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  • Mossbourne Community Academy
    100 Downs Park Road
    London
    E5 8JY
  • Head: Miss Rebecca Warren
  • T 020 8525 5200
  • F 020 8528 5222
  • E [email protected]
  • W www.mca.mossbourne.org/
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Hackney
  • Pupils: 1,322; sixth formers: 289
  • Religion: Not Applicable
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 14th January 2010
  • Previous Ofsted grade: Outstanding on 27th September 2006
  • Ofsted report: View the Ofsted report

What says..

School has remained in the top one per cent in the country for value added ever since it opened, a feat the head puts down to several factors. First, they’ve created an environment with a ‘can do’ attitude, where it’s cool to learn. Second, there are exceptionally strong structures in place, with a strict uniform policy, ferocious discipline and meticulous monitoring with weekly target setting. The ’personalised learning agenda’ is certainly not just government jargon at this school. Third, young and eager teaching staff provide top quality teaching...

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What the school says...

Mossbourne Community Academy is an all-ability secondary school offering places for boys and girls aged between 11 and 18 years. The Clivebourne Sixth Form Centre, opened in September 2009 and provides 300 places for students wishing to continue their studies post-GCSE.

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking Music at an English Comprehensive School (GCSE)

What The Good Schools Guide says

Principal

Since 2012, Peter Hughes BA (30s), who took over when founding principal Sir Michael Wilshaw left to lead Ofsted. ‘They were big shoes to fill,’ he admits, and although some parents say he’s less inspirational and personable than his predecessor, he hasn’t disappointed and is known for being both exacting and reflective. An Australian, he came to Mossbourne as part of the Future Leaders programme, which identifies, supports and trains potential head teachers. Has taught at Pimlico and Highgate Wood, and was an advanced skills teacher. Gained his BA in education (secondary mathematics) from Charles Sturt University, Australia.

Big on marginal gains, many of the changes he’s made are peripheral, including introducing a lottery system to replace the pure distance criteria (‘I wanted to stop parents trying to buy their...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory Y
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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