News from NHSG

A degree in architecture beckons for NHSG pupil, Crystal, who has achieved an A* in Fine Art and As in Maths and Psychology.

Crystal, who is heading to Manchester School of Architecture in September, moved to NHSG at the start of her sixth form studies. She said: “I’ve been interested in architecture for a while, but when I moved to NHSG the Head of Careers suggested I take maths to support my application to Manchester School of Architecture, which was really good advice.”

While she’s always loved drawing, Crystal didn’t feel that Fine Art was the right university pathway for her. She said: “I wanted something that was more practical and, after visiting Manchester School of Architecture, I loved their collaborative approach to learning, with students from different year groups all working together, so I’m really looking forward to starting the course.

“However, Fine Art at NHSG has been really helpful for my future architectural studies, especially learning new techniques in Sixth Form like sculpture and installation forms of art, which has really helped with my spatial awareness.”

Crystal says she received lots of support when she moved to NHSG to start her Sixth Form studies. She said: “My teachers and peers were so lovely and welcoming, and I felt so at home, it almost didn’t feel like I’d only just started in Year 12.”

The all-girl environment was also something that Crystal found really helpful. She added: “Being in an all-girl environment helped me to feel more confident about myself and I think I changed a lot moving here from a mixed school. I think at NHSG teachers are able to pay you more attention and tailor their support to you, helping you become better at what you want to be better at.”

Crystal’s favourite memory of NHSG was the cultural day that she took part in. She said: “It helped me to be proud of my identity and, without that event, I don’t think I’d have had the confidence to stand on a stage. It really pushed me and I feel very proud of taking part in it.”

Newcastle High School for Girls (NHSG) is celebrating a year of exceptional A Level success after recording a 10% increase in A*-B grades, with more than three quarters of all grades awarded at A*-B. As member of the Girls' Day School Trust, NHSG has seen improvements across all grade boundaries this year, with more than half of pupils achieving a full complement of top grades. The results continue NHSG's upward trend and coincide with the school's 150th anniversary, marking a century and a half of putting girls first, reinforcing its reputation as one of the region's leading schools. As NHSG marks its landmark anniversary year, these results provide further evidence of the enduring success of an education designed specifically to enable girls to learn without limits. Pupils achieved outstanding outcomes across a broad range of subjects, reflecting not only academic excellence but also the ambition, resilience and determination that have characterised the school and this exceptional cohort. The Class of 2026 is now preparing for the next stage of its educational journey, with pupils progressing to study subjects including Veterinary Science, Medicine, Sciences, Architecture, Humanities, Music and Modern Languages at some of the country's most prestigious universities. NHSG Head, Amanda Hardie, said: "This is terrific news to receive during our 150th anniversary year and we're delighted to be celebrating such phenomenal A Level results with our talented Class of 2026. The continued improvement in public examinations demonstrates the strength of our school community and our shared commitment to helping every pupil be the very best version of themselves." "The girls have worked incredibly hard to achieve this level of success. They are an exceptional group of young women, and seeing the smiles on their faces today as they look forward to a bright future ahead of them has been a real privilege." "I know they will continue to deliver on our school's mission to empower women to become the next generation of trailblazers and world shapers, and I am excited to see the positive impact they will have on the world around them." Among the many success stories are pupils who have secured places on highly competitive courses at some of the country's most prestigious universities. As NHSG celebrates 150 years of putting girls first, these outstanding results represent the latest chapter in a proud history of educating and empowering generations of young women. For a century and a half, the school has championed the belief that girls achieve more when they are encouraged to be ambitious, think independently and lead with confidence. Today's achievements show that this ethos remains as relevant and impactful as ever. Amanda Hardie added: “Today’s results reflect NHSG's continued commitment to academic excellence and the success of an environment in which every girl is encouraged to challenge herself and exceed her own expectation. However. most of all, these results are the foundation for the future of every one of our now former Year 13 pupils. I wish them enormous success in the next stage of their journeys.”

