ISI INSPECTION REPORT OVERVIEW 2026
A MESSAGE FROM OUR CHAIR OF THE COUNCIL OF GOVERNORS
On behalf of the Council of Governors, I am delighted to share our recent inspection report, which provides a ringing endorsement that Clifton High School is living all its aims and values and meeting all the regulatory requirements.
The report presents an accurate picture of the Clifton High School we all know well as an inclusive community, with a robust safeguarding culture, and a keen focus on promoting the physical and mental health and emotional wellbeing of all its pupils.
The report is very complimentary about the quality of education and about the teaching and learning across the School from The Hive to the Sixth-Form.
The academic curriculum is described as broad and balanced and integrated smoothly and successfully with a wide ranging co-curricular programme, which provides enrichment for every pupil’s individual development and promotes their wellbeing, self-esteem, and confidence.
Some of the many other significant observations by the inspectors include the staff’s interest in pupils as individuals which leads to our young people having a sense of belonging and to warm, positive and respectful relationships. The School’s approach to preparing its pupils for life beyond School is also commended with clear opportunities to consider moral and ethical issues, to volunteer in the local community and to identify future employment pathways.
There are many other highlights which I could point out, especially the many references to the quality of leadership throughout the School. I would like to congratulate the Head, Will Phelan and his senior team, all our staff and all our pupils who so impressed the inspectors.
Those of us close to the School know that what the inspection team saw over three days actually occurs every single day, and that there is also a relentless pursuit of refinement and improvement where it is needed.
Finally, I would like to thank our parents, for providing their feedback to the inspectors and for their ongoing support for Clifton High School. It is much appreciated.
We are proud of all that has been recognised in this report and look forward with confidence to building on this strong foundation in the years ahead.
DR PETER BODKIN Chair of the Council of Governors
ABOUT THE ISI INSPECTION
The Independent Schools Inspectorate (ISI) is appointed by the Department for Education to inspect association independent schools in England.
ISI inspections report on the extent to which the statutory Independent School Standards and other applicable regulatory requirements are met, collectively referred to as ‘the Standards’.
Clifton High School was inspected between 28th to 30th April 2026.
A team of seven inspectors visited the School for two and a half days, conducting:
• Observations of lessons
• Observations of registration periods and assemblies
• Observations of a sample of co-curricular activities that occurred during the inspection
• Discussions with the chair and other governors
• Discussions with the headteacher, school leaders, managers and other members of staff
• Discussions with pupils
• Visits to the learning support area and facilities for physical education
• Scrutiny of samples of pupils’ work
• Scrutiny of a range of policies, documentation and records provided by the school
The inspection team considered the views of pupils, members of staff and parents who responded to ISI’s pre-inspection surveys.
To read the full report, click here.
We are delighted to share an overview of Clifton High School’s Independent Schools Inspectorate (ISI) Report with you. As you review it, we trust you will discover why we are truly beyond a school, a place to belong.
Clifton High School was inspected and met all the Standards in the following five sections:
1. Leadership and management, and governance
2. Quality of education, training and recreation
3. Pupils’ physical and mental health and emotional wellbeing
4. Pupils’ social and economic education and contribution to society
5. Safeguarding
Clifton High School’s core values of curiosity, empathy, love and direction were clearly demonstrated throughout the ISI inspection.
This external validation affirms our commitment to our foundational principles and underscores the authenticity of the education we deliver.
SUMMARY OF INSPECTION FINDINGS
PASTORAL HEART A SENSE OF BELONGING BEYOND A SCHOOL
“Leaders maintain a robust safeguarding culture in which all adults understand that keeping pupils safe is a shared responsibility.”
“Pupils feel a genuine sense of belonging because staff know and care for them.”
“Careers education is coherent and individualised from Year 7, supporting pupils in considering a wide range of pathways, including university and apprenticeships.”
SUPPORTIVE EDUCATORS
“Staff have secure subject knowledge, sequence lessons carefully, and take a genuine interest in each pupil.”
HOLISTIC EDUCATION
“Leaders plan personal, social, health and economic education (PSHE) and relationships and sex education (RSE) with care, ensuring content is age-appropriate, well sequenced and relevant to the pupils.”
PUPIL CENTRED APPROACH
“Leaders at all levels possess the skills and knowledge needed to promote pupils’ wellbeing and consistently meet the Standards.”
1. progressive strong SECTION
LEADERSHIP AND MANAGEMENT, AND GOVERNANCE
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“A culture of self-evaluation and development is embedded across all phases.”
“Leaders evaluate the school’s effectiveness across all aspects of the pupils’ experience, including educational progress, pupils’ happiness, and the outcomes of curriculum decisions, and act on what they find.”
“Leaders review the effectiveness of their provision and make appropriate changes as a result.”
