Norham High SchoolOfsted report card, 9 Sept 2026

Norham High School

Address: Alnwick Avenue, North Shields, Tyne and Wear, NE29 7BU Unique reference number (URN): 108628

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Exceptional

Leaders' work to secure improvements in attendance has been very effective. In particular, pupils who are disadvantaged and pupils with special educational needs and/or disabilities (SEND) now attend school as often as their peers. They have high attendance compared with national averages and rates of persistent absence have fallen quickly. Many pupils who had poor attendance at previous schools begin to attend well when they join Norham, and their individual attendance rises quickly from their starting points. Leaders achieve this by analysing patterns closely, acting quickly when concerns arise and by building positive and supportive relationships with families. When reasons for non-attendance are complex, staff work creatively to put in place personalised support which is often highly effective.

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Attendance and behaviour Exceptional

Behaviour around the school is calm and purposeful. Pupils demonstrate extremely high levels of respect towards each other, towards staff and towards their environment. Relationships with staff are extremely positive. In classrooms, pupils work hard and show extremely positive attitudes towards their learning. They are resilient. Staff apply rules and routines consistently, and pupils understand that poor behaviour will be dealt with immediately. Reasonable adjustments for pupils with SEND are carefully thought through.

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Attendance and behaviour Exceptional

Pupils say that bullying is rare, and if it does happen, they have confidence that once reported, staff will take effective action to resolve it quickly. When issues arise, highly-trained 'guidance' staff provide tailored input to help pupils reflect and improve their behaviour. As a result, repeat suspensions have reduced significantly.

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Inclusion Exceptional

Norham is a highly inclusive school. Leaders place inclusion at the heart of their work. The culture they have created within the school means that pupils have a genuine sense of belonging. Leaders take an exceptionally thorough and considered approach to identifying and removing barriers to pupils accessing school and thriving. Their careful attention to individual pupils’ needs means that potential barriers are anticipated and addressed wherever possible.

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Inclusion Exceptional

Teachers identify specific needs with precision and put in place highly personalised support. They monitor the effectiveness of this support and work tirelessly to reduce identified barriers to pupils’ learning. This support makes a significant difference to vulnerable pupils' achievement, attendance and personal development. High-quality careers guidance and work placements for vulnerable pupils help to build their confidence and readiness for their next steps.

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Inclusion Exceptional

Some pupils arrive at the school with substantial gaps in their knowledge. Leaders identify these gaps quickly, and take highly effective action to reduce these barriers so that pupils can succeed. Pupils with education, health and care plans, including those in the 2 specially resourced provisions, are fully integrated into the daily life of the school. They achieve well. Pupils benefit from the specialist support provided by the staff working in these provisions. Leaders provide both teaching and teaching support staff with high-quality professional

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Strong standard

development opportunities. As a result they are highly skilled and pupils have consistently high levels of support in the classroom.

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Strong standard

Pupils in the early stages of learning English also receive expert support to enable them to access the taught curriculum and to quickly develop their language skills. Leaders track the progress of these pupils carefully.

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Strong standard

Leaders use additional funding to enhance opportunities for disadvantaged pupils. They monitor pupils' engagement carefully. As a result, pupils who receive this support make sustained progress from their individual starting points.

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Strong standard

Leaders work closely with local services to provide additional support for pupils. The local authority recognises Norham as a 'beacon of inclusion' within the local area.

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Leadership and governance Exceptional

Leaders and those responsible for governance work to ensure that every one of the pupils at Norham has the highest possible quality of education. Over time, leaders have transformed the school. Parents, carers and pupils recognise and celebrate this transformation. Leaders know their school in detail. They are keenly aware of its strengths and areas for development. Leaders learn from information, identify what needs improving and take quick action. There is no complacency and leaders are committed to refining their work in order to further improve the school. Decisions are taken in the best interests of all pupils. Leaders are involved in offering support to other local schools.