Mrs Waton, Head of Science, shares with us her incredible recent achievement of completing her first ultra-marathon. "Back in November, a very close friend approached me with a heartfelt request: would I help raise money for a charity close to her heart? Her daughter—who is the same age as my son—had recently been diagnosed with Type 1 diabetes. Overnight, life for their family had changed completely. The daily challenges, constant monitoring, and adjustments were immense, and the long-term hope is clear: a cure. When asked if I would join her in a fundraising challenge, I said yes immediately… perhaps a little too quickly. In hindsight, I probably should have asked for more details before agreeing! Lesson learned. However, a promise is a promise, and soon we found ourselves signed up for not one, but two 50km ultra marathons, back to back, in the Lake District in June. At that point, the challenge felt enormous. In November, I was struggling to run 4km continuously. The idea of completing 100km over two days seemed almost impossible. But with determination, a structured training plan, and a lot of perseverance, the hard work began. My Year 13 pupils and I often joked that my training was a lot like their A Level revision. Success required consistency, commitment, and accountability. Every day counted. Some sessions—whether running or revising—felt manageable, while others seemed insurmountable. The end goal often felt distant, but we knew that progress comes from persistence. My mantra quickly became: eat, sleep, train, repeat. If I wasn’t running, I was thinking about running… or, more honestly, occasionally dreading it! A mindset, I suspect, not entirely unfamiliar to my students—although I like to think they enjoyed the Biology content more than I enjoyed some of my training runs. Gradually, the distances increased, confidence grew, and before we knew it, race weekend had arrived. We headed to Kendal feeling both apprehensive and excited—relieved that the moment we had trained for was finally here. Day one was tough. The Lake District delivered its typical weather: rain, flooded paths, and relentless elevation. Yet, despite the challenges, there was something strangely enjoyable about it. Surrounded by stunning fells and buoyed by the knowledge that we were raising money for such an important cause, we reminded ourselves that however difficult the run felt, it was nothing compared to the daily reality of living with Type 1 diabetes. Reaching the halfway point—50km completed—was a huge milestone. Astonishingly, we were still smiling. After a brief 12-hour rest, we prepared ourselves to go again, starting at 6am the next morning. Day two tested us even further. The first 5km felt particularly tough as our legs protested, but slowly we found our rhythm. This time, it was the countdown that kept us going. The closer we got to the finish, the sense of determination (and anticipation!) became stronger. At 94km, being joined by family gave us an incredible boost and carried us through those final kilometres. Crossing the finish line was an unforgettable moment—one of relief, pride, and immense gratitude. Together, we raised nearly £8,000 for the diabetes charity and, to our delight, were the first females across the line! Two weeks on, I am still recovering—particularly my feet—and I haven’t quite made it out for a run again yet. I am also left wondering what to do with all this spare time! The question everyone keeps asking is: would I do it all again? Well… we’ll have to wait and see."

