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What says..

‘No cynical old soaks chalking off the days to retirement,’ say parents, adding that ‘the quality of the teaching staff is outstanding, not just in their subject knowledge and teaching but also their external connections and interests’. Pupils have a real self-belief – ‘it won’t go wrong’ so it doesn’t. That said, they work very hard, it’s in their bones. Good old-fashioned courtesy from most, and staff pick them up if they forget; it’s very civilised. Much praise from parents for the school’s commitment to the bursary scheme…

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What the school says...

Main co-ed entry points are at ages 7, 9, 11 and sixth form. Entrance examinations consist of: Age 11: English, Maths & VR followed by an interview. At 16 students are assessed individually (usually subject to exam results at GCSE).
Ages 7 and 9: in class assessment - a series of activities and academic exercises (usually an English, Maths and PE task). ...Read more

What the parents say...

No comments received for Royal Grammar School (Newcastle)

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2015 Good Schools Guide Awards

  • Excellent performance by Girls taking Chemistry at an English Independent School (GCE A level)

2016 Good Schools Guide Awards

  • Best performance by Boys taking Art & Design (Fine Art) at an English Independent School (GCSE Full Course)
  • Best performance by Girls taking French at an English Independent School (Edexcel Certificates)

Other features

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.

Performing arts specialist school


Equestrian centre or equestrian team - school has own equestrian centre or an equestrian team.



What The Good Schools Guide says


Since 2008, Dr Bernard Trafford MA PhD (50s); former chair of HMC; previously head of Wolverhampton Grammar School. Married to Katherine, two adult daughters. Educated at Downside and St Edmund Hall, Oxford, he is a warm, hugely affable and highly capable man. The ultimate time-shifter and a great role model for all, fitting more into a busy today than many of us manage in a week. Music plays a large part in his life (see his own website for details of his jazz band and compositions); he also writes for various publications, including a weekly comment column in The Journal, where his wise words, immense knowledge and wry humour are valued and enjoyed by readers locally. Famed for his democratic management style, his office is a glass box within the admin section; he’s right...

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Special Education Needs

The Director of Student Progress, Learning and Support oversees arrangements for co-ordinating and monitoring SEND provision throughout the school, working closely with the Pastoral Director and heads of year in the senior school and with the Head of Learning Support in the junior school. Together they have general responsibility for monitoring the progress of students with SEND and maintaining communication with their teachers.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia Y
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
Hospital School
Mental health Y
MLD - Moderate Learning Difficulty Y
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
Not Applicable
OTH - Other Difficulty/Disability Y
Other SpLD - Specific Learning Difficulty Y
PD - Physical Disability Y
PMLD - Profound and Multiple Learning Difficulty Y
SEMH - Social, Emotional and Mental Health Y
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment Y

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Careers intervention used by this School

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