Clacton Coastal Academy Review 2026: A large Essex secondary with an improving trajectory and a structured sixth form offer

“Every minute counts” is more than a slogan here; it shows up in the tight rhythm of the day and the emphasis on clear expectations. The school day starts with tutor time at 08:30 and formal lessons run through to 15:15, with after-school activities timetabled to 16:00.

Clacton Coastal Academy is a mixed 11–19 state secondary in Little Clacton (Essex), with a sixth form and capacity for 1,550 students. In June 2024 it was judged Good across all inspected areas, including sixth form provision.

For families, the big questions tend to be practical rather than philosophical: can your child thrive in a large setting, can they benefit from the stronger structures now in place, and can you secure a place in a year when demand runs ahead of supply.

A defining feature is clarity. Students are expected to meet simple behavioural rules, described as being respectful, responsible and ready, with routines designed to keep corridors calm and transitions purposeful. That matters in a school of this size, because consistency is what stops a big site from feeling anonymous.

A second feature is the school’s current “on the up” narrative. The June 2024 inspection describes a culture of higher expectations and a sense of ambition that is intended to replace a period of weaker outcomes. Parents considering the school should read that as a signal of direction: it is not being presented as finished work, it is being presented as a school that is trying to tighten teaching quality and raise attendance so more students benefit from what is taught.

The third feature is a deliberate attempt to build belonging through roles and routines. The inspection notes students taking responsibility through roles such as wellbeing ambassadors, alongside a weekly enrichment programme designed to broaden horizons. In practice, that combination tends to suit students who respond well to clear structure plus opportunities to earn trust through contribution.

This section uses FindMySchool rankings and the supplied performance dataset for comparability. External sources are not used for these metrics.

GCSE outcomes

On the FindMySchool measure, Clacton Coastal Academy is ranked 3,742nd in England for GCSE outcomes and 2nd in Clacton-on-Sea (FindMySchool ranking, based on official data). This places performance below England average when benchmarked across ranked schools.

The headline performance indicators point to the scale of the challenge. Average Attainment 8 is 30.3, and Progress 8 is -0.83, which indicates students, on average, made less progress than peers nationally with similar starting points. EBacc average points score is 2.59. (These are the most recent figures available in the supplied dataset.)

The implication for families is straightforward. For a child with steady attendance who responds to the school’s structured approach, there is scope to benefit from teaching that has improved; for a child who needs a consistently high-attaining peer group to pull them along, or who is already academically flourishing and aiming for top grades across the board, you should probe carefully how the school is accelerating progress in each subject, not just setting higher expectations.

Parents comparing local options can use the FindMySchool Local Hub and Comparison Tool to see these measures side-by-side with nearby secondaries, rather than relying on reputation.

A-level outcomes

The sixth form is smaller than the main school but important in the academy’s offer, as it provides a local route to Level 3 study for students who are not looking to travel.

On the FindMySchool measure, the sixth form is ranked 1,791st in England for A-level outcomes and 1st in Clacton-on-Sea (FindMySchool ranking, based on official data). As with GCSEs, this sits below England average overall.

Grade distribution is: 0% A*, 14.6% A, 26.8% B, and 41.5% A*–B. The England averages are 23.6% A*–A and 47.2% A*–B, which means the current profile is behind typical England outcomes on these measures.

The implication is that the sixth form is best viewed as a structured, local progression route with clear entry thresholds, rather than a results engine competing with the strongest post-16 providers in the county.

The school’s stated curriculum approach is “knowledge rich”, organised around sequenced “core concepts” intended to unlock later learning. This matters because it signals a move away from ad hoc coverage towards a more deliberate progression model, which is often what underpins improvement when outcomes have been uneven.

Reading is positioned as a whole-school priority. The website describes dedicated reading lessons and twenty minutes of reading daily, with subject leaders expected to embed reading opportunities within curriculum planning. The June 2024 inspection also describes daily reading for pleasure in tutor groups. For many students, this kind of repeated exposure is what slowly improves comprehension, vocabulary and exam performance across subjects, especially in a community where literacy gaps can be a barrier to progress.

The inspection also indicates teachers are receiving training to strengthen subject knowledge and improve the clarity of explanations, alongside in-lesson checks that address misunderstandings as they arise. The practical question for parents at open events is consistency: ask how the school assures that the strongest practice is standard across departments, not concentrated in a few pockets.

The school does not publish a detailed destination breakdown with named universities and student counts on its website, so this section uses the supplied destination dataset for the most recent cohort.