Scroll through the girls’ t‑shirts on sale across high‑street brands and you’ll find hearts, flowers and slogans like “cuteness overload” or “happy place”. Scroll through the boys’ section and you’ll see football, cars, surfing and messages about winning or being the best. We may have moved beyond the pink‑for‑girls, blue‑for‑boys era, but the messaging still reinforces age‑old tropes: girls are expected to care; boys are expected to conquer. These early influences shape how children see themselves long before they choose GCSEs or imagine future careers. Research from The Fawcett Society (2019) found that seven in ten young women affected by stereotypes felt their career choices were restricted. More than half said these stereotypes influenced who does the caring in their family. These patterns don’t emerge in adolescence — they begin in early childhood. This is why schools must consistently challenge gender stereotypes from the very start of a child’s educational journey. And it is also why an all‑girl, age 3 - 18 education at Newcastle High School for Girls, part of the Girls’ Day School Trust (GDST), offers something uniquely powerful. Harvard research shows that early experiences shape the structure of the brain, forming more than one million new neural connections every second. In other words: the messages children receive in their earliest years matter profoundly. That is why girls at NHSG join us from age three onwards experience a world where nothing is “for boys” or “for girls” — everything is simply for them. Football, bushcraft, forest exploration and construction activities are more than play: they are early introductions to STEM thinking, problem‑solving and physical confidence. They are the first steps in dismantling stereotypes that traditionally push girls away from subjects like engineering, physics or computing. As the girls move through the School, they are not fighting against years of subtle messaging about what they “should” do. They are free to choose subjects based on genuine interests and strengths. Being part of the Girls’ Day School Trust, the UK’s leading network of independent girls’ schools, gives NHSG the strength and stability of a wider organisation united by a shared mission: helping girls learn without limits. With over 150‑years of expertise in girls’ education, the GDST drives sustained investment in a forward-thinking approach to education and a commitment to developing future female leaders and world-shapers. Our pupils benefit from a powerful community of schools, access to an inspiring network of over 100,000 alumnae, and the confidence that comes from belonging to an organisation dedicated to helping girls become confident, fearless and future-ready. NHSG girls grow up in an environment that is both excellent today and committed to their success for the long term. And this creates an environment where girls can flourish. In the latest GDST pupil survey, 93% of NHSG pupils said they feel able to perform at their best and 96% said the school culture supports them to feel confident. These figures reflect a community intentionally designed to help girls develop confidence, independence and belief in their own potential. I am incredibly proud of the fact that NHSG is deeply connected to the world beyond the school gates. We work closely with local businesses, universities, and industry partners to ensure our girls develop future-ready skills - not just academic excellence, but adaptability, digital fluency, leadership and entrepreneurial thinking. Throughout their time at school, girls meet NHSG alumnae who are thriving in fields traditionally dominated by men - engineering, medicine, technology, finance. They show girls not only that they can enter these fields, but that they can lead within them. By Sixth Form, our Leadership and Beyond the Classroom programmes build the confidence, self-advocacy and independence needed to allow our girls to step into the world knowing that their voice truly counts. Perhaps the most defining feature of NHSG is our care for each individual girl. We are a school designed specifically for girls, where every pupil is seen for who she is, known for her strengths, interests and aspirations, valued for her individuality and supported to become the best version of herself. Our award-winning pastoral care is woven into every lesson, every interaction, every stage of the 3–18 journey. Our all-girl education from age 3-18 gives girls the freedom to explore, to take risks, to lead, to fail safely, to try again, and to discover who they are without the pressure of comparison or expectation. It influences the subjects they choose, the interests they pursue, the careers they aspire to and the confidence with which they step out into the world. NHSG girls learn that their ideas matter. Their ambitions matter. They matter. In 2024, The Guardian reported that girls achieve better exam outcomes in all-girl schools than in mixed settings. But beyond grades, the real success is in the young women who leave NHSG ready to shape the world, not just fit into it. The foundations for that success are laid from the very beginning of an NHSG journey - in muddy hands, curious questions and the freedom to explore without limits. Because beyond exams, girls need to feel confident in their place in the world, wherever and whoever they want to be.

