Top Academy’s Success Comes at a Significant Cost for Some Students

The findings of a recent safeguarding investigation into Mossbourne Victoria Park Academy have raised serious concerns about the impact of the school’s behavior policies on its students. The local child safeguarding practice review (LCSPR) revealed that some students endured significant distress as a result of the academy’s approach.

Investigation Details

The LCSPR was launched due to widespread worries about the academy’s implementation of its behavior policies. The review highlighted a “paradox of outstanding results alongside deep distress,” indicating that the school’s culture may prioritize compliance over student well-being.

Key Findings

• The academy ranked seventh in the nation for its Progress 8 score in 2024.
• It received an ‘outstanding’ rating from Ofsted in 2023.
• A total of 342 reports were gathered from parents, pupils, and staff, with 73 focusing specifically on Victoria Park.

Sir Alan Wood, who led the investigation, noted that the school’s environment could be positive for some students but harmful for a vulnerable minority. He emphasized that incidents of shouting at students could humiliate and intimidate them, creating a culture of fear.

Punishment Practices

The review criticized specific disciplinary measures, particularly a practice known as “desking.” This involved placing students outside classrooms as punishment, which was described as isolating and shaming. Concerns were raised that this practice disproportionately affected black working-class boys and students with special educational needs and disabilities (SEND).

• Evidence suggested that the stringent disciplinary measures contributed to increased anxiety, depression, and even panic attacks among students.
• Some students reported instances of self-harm and suicidal thoughts linked to the academy’s practices.

Wood pointed out the lack of data monitoring these sanctions, which raises questions regarding transparency and accountability. The use of such practices appeared to change when high-profile visitors were present, leading some to believe the school was attempting to conceal its methods.

Concerns about Student Support

While some families praised the school’s support for children with SEND, Wood indicated that experiences varied greatly among students and families. He warned of institutions potentially pressuring staff to exclude certain students under the threat of discipline.

National Implications

The findings of this review have broader implications, suggesting that a rigid implementation of a “no excuses” model could harm vulnerable students. Wood recommended that the Mossbourne Federation reevaluate its approach to behavior policies across all its schools to ensure they do not compromise student dignity and inclusion.

Recommendations for Change

The report called for several actions to improve the situation at Mossbourne Victoria Park Academy:

• Data on all types of sanctions should be reported to school trustees and governors.
• A consultation regarding the behavior policy should be initiated, exploring its compatibility with students’ dignity.
• The academy must prohibit shouting at students as a disciplinary measure.

Matthew Toothe, the principal, acknowledged the review’s findings but expressed confidence that parents would disagree with its conclusions. He assured that staff and external professionals would not tolerate a system that was harmful to students.

This investigation highlights a critical moment for Mossbourne Victoria Park Academy as it confronts the balance between high academic achievement and student well-being.