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Leadership and governance Exceptional

Governors are highly engaged and highly experienced. They bring a wide range of appropriate skills to their work. They support and challenge leaders, and set the strategic direction for the school. They make frequent visits, ensuring they are closely involved in the life of the school. Through their work, all statutory requirements of governance are met.

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Leadership and governance Exceptional

Leaders value their staff, and staff feel valued. Leaders carefully consider workload and wellbeing, and this is reflected positively in staff feedback. Leaders have developed a programme of high-quality professional development for all staff and those in the early stages of their teaching careers are well supported. Leaders have also developed a positive and supportive relationship with parents and carers. This has meant that many more parents are engaged in the life of the school, and work as partners in their children's education.

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Leadership and governance Exceptional

The actions of leaders have had a sustained and transformative impact on pupils' education and on their prospects for long-term success.

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Achievement Strong standard

Pupils, including those who may face barriers to their learning, achieve very well. They make excellent progress from their individual starting points. Upon entry to the school, leaders accurately identify pupils' starting points and rigorously tackle any gaps in literacy or numeracy skills. This means that pupils quickly catch up and grow in confidence. There is a strong culture of reading embedded across the school, and staff support pupils to develop their reading skills.

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Achievement Strong standard

The school's commitment to inclusion means that the school has higher than average proportions of pupils who join the school later than Year 7, who are new to learning English and who have special educational needs and/or disabilities. Therefore, published outcomes data does not fully reflect the strength of pupils' individual achievements.

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Achievement Strong standard

In the minority of subjects where achievement is not as high, leaders are making improvements which are having an impact. Pupils are very well prepared for their next steps in education, training or employment.

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Curriculum and teaching Strong standard

Leaders have designed a broad and well-balanced curriculum. They carefully ensure that it is tailored to pupils' needs. This includes balancing academic subjects alongside an increasing number of high-quality vocational courses such as construction and hair and beauty. The curriculum is designed to meet the needs of all pupils and prepare them well for their adult lives.

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Curriculum and teaching Strong standard

The curriculum and teaching are effective in enabling pupils to make consistent progress, including those who join the school later or who are in the early stages of learning English. These approaches are having a particularly high impact for low prior attaining pupils, pupils with special educational needs and/or disabilities, and those who are disadvantaged.

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Curriculum and teaching Strong standard

Teachers have the subject knowledge and expertise they need to teach the curriculum to a very high standard. Teachers explain concepts clearly and regularly check pupils' understanding to identify and correct any misconceptions. This means that pupils can build on their learning and know how to improve their work. Staff support pupils to remember their knowledge over time. Leaders have a thorough understanding of the quality of teaching in the school and provide a comprehensive programme of professional development for staff, including for colleagues in the early stages of their teaching careers. This ensures all teachers have the appropriate skills needed to teach the curriculum consistently well.

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Curriculum and teaching Strong standard

Many pupils have gaps in their reading and writing knowledge when they join the school. Leaders identify these gaps quickly and provide focused support so that pupils make rapid and notable improvements.

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Personal development and wellbeing Strong standard

Leaders have carefully constructed an ambitious personal development programme which is thoughtfully adapted to the school's context. This programme supports pupils to become responsible, tolerant and prepared for life in modern Britain. It reflects the school's values of pride, determination and strength.

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Personal development and wellbeing Strong standard

Through the taught ethics, philosophy and theology curriculum, pupils develop detailed knowledge of different faiths and beliefs, and an awareness of the importance of respect for a diverse range of views. Personal, social and health education lessons help keep pupils safe. The school's ‘focus days’ further enrich pupils' personal development. These focus on important themes to strengthen pupils' knowledge, understanding and experiences. They include a well constructed programme of age-appropriate relationships and sex education and important messages about how to stay safe online. These programmes are tailored to pupils' individual needs when necessary.

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Personal development and wellbeing Strong standard

Staff provide excellent pastoral support for pupils. Pupils know how to access support when needed. Through the 'guidance' and tutor teams, pupils develop strategies to support their mental health and deal with challenges such as peer conflict. Leaders have successfully created a culture that promotes and celebrates diversity and inclusion. Pupils learn not to discriminate and are taught about fundamental British values. They can articulate the importance of this learning and apply it confidently in their everyday lives.