There is a moment in the woodland kitchen at NHSG Junior School, that captures something quietly powerful about early years education. A group of girls are “baking a cake”. Their ingredients are leaves, twigs, leaves, mud, water, and imagination. One child counts carefully as she adds more into the mix. Another explains the recipe. There is negotiation, storytelling, movement, laughter and concentration. The girls are having a brilliant time and enjoying playing with their friends. It’s a joy to watch, especially when they tell you what they’re doing, ask questions, and you can see their inquisitive minds working away; their sense of curiosity about every little thing. As experienced educators, the teaching staff at NHSG have designed the environment to ensure that high quality learning happens naturally for the girls. They are developing language skills, early maths, communication, social confidence, creativity, problem solving, healthy living, becoming more aware of risk, and learning to work together. Click here to watch a short video about outdoor learning in Early Years at NHSG Why it matters At this stage in their lives, a huge amount of development is taking place, and research consistently backs up that the first five years of a child’s life is a critical time. For example, Harvard University research explains that early experiences shape the architecture of the brain, providing a foundation for future learning, behaviour and health. Incredibly, a child's brain forms more than one million new neural connections (synapses) every second. Yet it’s a fact that something has shifted in the lives of children over the past few decades, and most parents know it, even if they struggle to name it. Children are spending less time outside. Their spaces are increasingly inhabited by screens. The freedom to roam, explore, and learn how to manage risk, has narrowed. According to Natural England, children today spend, on average, just over four hours a week playing outside, which is roughly half the time their parents did at the same age. Meanwhile, screen time among under-fives has risen sharply. The growing disconnect with the natural world is something that teachers at NHSG are committed to addressing. Studies from the University of Exeter and Natural England have found that children who regularly access outdoor and green spaces show measurable improvements in attention spans, emotional regulation, and resilience. Time outside also reduces cortisol – the body's primary stress hormone – in children, which directly supports the kind of calm, curious state of mind where learning takes hold most effectively. The physical dimension matters too. Activities such as climbing, balancing, digging, running, directly support the development of fine motor skills. For girls, this has implications that ripple through into later learning, including handwriting, drawing, and the confidence that comes from a healthy, well-coordinated body. What happens in the early years (ages three – five) really matters. This is a key time when children begin to understand themselves and the way they learn. They form friendships and bonds, and they’re starting to think more independently. They’re solving problems and beginning to work things out for themselves. It’s an exciting time and at Newcastle High School for Girls, this sits at the heart of the Early Years experience. See behind the wall… NHSG grounds are largely hidden from the main road, but as soon as you come through the gates, a warm and nurturing experience greets you. The Nursery and Reception classes offer direct access to safe outdoor learning spaces, including the forest school and woodland kitchen, as well as the wider school grounds. Girls benefit from specialist teaching in areas including Music, Spanish and PE, alongside a curriculum that supports the key areas of early learning and development. More recently, NHSG has been shortlisted for Early Years Setting of the Year at the prestigious Tes Schools Awards 2026. It’s a recognition of the quality and ambition of NHSG Early Years provision. Alongside the accolades, there is a special feeling about NHSG. Behind the wall of the Sandyford site is a world that each girl can make her own. It includes beautiful grounds, homely classrooms, outdoor spaces, modern and historic architecture. The girls enjoy being in the outdoors and getting fresh air every day. They are encouraged to follow their interests and build their confidence through a careful balance of child-led exploration and the best quality teaching. The girls make their own choices, but within an environment highly supervised by adults who understand exactly what they need. That means giving them the space to explore and find their way, but always having the back-up and support of the teachers and staff they know and trust. Learning without realising Every day, girls in NHSG early years are learning without even realising it. A child counting leaves is developing an understanding of maths. A child describing what she has made is building vocabulary and confidence. A child who is working together with her friends in the woodland kitchen is learning to take turns and negotiate. These moments may look small, but they are anything but. The statutory Early Years Foundation Stage framework identifies three prime areas that are particularly important for building children’s capacity to learn and thrive: communication and language, physical development, and personal, social and emotional development. It also includes specific areas such as literacy, mathematics, understanding the world, and expressive arts and design – all of which can be brought to life through rich, purposeful indoor and outdoor experiences. Outdoor learning supports all of these areas in ways that feel meaningful to young children. At NHSG, we’re lucky to be able to offer this in abundance. A walk through the grounds can become a conversation about seasons, weather, colours and change. A story told in an outdoor den can support imagination, listening and language. A muddy challenge can build resilience. A shared discovery can spark confidence. Louise Gibson, EYFS Phase Leader, shares her views: “Outdoor learning is anything but a “nice extra”. For our girls, it is a route into deeper learning and development. “In our all-girls early years environment, the children are encouraged to see themselves as capable from the beginning. They are the builders, climbers, explorers, storytellers, scientists and leaders. They are given space to speak, to try, to test ideas and to take up room. “We’re teaching them that they can be anything that they want to be. That’s powerful at an age when children are beginning to form the earliest sense of who they are and what they can do. “As well as feeling safe, happy and excited to learn, we also want our girls to feel brave. We want them to know that their ideas matter, that their voices are heard, and that they can try new things.” There is no single solution to the challenges posed by a changing world, but what we know is that spending more time outdoors and in nature, offers children fantastic development opportunities – and that is heavily backed up by research. As NHSG celebrates its 150^th anniversary, there’s something fitting about new beginnings. For 150 years, the school has been part of the educational landscape of Newcastle, helping thousands of girls grow in confidence and ambition. Their journeys begin in the earliest years – and this is a place where they will make memories to last a lifetime. Sometimes, it all begins with a handful of leaves, a pretend recipe, and a little girl proudly saying: "Look at what I made”. Get in touch on juniorschooloffice@ncl.gdst.net to find out more about our Early Years provision.

