Concerns

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No strong criticism found.

Next steps

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Leaders should continue to strengthen curriculum implementation so that pupils consistently achieve extremely well across the curriculum and this is reflected in national tests and examinations over time. p.6

What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 14
Words of findings: 1,884; about usual (typical 1698)
Reading level: Very hard; Flesch 27, typical 43
Average sentence: 17 words
Next steps: 1; typical 3
Hedged sentences: 0%; “some”, “not always”, “most”…

Where the words go

Findings 51%Leadership 10%Safeguarding 2%What needs to improve 1%About the inspection 36%

Full report text

Mulberry Academy Woodside

Address: White Hart Lane, Wood Green, London, N22 5QJ Unique reference number (URN): 137745

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 Strong standard

Pupils achieve well across the curriculum and perform strongly in national examinations. Disadvantaged pupils consistently achieve highly and, over time, outperform their peers nationally. Current pupils demonstrate secure and increasingly sophisticated knowledge across a range of subjects.

p.2

Achievement Strong standard

Pupils develop strong foundations in literacy and numeracy. Those who are in the early stages of learning English quickly acquire the language, knowledge and skills needed to access learning successfully across the curriculum. Similarly, pupils who arrive with gaps in numeracy secure the essential number knowledge required to make sustained progress.

p.2

Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities, make excellent progress from their starting points. Highly effective support helps them overcome barriers to learning and participate successfully in the same ambitious curriculum as their peers.

p.2

Achievement Strong standard

Across subjects, pupils produce high-quality work and demonstrate a deep understanding of what they have learned over time. They successfully connect new learning to prior knowledge and apply their understanding confidently in different contexts.

p.2

Achievement Strong standard

As a result of leaders’ high aspirations and carefully targeted support, pupils are very well prepared for their next steps in education, employment or training. They leave the school with the knowledge, skills and confidence needed for future success.

p.2

Attendance and behaviour Strong standard

Leaders provide strong strategic leadership on attendance. They analyse attendance information precisely to identify emerging concerns and take timely, effective action. Leaders work closely with a wide range of professional partners to support pupils who face barriers to regular attendance. For the small number of pupils whose attendance is affected by mental health needs, pastoral staff coordinate tailored support with external agencies and families. This inclusive approach helps pupils re-engage successfully with school and contributes to sustained improvements in attendance. As a result, attendance is above the national average, persistent absence is below the national average and disadvantaged pupils’ attendance remains consistently above national figures.

p.2

Attendance and behaviour Strong standard

Leaders have established a culture of high expectations for behaviour and learning. Pupils understand these expectations and respond positively to them. Where pupils require additional support, staff provide effective and well-targeted interventions. Pupils with special educational needs and/or disabilities benefit from specialist provision and carefully adapted approaches. In The Laurel, staff develop a detailed understanding of pupils’ individual needs, helping them reflect on their behaviour, repair relationships and make positive choices. This support often leads to sustained improvements in behaviour. Pupils demonstrate positive attitudes to learning and contribute to a calm and orderly environment. They are clear that bullying, discrimination, harassment or abusive behaviour, whether online or offline, is not tolerated. Pupils trust staff to address concerns quickly, consistently and effectively. Leaders’ work is reflected in consistently low and declining suspension rates,

p.2

Attendance and behaviour Strong standard

while permanent exclusions remain very low.

p.3

Curriculum and teaching Strong standard

Leaders provide strong strategic direction for the curriculum and teaching. They have designed a coherent, well-sequenced and balanced curriculum that clearly identifies the important knowledge pupils need to learn and remember. Leaders’ curriculum thinking is implemented consistently across subjects and ensures that all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), access the full curriculum.

p.3

Curriculum and teaching Strong standard

Leaders secure strong foundations for learning. Staff identify pupils who have gaps in essential knowledge and provide effective support to help them recall and build learning over time. Pupils who are at the early stages of reading receive targeted support that helps them develop fluency and confidence quickly.

p.3

Curriculum and teaching Strong standard

Teaching is consistently shaped by ‘The Woodside Way’, the school’s approach to high- quality classroom practice. Teachers routinely check pupils’ understanding, identify misconceptions and address them effectively. They provide regular opportunities for pupils to revisit prior learning, helping them strengthen their knowledge and make connections across the curriculum.

p.3

Curriculum and teaching Strong standard

Leaders have established an inclusive approach to curriculum and teaching. Teachers adapt learning effectively in response to regular assessment information. As a result, pupils with SEND and those at the early stages of learning English access the same ambitious curriculum as their peers and participate successfully in learning alongside them. This helps to reduce barriers to learning and ensures that all pupils are supported to achieve well.

p.3

Inclusion Strong standard

Inclusion sits at the heart of the school’s work. Leaders identify pupils’ needs quickly through close collaboration with primary schools and use reliable assessment information to understand and reduce barriers to learning and wellbeing.

