|Name||Mossbourne Victoria Park Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 October 2016|
|Address||Victoria Park Road, Hackney, London, E9 7HD|
|Number of Pupils||763 (52% boys 48% girls)|
|Number of Pupils per Teacher||11.9|
|Academy Sponsor||The Mossbourne Federation|
|Percentage Free School Meals||26.2%|
|Percentage English is Not First Language||33.8%|
|Pupils with SEN Support||15.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Mossbourne Victoria Park Academy opened in September 2014 and is part of the Mossbourne Federation. Though currently only 425 are on roll, it has the capacity for 800 pupils. Initially, the school was given permission to open a sixth form. School leaders have since decided to keep the school as an 11–16 provision. Just over half of the pupils are known to be eligible for the pupil premium funding, which is above the national average. There are currently no pupils attending alternative provision while still on the school roll. The proportion of pupils who receive special educational needs support is above the national average. The proportion of pupils with a statement of special educational need or an education, health and care plan is significantly above the national average. The majority of pupils enter Year 7 with attainment above the national average. The school complies with DfE guidance on what academies should publish on their website. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school Senior leaders and governors have created this new community school based on the foundations of the Mossbourne Academy ethos. They have high aspirations for this growing school as it establishes itself in the wider community. Leaders are rightly proud of their achievements to date. Pupils work hard in this disciplined and structured environment and make good progress in their learning. Expectations around pupils’ conduct and work ethic are high. Pupils are proud of their new school, their uniform and their achievements. Attendance is higher than the national average. Teachers plan interesting activities that engage pupils in their learning. They give insightful feedback so that pupils know how to improve their work. Pupils make good progress across key stage 3. Governors have a good understanding of the strengths of the school and appropriately challenge leaders in relation to areas requiring further development. Pupils are increasingly confident and articulate because of the school’s focus on speaking and listening skills. A range of activities, trips and school productions enhance the curriculum. Pupils are keen to participate. This prepares them well for life in modern Britain. Some pupils, including those who are disadvantaged, do not achieve as well as their peers. Pupils have limited opportunities to demonstrate that they are self-disciplined and can take responsibility for their own learning and behaviour. Some pupils and parents do not feel that they can share their concerns with school staff.