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Personal development and wellbeing Strong standard

There is also an extremely rich range of extra-curricular activities and planned experiences. These support the development of pupils' knowledge and skills, broaden their horizons and develop their cultural understanding. Leaders track pupils' participation in these activities carefully, and remove barriers to participation where needed.

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Personal development and wellbeing Strong standard

Leaders have devised a comprehensive careers programme that runs from Year 7 through to Year 11. Pupils receive expert independent careers guidance. Staff ensure that pupils learn about careers throughout their curriculum and as a result pupils understand the choices ahead of them. In Year 10, all pupils complete work experience and, through this, develop important skills. Pupils with special educational needs and/or disabilities are supported well to access this programme through bespoke and tailored support.

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What it's like to be a pupil at this school

Pupils at Norham High School attend a school where leaders and staff prioritise their safety and their happiness. It is a small, friendly school where staff know pupils exceptionally well. As a result of these positive relationships, pupils thrive.

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What it's like to be a pupil at this school

Pupils attend a welcoming, inclusive environment. As a result, they have a clear sense of belonging. They are proud of their school. Many, including those with special educational needs and/or disabilities, want to attend school and are extremely positive about their educational experiences. Pupils enjoy their learning and are well supported to achieve their full potential.

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What it's like to be a pupil at this school

Bullying is rare, as is the use of derogatory language. Pupils have confidence that if incidents did happen, staff would act promptly to address it effectively. Pupils feel safe. They know who to approach if they have concerns and are confident that staff will listen and take action.

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What it's like to be a pupil at this school

Pupils behave exceptionally well. They are polite, engaged and friendly. Clearly defined consequences, known as 'opportunities', are used consistently throughout the school to address incidents of behaviour which do not meet the school's standards. Therefore, pupils make impressive improvements to their behaviour over time. Pupils' parents and carers form positive and productive links with school staff. Almost all parents would recommend Norham High School to another parent. Pupils benefit from this close working relationship as it helps them to improve their attendance, behaviour or development where needed.

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What it's like to be a pupil at this school

Pupils flourish as a result of the well planned personal development programme. Through the active lunch programme, pupils access a wide range of extra-curricular opportunities. They value these experiences highly. Pupils value opportunities to get involved in sport or cultural activities such as dance or drama. Pupils who are members of the cadet programme wear their uniform to school with pride, and pupil leaders play an active role in the life of the school, working with staff to help develop their school further.

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What it's like to be a pupil at this school

When they leave at 16, pupils are confident, capable and ready for their next stage of education, employment or training.

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Next steps

Leaders should continue to make improvements to teaching so that all subjects have a sustained and transformational impact for pupils and the growing number of pupils who enter the school with higher prior attainment attain highly in all qualifications by the end of key stage 4.

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About this inspection

The chair of the board of governors in this school is Jennifer King.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

This inspection took place from 9 September to 10 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders, staff and pupils. They also spoke with representatives of the local authority, and those responsible for governance. Information was gathered from parents.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school includes provision for 40 pupils in an additionally resourced provision for pupils with language and communication needs, and for 21 pupils in a special educational needs unit for pupils with social, emotional and mental health needs.

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Team inspectors:

Bernard Clark, Ofsted Inspector James Duncan, His Majesty's Inspector Katrina Gueli, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The school currently makes use of 2 alternative provisions .Both are registered with Ofsted.

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What does this mean?

Headteacher: Terence Conway The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 42.7 46.1 Close to average

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national average

2022/23 (final) 42.8 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) 0.20 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 16.7% 25.8% Close to average

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national average

2023/24 (final) 27.9% 25.8% Close to average

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national average

2022/23 (final) 20.6% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 8.0% 8.4% Close to average

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national average

2023/24 (3 term) 8.6% 8.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 22.5% 23.4% Close to average

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national average

2023/24 (3 term) 27.8% 25.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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