Clacton Coastal Academy

Name Clacton Coastal Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 20 March 2018
Address Pathfields Road, Clacton on Sea, Essex, CO15 3JL
Phone Number 01255428131
Type Academy
Age Range 11-19
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1299 (49% boys 51% girls)
Number of Pupils per Teacher 19.0
Academy Sponsor Academies Enterprise Trust (Aet)
Local Authority Essex
Percentage Free School Meals 37.2%
Percentage English is Not First Language 2.8%
Persisitent Absence 27.4%
Pupils with SEN Support 21.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

The proportion of pupils receiving free school meals is above average. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is above average. The majority of pupils are White British. The proportion of pupils from minority ethnic backgrounds is below average. The school meets the government’s floor standards, which set the minimum requirement for pupils’ attainment and progress at key stage 4. The school is a member of the Academies Enterprise Trust. The principal works closely with leaders from another school in the trust, Maltings Academy. The school participates in a 16 to 19 partnership, the VI Project, with the University of Essex. Alternative provision is provided for pupils at TLG, Tendring.

Summary of key findings for parents and pupils

This is a school that requires improvement Over time, the trust and governors have not made sure that the overall effectiveness of the school has remained good. Pupils’ progress and attainment are not good across a wide range of subjects because the quality of teaching is inconsistent. Although attendance is improving, pupils do not attend regularly enough, which limits their progress. Too many pupils are persistently absent, and the number of exclusions is above average. Teachers’ expectations of what pupils can achieve are not consistently high. Not all teachers use questioning effectively. Teachers do not match work to pupils’ needs and abilities as well as they should. Teachers do not use the school’s assessment procedures consistently well, so pupils do not always know how to improve their work. In the sixth form, students’ progress, teaching and leadership are too variable. Pupils’ reading and writing skills are underdeveloped and teachers do not reinforce them sufficiently well in all subjects. Teachers do not ensure that pupils take sufficient pride in their work. Too many pupils leave work incomplete. Procedures to manage behaviour are applied inconsistently by teachers. A small minority of pupils disrupt the learning of others. Leaders do not use pupil premium funding effectively enough to ensure that disadvantaged pupils achieve well. Improvement plans are unclear about how leaders will improve teaching and outcomes for pupils. The school has the following strengths There are good procedures to care for pupils’ emotional well-being and future aspirations. Middle leaders have a clear focus on improving pupils’ progress in their subjects. Pupils’ spiritual, moral, social and cultural education is good. Safeguarding arrangements are effective. Pupils enjoy school and feel safe. Most parents and carers are positive about the school and value the support their child receives.