Mossbourne Community Academy

What Ofsted said

From the inspection on 6 May 2026

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. 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. 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. 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. 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.

What the school should improve

• 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 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.

Read the full Ofsted report (opens in a new tab)