p.3

Inclusion Strong standard

Leaders use additional funding effectively to support disadvantaged pupils. Highly trained staff deliver targeted literacy and numeracy programmes that help pupils address gaps in knowledge and develop the essential skills needed to access the full curriculum successfully.

p.3

Inclusion Strong standard

Pupils with special educational needs and/or disabilities and those who require additional support benefit from carefully planned provision that enables them to participate fully in school life and achieve well. Pupils who are in the early stages of learning English receive high-quality phonics and reading support. As a result, they develop confidence, improve their language skills and integrate successfully into the school community.

p.3

Inclusion Strong standard

Leaders provide excellent support for pupils who are known or previously known to social care. Clear and detailed education plans identify effective strategies that improve pupils’ achievement and wellbeing. Through the Laurel provision, vulnerable pupils access a wide range of tailored support, including one-to-one counselling that addresses their academic, social and emotional needs. Leaders also use alternative provision appropriately, working closely with parents and carers and the local authority. As a result, vulnerable pupils receive effective support, experience improved wellbeing and develop a strong sense of belonging.

p.3

Leadership and governance Strong standard

Leaders provide highly effective strategic leadership and maintain a relentless focus on securing the best possible outcomes for pupils. They have an accurate and incisive understanding of the school’s many strengths and use detailed performance information to identify priorities for improvement. Leaders evaluate the impact of their work carefully, deploy resources strategically and adapt provision thoughtfully to ensure that pupils benefit from the highest-quality education and support.

p.4

Leadership and governance Strong standard

Governance is highly effective. Governors make effective use of the expertise available within the trust to provide both support and challenge. They fulfil their statutory responsibilities diligently and maintain a clear focus on pupils’ achievement, wellbeing and personal development.

p.4

Leadership and governance Strong standard

Leaders have established a culture of continuous professional learning. A coherent programme of professional development, including Wednesday Learning Communities and individual coaching, enables staff to refine their practice and develop expertise. This investment in professional learning contributes significantly to the consistent and effective implementation of ‘The Woodside Way’.

p.4

Leadership and governance Strong standard

Staff are proud to work at the school and feel highly valued by leaders. Leaders actively seek staff views, listen carefully to feedback and take appropriate action. Well-considered approaches to workload and a comprehensive range of wellbeing support help staff maintain a positive work-life balance and contribute to high levels of morale.

p.4

Leadership and governance Strong standard

Leaders engage exceptionally well with parents and carers, professionals and the wider community. Communication with parents is highly effective, and leaders respond constructively to their views. Parents speak positively about the school and value the care, support and opportunities provided for their children. Leaders make excellent use of local, trust and national partnerships to enhance pupils’ experiences, strengthen school improvement and broaden opportunities available to pupils. Together, these partnerships contribute significantly to the school’s ongoing success and the high-quality experiences pupils receive.

p.4

Personal development and wellbeing Strong standard

Leaders provide excellent strategic leadership of personal development and wellbeing. They have designed a coherent and carefully sequenced programme that reflects pupil voice, local context and identified needs. This ensures that pupils acquire the deep knowledge, understanding and personal qualities they need to flourish in school and beyond.

p.4

Personal development and wellbeing Strong standard

The personal development curriculum supports pupils’ wider development effectively. Pupils regularly reflect on the school’s values of respect, kindness and pride and develop an appreciation of different perspectives, beliefs and cultures. Through the character development programme, pupils build confidence, understand the importance of equality and respect, and learn to contribute positively to society.

p.4

Personal development and wellbeing Strong standard

The school’s relationships, sex and health education programme is age-appropriate and equips pupils with the knowledge they need to develop healthy relationships, make informed decisions and maintain their physical and mental wellbeing. Pupils learn how to recognise and manage risks, including those they may encounter online and offline, and they know how to seek help when needed.

p.5

Personal development and wellbeing Strong standard

Pupils develop a deep understanding of life in modern Britain. For instance, through the curriculum, the school council and leadership opportunities, they gain first-hand experience of democracy. Pupils value the diversity within their school community and speak confidently about how their learning has shaped their views.

p.5

Personal development and wellbeing Strong standard

Leaders ensure that all pupils benefit from the school's extensive personal development offer. Financial and practical support enables disadvantaged pupils and those with special educational needs and/or disabilities to participate fully in opportunities such as the Duke of Edinburgh Award, outdoor learning and educational visits. Strong pastoral support complements this work by addressing pupils’ social, emotional and wellbeing needs, helping them feel safe, included and well supported. Through leadership roles, the house system and a comprehensive careers programme, pupils develop confidence, responsibility and ambition, and they are well prepared for their future education, employment and training.

p.5