Mounts Bay Academy

What Ofsted said

From the inspection on 24 March 2026

This is an inclusive school where the majority of pupils behave well and are kind and respectful to one another. Pupils feel safe. They enjoy a wide range of extra-curricular opportunities, including a range of sports. Activities related to the school's own record label are particularly popular among pupils, parents and carers alike. Many pupils have positive relationships with staff. Leaders have made a range of changes in recent times, including raising expectations of pupils' behaviour and punctuality. Overall, these changes have been received well and they have had a positive impact for pupils. Learning is rarely disrupted and the school is calm and orderly. Leaders continue to work closely with some pupils and parents to adjust to these expectations. Pupils study from a broad curriculum, including a range of practical subjects at key stage 4. However, the consistency of teaching is variable across the school. This impacts how well some pupils progress through the curriculum. With support from the trust, inconsistencies are being addressed. Achievement at the end of key stage 4 has been below the national average for some time. This has limited how well prepared some pupils are for the next stage of their education, training or employment. Leaders recognise that pupils’ achievement needs to be better. They have taken decisive action to tackle this, which is beginning to have some positive impact. The barriers to learning or wellbeing that some pupils may face are typically well understood. Leaders have put systems in place to reduce or remove these barriers. Pupils benefit from provision and support in school that helps them to access learning. While a few pupils feel that bullying is not dealt with effectively, this is not widespread. Leaders take bullying seriously and are committed to addressing issues if and when they arise.

What the school should improve

• Leaders should ensure that the activities given to pupils are well matched to the aims of the curriculum so pupils achieve more highly and make better progress from their starting points.
• Leaders should ensure that formative assessment is consistently well embedded so that staff tailor teaching effectively.
• Leaders should take appropriate action to ensure that gaps in pupils’ foundational knowledge are well understood and addressed in a systematic and effective way.
• Leaders should ensure that the rates of persistent absence of vulnerable pupils continue to reduce over time.

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