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What says..

Some schools are all about the window-dressing, this one isn’t. In fact window-dressing is something on which it could do better, but that may well be a funding issue and therefore low on the priority list. Crucially, it would appear to be getting all the important things right: results very good and rising, if offers plenty of sport, art, music and other activities all wrapped up with high quality care and teaching – 'exemplary,' in fact, say parents...

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What the parents say...

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What The Good Schools Guide says

Acting Head of School

James Andriot, deputy head (teaching, learning and assessment), is holding the fort.

Graeme Atkins is executive head of the Queen Elizabeth High School/Hexham Middle School Federation, overseeing strategy and, recently, proposed academy conversion for both schools.

Academic matters

In 2017, 80 per cent of pupils got 4-9 at GCSE in both English and maths; 40 per cent of grades overall were A*-A/9-7s. At A level, 70 per cent A*/B grades. Thirty-two subjects on offer; four languages, four sciences, three art courses and a range of humanities, social sciences and performing arts courses at GCSE and A level; GCSEs include child development and electronics; other vocational courses and some BTecs offered. Good to see Latin, classics, philosophy, psychology, fine art, product design and engineering stretching all the way to A level...

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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.

Special Education Needs

Inclusion is high on our agenda. We have a deputy head in overall charge supported by a SENCO who leads a team of teachers and classroom assistants. There is an in-house behaviour support unit, learning mentor in each year in main school and a youth service based in school. Support is individualised but there are also groups such as an xl club and a garden group. ASDAN awards are offered as well as qualifications in literacy and numeracy. Provision extends to adults through the Gatehouse, a basic skills and open learning centre. THe Hexham Partnership has a leading aspect award for training of classroom assistants. 10-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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