For the 2023/24 leavers cohort (77 students), 17% progressed to university, 34% entered employment, 5% started apprenticeships, and 3% went to further education. These figures may not sum to 100% because some categories are not captured.

For families, the key takeaway is that destinations are mixed. That is often the reality for a large coastal secondary serving a broad intake, with some students moving into higher education and a significant proportion progressing directly into work.

Oxbridge is not a defining pipeline here, but it does exist. In the measurement period provided, there were 2 applications, 1 offer, and 1 Cambridge acceptance. The right way to read that is as evidence that high academic ambition is supported for individuals, rather than as a headline feature of the sixth form.

Year 7 entry follows Essex’s coordinated admissions process, even though the trust is the admissions authority. Applications for September 2026 entry opened from 12 September 2025 and the statutory closing date was 31 October 2025.

Demand is material. In the most recent admissions dataset provided, there were 306 applications for 212 offers, with an oversubscription ratio of 1.44 applications per place. That is not the level of competition seen at selective schools, but it is enough to make preference strategy and distance planning important.

The school advises that its open evening for prospective Year 7 families typically takes place in early October, and that alternative tours may be available. If you are using the school as a realistic preference, it is sensible to attend an open event, look closely at behaviour routines between lessons, and ask how pastoral support is organised for students who are anxious about secondary transition.

For distance-aware planning, families can use the FindMySchool Map Search to check how their home location relates to the school and to local alternatives, then sense-check this against the local authority’s oversubscription criteria for the year of entry.

Pastoral support is framed as a “whole school” approach to wellbeing, with targeted weekly sessions and multiple routes for students to seek support through staff. The school also describes a wellbeing hub and the presence of three full-time mental health trained staff on site each day, alongside five drop-in opportunities each week during the day and after school.

This kind of staffing model can be a meaningful advantage for students who need regular check-ins, early intervention, or help managing stress and attendance. The practical implication for parents is that you can ask for specifics: how are students referred, how is impact tracked, and how does the school work with external agencies when needs are complex.

Safeguarding is described as effective in the latest inspection evidence, and the school maintains a dedicated safeguarding and online safety section for families.

The inspection evidence suggests enrichment is designed as a weekly programme, rather than an optional add-on that only a few students access. It explicitly mentions clubs including chess and crochet, plus opportunities for students to take on responsibility as wellbeing ambassadors.

The benefit of this approach is inclusion. In many large secondaries, extracurricular provision can become dominated by confident students who already have strong family support. A timetabled enrichment model is often more successful at reaching students who would not otherwise volunteer, which can improve confidence, attendance and sense of belonging.

For sixth formers, the co-curricular story links closely to employability. The sixth form programme description emphasises work experience as part of the study programme (where relevant), and personal development delivered through a tutor programme alongside supervised study. This structure tends to suit students who want clear routines and practical preparation for next steps, whether that is employment, apprenticeship routes, or university.

This is a state school with no tuition fees. Families should still budget for the usual secondary costs such as uniform, trips, and optional extras.

The published timetable indicates tutor time from 08:30, lessons through to 15:15, and after-school activities running to 16:00. Breakfast club is available via booking, with payment handled through ParentPay, and positioned as a relaxed start with healthy breakfast options.

For transport planning, most families will rely on local bus routes and short car journeys. If transport is a deciding factor, check live routes and journey times for your child’s specific start and finish times.

• Outcomes remain a work in progress. The current GCSE and A-level measures in the supplied dataset sit below typical England benchmarks, and Progress 8 is negative. Families should ask how each department is improving teaching quality and how the school is supporting students who have gaps in learning.

• Attendance matters more than ever. The inspection evidence points to improvement being strongest for students who attend regularly. If your child’s attendance is likely to be disrupted by anxiety or health needs, probe the school’s practical plan for reintegration and sustained support.

• Large-school fit. With capacity for 1,550 students, this is not a small, intimate setting. Many students thrive in the social breadth and facilities that come with size, others do better where the environment is quieter and relationships are naturally tighter.

• Oversubscription is real. Demand exceeds offers in the supplied admissions dataset. It is important to use all preferences carefully and understand how Essex allocates places in oversubscribed years.

Clacton Coastal Academy is a large, structured coastal secondary that is positioning itself around higher expectations, strengthened teaching, and a clearer wellbeing offer. The June 2024 inspection judgement of Good across all areas supports the direction of travel, even while performance measures in the supplied dataset show there is still significant ground to make up.

Who it suits: families wanting a local 11–19 school with a sixth form, clear routines, visible attention to reading and wellbeing, and a practical route to employment, apprenticeships or university for students who engage well with structure.