“Staff prioritise knowing each child well, enabling pupils to feel a sense of belonging, and link this directly to the school’s aim of nurturing individual talent.”
“Governors ensure that leaders are held to account, that all Standards are consistently met, and that the school’s aims and ethos are visible in daily practice.”
“ nurturing
ambitious collaborative holistic
QUALITY OF EDUCATION, TRAINING AND RECREATION
2. “ “
“In the early years, staff implement an expertly sequenced curriculum that is ambitious and meets children’s needs. It focuses on personal, social and emotional development, physical development, and communication and language. Staff plan and teach these areas across well-resourced indoor and outdoor environments that give children a rich learning experience.”
“Children immerse themselves in activities that capture their interest and sustain their concentration.”
“Children make good progress and are well prepared for their next steps.”
“Leaders ensure the curriculum is broad, balanced and appropriate to pupils’ ages and aptitudes, covering all required areas, including linguistic, mathematical, scientific, technological, human and social, and aesthetic and creative.”
“Staff have secure knowledge of the subjects they teach. They explain new ideas precisely, model vocabulary and use a range of methods including collaborative work, practical activity and questioning that promotes deeper thinking.”
3. SECTION happiness confidence growth
PUPILS’ PHYSICAL AND MENTAL HEALTH AND EMOTIONAL WELLBEING
““In the early years, activities promote children’s personal, emotional and physical development effectively. Staff use compassionate and nurturing strategies to support children in recognising and regulating their emotions. They intervene sensitively to foster peer relationships.”
“Pupils have meaningful opportunities for representation and responsibility. Greater responsibility and freedom are extended to sixth form pupils as a deliberate policy and sixth form pupils respond by raising their conduct and commitment to meet these expectations.”
“The PSHE curriculum is well-planned, with ageappropriate and sequenced content.”
“Leaders promote pupils’ emotional wellbeing effectively.”
“The physical education (PE) curriculum is broad and inclusive.”
“Adventure days provide pupils with experiences that build self-confidence and teamwork.”
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4. SECTION
compassion community belonging
PUPILS’ SOCIAL AND ECONOMIC EDUCATION AND CONTRIBUTION TO SOCIETY
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“Charitable and community engagement is extensive and carefully structured with pupils choosing the causes they support through democratic processes within houses and pupil councils, emphasising understanding of impact rather than transactional fundraising. Leaders develop pupils’ social and cultural knowledge to reflect the school’s aims and ethos.”
“The curriculum gives pupils regular opportunities to discuss moral and ethical issues in a structured way.”
“Leaders provide meaningful opportunities for pupils to contribute to the local area and wider society.”
“Pupils are taught to stand up for their peers, challenge discrimination and review their own actions.”
“In assemblies, tutor time and PSHE, pupils consider how empathy and mutual respect are possible across diverse groups, and as a result, they show respect for people different from themselves.”
“ 5. SECTION
supportive inclusive respectful
SAFEGUARDING
“Leaders place pupils’ welfare at the centre of all decision-making so that a clear safeguarding culture is evident throughout the school.”
“Staff across the school recognise concerns and follow procedures with confidence.”
“Leaders work effectively with external safeguarding partners and specialist agencies to ensure pupils receive the right support in a timely way.”
“Leaders monitor patterns in pupils’ behaviour, attendance and emotional wellbeing so that emerging concerns are identified early.”
“The curriculum covers topics such as recognising unsafe situations, understanding the risks associated with online activity, including grooming and harmful content, and knowing how to seek help from trusted adults.”
LOOKING FORWARD
Our Commitment
Clifton High School is committed to continuing and retaining a high-level education. We vow to meet the Standards expected by the ISI as well as our own ambitious expectations for our School and every child, both now and in the future.
As part of every ISI inspection, schools are not only assessed against required standards but are also supported in their ongoing development. Recommendations are given to highlight areas where an already strong provision could be enhanced further.
Clifton High School received one recommendation:
“Leaders should ensure that the teaching of personal, social, health and economic education is consistent so that all pupils remain engaged in these lessons and have the opportunity to develop a deeper understanding.”
We welcome this recommendation and value the opportunity to build upon our existing strengths in this area. We are already taking considered steps to ensure that a consistently high-quality and engaging experience, for all pupils, is delivered.
We ensure that the value we add to a child’s personal, social, health and economic educational development is consistent and continues to be at the forefront of our vision.
If you would like to learn more about our School and how we can give your child the education they deserve, please click here.
““Clifton High School is very special. This ISI Inspection Report confirms how unique and nuanced we are at every age and in every area. It paints a picture of a very happy School, where pupils are nurtured, developed and grow to realise their individual brilliance.
A school is the sum of all of its parts and I consider myself lucky to work with incredible pupils, students, colleagues and parents who have all contributed to how outstanding we are and will continue to be, at Clifton High School.”
- Mr Will Phelan, Head
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