Mossbourne Parkside Academy

What Ofsted said

From the inspection on 2 June 2026

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. 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. 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.

What the school should improve

• 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.

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