High Cliff Academy

High Cliff Academy

Address: Southdown Road, Newhaven, East Sussex, BN9 9FD Unique reference number (URN): 140385

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Outcomes at the end of key stage 2 are in line with national averages at the expected standard. This includes for disadvantaged pupils, who achieve similarly to or better than their peers nationally. Strengths are evident in the Year 4 multiplication tables check, with results significantly above national averages in recent years. The Year 1 phonics screening check improved notably in 2025. However, in recent years, fewer pupils have reached the higher standard in writing at the end of key stage 2.

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Achievement Expected standard

Across most subjects, pupils recall their learning well over time. Leaders identify those who have not secured key foundational skills and take appropriate action to address gaps. All groups of pupils make progress across the curriculum, including those with special educational needs and/or disabilities.

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Achievement Expected standard

However, pupils' handwriting is not consistently well developed. Furthermore, expectations for presentation are not always applied uniformly. This limits some pupils' ability to communicate their ideas clearly and to produce high-quality written work over time.

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Attendance and behaviour Expected standard

Leaders maintain a clear overview of attendance for all pupils, keeping detailed records and implementing targeted actions to drive improvement. This support has a notable impact for individual pupils, particularly where pastoral input and bespoke plans are used to support them. Leaders place a clear emphasis on working in partnership with families, celebrating good attendance and addressing concerns promptly. Improving attendance is a key priority for both the school and the trust. Overall attendance is rising, although it remains below national averages. This is partly due to a very small number of pupils with alternative timetable arrangements. Attendance for the majority of pupils is much higher. However, a small number of pupils are persistently late, resulting in lost learning time.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils' behaviour. Staff model and reinforce expectations, using clear and consistent language. All staff receive appropriate training and behaviour is taught explicitly through the curriculum. Positive behaviour is recognised and celebrated widely, including through assemblies and class rewards. Serious incidents have reduced significantly and are now rare. Leaders address them swiftly. Behaviour is supported by clear routines and consistent lesson structures, helping pupils understand expectations and maximise learning time. Positive relationships, alongside embedded rules and routines, create a typically respectful and calm environment throughout the school.

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Curriculum and teaching Expected standard

Leaders have designed a broad, knowledge rich curriculum with a clear focus on communication and language. Leaders make informed decisions about how it is implemented, adapting both content and teaching approaches to meet pupils' needs. There is a clear sequence of learning across both the core and wider curriculum, supported by a well-established and structured lesson design. Leaders have trained staff to deliver the curriculum in a consistent way, with a clear emphasis on retrieval. Teachers support pupils to draw on prior knowledge while also developing new skills and reflecting on their understanding. Staff are supported through in school training and collaboration across the trust, meaning that they typically deliver the curriculum effectively.

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Curriculum and teaching Expected standard

Leaders ensure that pupils develop secure foundations in their knowledge and skills as they move through the school. For example, phonics is taught with fidelity and reading provision is secure, with appropriate support in place for those who need to catch up. Teachers know pupils' needs well and build effectively on their starting points. Pupils with special educational needs and/or disabilities generally benefit from suitable adaptations which enable them to access the same curriculum as their peers. When required, this includes support for managing their emotions so that they can learn successfully.

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Early years Expected standard

Leaders in the early years have a clear understanding of the children in their care. They use their knowledge of children's interests and starting points to plan a well-sequenced curriculum that reflects the school's context. A focus on positive relationships and communication underpins both indoor and outdoor provision. Daily routines and interactions promote language and vocabulary development. Staff use their time to provide high-quality interactions.

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Early years Expected standard

Children have regular opportunities to practise phonics, writing and early mathematics. Activities are engaging and purposeful, for example when children write about their own superheroes after reading related texts. Staff ensure that children develop a secure pencil grip. They address children's mistakes in writing, which supports increasing fluency. All children, including those with special educational needs and/ or disabilities, benefit from clear teaching and appropriate adaptations.

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Early years Expected standard

Children's wellbeing is given careful attention. Staff support them to develop healthy habits. For example, as part of a new initiative, children confidently demonstrate how to brush their teeth. Children are enthusiastic learners. They enjoy completing their independent learning tasks by themselves. Staff make effective use of the available space within the temporary building to ensure provision remains purposeful and engaging.

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Inclusion Expected standard

Leaders have established effective systems to identify pupils' needs at an early stage and review these regularly. Leaders ensure that staff share an accurate and consistent understanding of those who may face barriers to their learning and/or wellbeing. Leaders monitor pupils' progress closely, which enables timely adjustments to support where needed. Leaders work collaboratively with external agencies and colleagues across the trust to share expertise and provide useful training for staff. Inclusion at the school is strengthened by leaders' clear understanding of the families they serve and the school's context. This insight particularly supports pupils who are known, or previously known, to social care, as well as those with special educational needs and/or disabilities. Where alternative provision is used, leaders ensure that there is clear communication with providers so that they maintain an oversight of pupils' education and welfare. Leaders fully

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Inclusion Expected standard

utilise additional funding, including pupil premium, to support eligible pupils. Although leaders gather a range of information about the outcomes of disadvantaged pupils, their evaluation of the pupil premium strategy lacks precision. This means that leaders are not able to fully assess the impact of their work.

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Leadership and governance Expected standard

Leaders have established a clear and purposeful culture built on high expectations for both pupils and staff. Leaders have an accurate understanding of the school's context and use this knowledge to identify and address key priorities. Staff report that they feel well supported and valued. Leaders are mindful of workload and have ensured that professional development is prioritised. Teachers who are new to the profession receive both informal and formal support from the staff team, enabling them to develop their practice.

