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Buzz of activity and air of purpose from passing girls in the corridor. Our sixth form guides obviously well known, from acknowledgements received from lower year groups we met. Casual gear sets sixth form apart, a relaxed dress code strongly defended by those we spoke to. Spanking new facilities in completely refurbished accommodation or contemporary designed new build. Good library and, as you might expect, computers all over. Providing girls with skills for changing careers in a global market with strong emphasis on contributing to the improvement to north east prosperity is integral...

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All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

What The Good Schools Guide says


Previous head Hilary French was due to leave in summer 2018 and the school’s senior deputy head, Michael Tippett, had been appointed as her successor for September 2018. However, Mrs French was dismissed in June and police are currently investigating allegations of expenses fraud, so Mr Tippett took up the reins sooner than planned.

Mr Tippett has an MA in classics from Oxford and PGCE in classics from Cambridge. He joined the then Central Newcastle High as a classics teacher, becoming senior master and deputy head. When CNHS merged with Newcastle Church High in 2014 to form Newcastle High School for Girls, he was appointed senior deputy head.


Natural progression from own junior school, with increasing competition for other places – spectacular new facilities an additional enticement. Entrance exam, interview and current...

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

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Special Education Needs

All pupils participate in virtually all mainstream lessons and each teacher has responsibility for ensuring that the needs of every pupil are met. There is an integrated system of support operating within the school designed to cater for individual needs. The SENCO co-ordinates this facility, provides effective liaison between staff, students and parents on these issues, and manages the input, usually on a private contract basis, of outside agencies and specialist staff who are skilled at teaching those with dyslexia or other needs. Limited in-house provision may be available to students on bursaries. A dedicated Learning Centre, equipped with PC's loaded with specialist software, is available for those students who require supplementary support.

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