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  • The North Halifax Grammar School
    Moorbottom Road
    Illingworth
    Halifax
    West Yorkshire
    HX2 9SU
  • Head: Mr A Fisher
  • T 01422 244625
  • F 01422 245237
  • E [email protected]
  • W www.nhgs.co.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Calderdale
  • Pupils: 1148
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Good 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 20th January 2011
  • Previous Ofsted grade: Good on 11th December 2007
  • Ofsted report: View the Ofsted report

What the school says...

The school was identified as a particularly successful school by OFSTED in January 2005 based on the fact that it had received two outstanding inspection reports. The school was inspected for a third time in January 2005 and received another oustanding inspection report. The admissions test include VR, Maths and continuous writing for entry into Year 7 and tests in Maths, English, Science & French for casual admissions in Years 8 and above.

Converted to an academy June 2011.
...Read more

This is not currently a GSG-reviewed school.

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School associations

State grammar school

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.

Who came from where

Who goes where

Special Education Needs

Children whose special learning or behavioural needs have already been identified prior to entry into the school will receive the appropriate support and help required. Staff are informed of the particular needs of students and the implementation of strategies is monitored. The development and progress of all students is monitored and if special needs are identified then action is initiated either within the school, or by using outside agencies, or both. The school systems are consistent with the Special Educational Needs Code of Practice and the school is committed to an inclusive curriculum for all students on roll. The school guidance counsellor is responsible for monitoring and supporting students with special needs. Parents are involved in discussions about the most appropriate strategies to support students who have special needs. The governors' Pupils Standing Committee monitors the provision for special educational needs in the school. Our OFSTED Inspection Report January 2005 said: 'There is very good provision for students with special educational needs. Teachers receive training in strategies to use in support of specific needs. In lessons teachers are fully aware of students' special needs and provide very good support'. It added 'Curricular provision for students who have special educational needs is very good. They follow the same curriculum as all other students and are fully included in all aspects of school life.'

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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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