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Leadership and governance Expected standard

The trust provides effective strategic oversight, alongside appropriate challenge and support. Well-established quality assurance processes enable the trust to monitor the school's work closely, including through specialist support in areas such as inclusion and pupil representation. Trustees use their relevant expertise to hold leaders to account. The education committee maintains a clear focus on pupils' outcomes. Arrangements for safeguarding oversight are secure, with regular reporting that includes information about progress towards school priorities. Local governors contribute meaningfully through their evaluation of stakeholder engagement, which strengthens leaders' understanding of the community.

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Leadership and governance Expected standard

Leaders engage constructively with parents and carers, particularly in relation to inclusion and attendance. This work is recognised and valued by many families. During this academic year, leaders have managed the move to temporary accommodation with care and clarity. They prepared pupils effectively for the change and ensured that disruption was kept to a minimum. Leaders are now applying the same structured approach and clear communication as they plan for the return to the original site.

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Personal development and wellbeing Expected standard

Leaders have designed a comprehensive and well-considered personal development offer that reflects the context of the school and the needs of its pupils. The curriculum is carefully sequenced and supported through staff development, enabling pupils to build their understanding over time. The school promotes inclusion and respect effectively. School- wide texts and resources are chosen carefully so that pupils can explore important issues such as gender and identity. There is also a broad range of curriculum enrichment. Pupils are given regular opportunities to celebrate cultural diversity. This happens both through the curriculum and through special themed activities, such as Pride and Diversity weeks.

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Personal development and wellbeing Expected standard

Pupils learn about mental health, physical health, online safety and healthy relationships. As a result, they develop secure knowledge in key areas that support their wellbeing. Pupils can identify their trusted adults and feel confident about reporting any concerns. They demonstrate an age-appropriate understanding of consent and can explain this clearly. Pupils' learning about online safety is detailed. They understand how to respond to concerns, including using approaches such as 'zip, block, flag'. They can identify a range of potential risks, including scams, fake news and online threats. Fundamental British values are woven throughout the curriculum. For example, the pupil parliament plays a central role in school life, giving pupils the opportunity to vote and have their views represented, developing their understanding of democracy. Pupils have a clear understanding of their rights, which underpins their appreciation of the importance of

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Personal development and wellbeing Expected standard

equality for all. Leaders ensure that pupils have meaningful opportunities to take on responsibility in assemblies and special events. These experiences support pupils to develop confidence and resilience, meaning they contribute positively to their school community.

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What it's like to be a pupil at this school

Pupils love their school's unique setting at the aptly named High Cliff Academy. From this high vantage point, they can enjoy views of the English Channel and ferries arriving at the port, even if it does make the playground a little windy at times. Both behaviour and attendance have improved since the last inspection. Pupils feel safe and well cared for. This supports them to approach change with confidence, whether that is in adapting to the temporary building used by the whole school this year or preparing for transition to secondary school.

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What it's like to be a pupil at this school

Pupils have opportunities to represent their school more widely. Currently, they are the proud holders of the Peacehaven netball tournament trophy. Pupils engage in debates with other schools in the trust, discussing topics such as whether children should wear a school uniform. Earlier this year, they designed positive posters and are pleased to see these displayed within the local community.

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What it's like to be a pupil at this school

Pupils throughout the school enjoy their learning and engage well in lessons. Children in the Reception year take great delight in exploring a life-sized skeleton model and demonstrating their knowledge of different parts of the body. Older pupils understand that equity means having the support they need to succeed in their learning, recognising this can differ between pupils. They link this to their deep understanding that all children have the same rights.

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What it's like to be a pupil at this school

Extra-curricular and enrichment opportunities are thoughtfully planned. They support the curriculum and broaden pupils' life experiences, as seen in a memorable visit to the Glyndebourne Opera. Pupils say that there are many opportunities to share their suggestions and these are often actioned by leaders. An example is the increased variety of opportunities to learn new skills through after-school clubs, such as crochet and chess. Regular events in the school calendar deepen pupils' understanding of the importance of treating others with respect.

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Next steps

Leaders should strengthen the rigour of their evaluation of the pupil premium strategy by systematically reviewing how funding is allocated and delivered, as well as the difference it makes to the outcomes of eligible pupils.

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Team inspectors:

Mike Wood, Ofsted Inspector Helen Longton-Howorth, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. Leaders should ensure that staff consistently support pupils to develop a clear and legible handwriting style, enabling them to produce high-quality writing consistently and achieve well over time. Leaders should continue their focus on improving attendance so that it rises further and aligns more closely with national averages, as well as ensuring that pupils attend school on time.

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About this inspection

This school is part of the Step Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Paul Glover, and overseen by a board of trustees, chaired by Ross Gardner. There is also an executive headteacher, Sally Franceschi, who is responsible for this school and one other.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other school leaders, a member of the local academy committee, the CEO, other trust leaders and trustees during the inspection. Inspectors also spoke with staff, parents and carers and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses two unregistered providers of alternative provision.

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About this inspection

Headteacher: Carla Botting This data is from 9 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 53% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 79% 75% Close to average

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average

2023/24 (final) 78% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 76% 72% Close to average

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average

2023/24 (final) 70% 72% Close to average

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average

2022/23 (final) 71% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 70% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2024/25 (final) 69% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 62% 59% Close to average

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average

2022/23 (final) 54% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 54% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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