Review Criticizes London Academy's Disciplinary Practices for Harmful Impact on Vulnerable Students
In This Article
HIGHLIGHTS
- An independent review found Mossbourne Victoria Park Academy's disciplinary culture harmful to vulnerable students, particularly those with special educational needs.
- The report criticized the school's rigid behavior system, highlighting practices like public humiliation and "desking" as damaging.
- Parents and mental health professionals expressed concerns about the school's impact on student wellbeing, with some students experiencing long-term distress.
- The Mossbourne Federation, overseeing the school, acknowledged the findings but defended its structured model as beneficial for academic improvement.
- The Department for Education and Hackney Council are considering measures to address the issues raised in the review.
Mossbourne Victoria Park Academy (MVPA), a high-performing secondary school in east London, has come under scrutiny following an independent safeguarding review that criticized its disciplinary practices as harmful to vulnerable students. The report, authored by Sir Alan Wood, highlighted a "particularly harmful" culture that prioritizes compliance over student wellbeing, especially affecting those with special educational needs.
Disciplinary Culture Under Fire
The review, commissioned by the City & Hackney Safeguarding Children Partnership, examined 73 accounts from parents, pupils, teachers, and external professionals. It found that the school's rigid behavior system included practices such as shouting, public humiliation, and "desking," where students are isolated at corridor desks for minor infractions. These methods, according to the report, have exacerbated mental health issues among students, leading to anxiety and loss of confidence.
Parental Concerns and Student Wellbeing
Parents have voiced their struggles in having their concerns acknowledged, with some describing the complaints process as a "defensive shield" protecting the school rather than the students. Mental health professionals involved in the review noted that the school's culture could intensify anxiety and other conditions, with some students reporting long-term distress linked to their school experiences.
Federation's Response and Future Actions
The Mossbourne Federation, which oversees MVPA, defended its structured model, citing research and experience as the basis for its approach. However, it acknowledged that it does not always get it right. The Department for Education and Hackney Council have expressed deep concern over the findings and are exploring ways to strengthen support for local education.
Calls for Change in School Leadership
Sir Alan Wood's report calls for significant changes in governance, leadership culture, behavior practices, and support for students with special educational needs. He emphasized that "academic excellence that traumatizes some pupils is not true excellence," urging the school to reconsider its approach to discipline.
WHAT THIS MIGHT MEAN
The findings from the safeguarding review could lead to significant changes in how Mossbourne Victoria Park Academy and other schools under the Mossbourne Federation operate. If the recommendations are implemented, there may be a shift towards more inclusive and supportive disciplinary practices. This could set a precedent for other schools facing similar criticisms, potentially influencing educational governance and policies nationwide. The Department for Education's involvement suggests that there may be broader implications for school oversight and accountability, ensuring that academic success does not come at the expense of student wellbeing.
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Review Criticizes London Academy's Disciplinary Practices for Harmful Impact on Vulnerable Students
In This Article
Aya Nakamura| Published HIGHLIGHTS
- An independent review found Mossbourne Victoria Park Academy's disciplinary culture harmful to vulnerable students, particularly those with special educational needs.
- The report criticized the school's rigid behavior system, highlighting practices like public humiliation and "desking" as damaging.
- Parents and mental health professionals expressed concerns about the school's impact on student wellbeing, with some students experiencing long-term distress.
- The Mossbourne Federation, overseeing the school, acknowledged the findings but defended its structured model as beneficial for academic improvement.
- The Department for Education and Hackney Council are considering measures to address the issues raised in the review.
Mossbourne Victoria Park Academy (MVPA), a high-performing secondary school in east London, has come under scrutiny following an independent safeguarding review that criticized its disciplinary practices as harmful to vulnerable students. The report, authored by Sir Alan Wood, highlighted a "particularly harmful" culture that prioritizes compliance over student wellbeing, especially affecting those with special educational needs.
Disciplinary Culture Under Fire
The review, commissioned by the City & Hackney Safeguarding Children Partnership, examined 73 accounts from parents, pupils, teachers, and external professionals. It found that the school's rigid behavior system included practices such as shouting, public humiliation, and "desking," where students are isolated at corridor desks for minor infractions. These methods, according to the report, have exacerbated mental health issues among students, leading to anxiety and loss of confidence.
Parental Concerns and Student Wellbeing
Parents have voiced their struggles in having their concerns acknowledged, with some describing the complaints process as a "defensive shield" protecting the school rather than the students. Mental health professionals involved in the review noted that the school's culture could intensify anxiety and other conditions, with some students reporting long-term distress linked to their school experiences.
Federation's Response and Future Actions
The Mossbourne Federation, which oversees MVPA, defended its structured model, citing research and experience as the basis for its approach. However, it acknowledged that it does not always get it right. The Department for Education and Hackney Council have expressed deep concern over the findings and are exploring ways to strengthen support for local education.
Calls for Change in School Leadership
Sir Alan Wood's report calls for significant changes in governance, leadership culture, behavior practices, and support for students with special educational needs. He emphasized that "academic excellence that traumatizes some pupils is not true excellence," urging the school to reconsider its approach to discipline.
WHAT THIS MIGHT MEAN
The findings from the safeguarding review could lead to significant changes in how Mossbourne Victoria Park Academy and other schools under the Mossbourne Federation operate. If the recommendations are implemented, there may be a shift towards more inclusive and supportive disciplinary practices. This could set a precedent for other schools facing similar criticisms, potentially influencing educational governance and policies nationwide. The Department for Education's involvement suggests that there may be broader implications for school oversight and accountability, ensuring that academic success does not come at the expense of student wellbeing.
Images from the Web
Related Articles
UK SEND Education Reforms: New Funding, Infrastructure Proposals, and Potential Backlash
UK Government's SEND Reforms Spark Debate Over Funding and Accessibility
New Guidance on Gender Identity in English Schools Emphasizes Parental Involvement
UK Schools to Expand Special Educational Needs Support with New Initiatives
New Guidelines Aim to Keep Suspended Students in School to Curb Lost Learning
No Evidence of Political Bias Found at Bristol School After MP Visit Postponement