NHSG was delighted to welcome acclaimed author, Shani Akilah, to School in June as part of our Diversity Week celebrations. Shani is the author of the critically acclaimed debut collection of short stories, For Such A Time As This, which explores themes of friendship, relationships and identity through a series of powerful and thought-provoking narratives. The day began with a whole-school assembly, where Shani shared her journey to becoming a published author and spoke candidly about how she developed her love of writing from a young age. Her inspiring story encouraged pupils to pursue their own creative passions and demonstrated the importance of perseverance and self-belief. Throughout the morning, Shani also led writing workshops with our Year 10 and Year 12 pupils. These sessions provided valuable insight into her writing process and the themes explored in her short stories, giving pupils a unique opportunity to engage directly with a contemporary author. At lunchtime, pupils attended a book talk and signing, which was extremely well attended. Shani answered a range of thoughtful and insightful questions from pupils, sparking engaging discussions about literature, creativity and representation in publishing. We would like to extend our sincere thanks to Shani for giving her time so generously and for making such a positive impact on our school community. This is what one of our Year 12 English Literature pupils had to say about the day: "I wholeheartedly enjoyed my brief session with acclaimed author, Shani Akilah. Personally, I found the workshop to be especially valuable, as her reflections on the challenges of modern writing were immersive and thought‑provoking, which inspired me to continue developing my own work. The book talk at lunch time was another insightful experience because she shared practical tips for writing short stories and overcoming writer’s block.   Akilah's short story collection, For Such A Time As This, with its themes of friendship, relationships, and identity, deepened my appreciation for the art of storytelling. I found Reggie to be her most compelling piece from the selected stories I had read, and it stayed with me long after our session ended. Experiences like this remind me how important it is that pupils are given similar opportunities in the future." Zahra, Year 12.

Project Week 2026 brought learning to life for Key Stage 3 pupils through an ambitious programme of cross-curricular enquiry, creativity and collaboration. Building on the success of 2025, when Year 7 pioneered a thematic, cross-curricular approach centred on a “big question”, this year saw the continuation of the Year 7 Ecology Project, the introduction of a North-East themed programme for Year 8, and a partial project experience for Year 9. Throughout the week, pupils stepped beyond the traditional timetable to explore big ideas through a dynamic blend of fieldwork, debate, creative production and research. Working in unfamiliar groupings designed to mirror the adult workplace, pupils collaborated across teams, developing shared solutions to complex tasks. The week not only challenged them academically, but also fostered key transferable skills, such as active listening, persuasive oracy, organisation and effective task execution. Year 7: The Earth Transformed Year 7 girls explored the theme The Earth Transformed, combining Science, Humanities and the Arts to investigate humanity’s impact on the planet. A highlight for many was the immersive fieldwork at Thistle Wood, complemented by hands-on activities, including creating natural art, making ink from oak galls and participating in a Model United Nations debate. The experience left a lasting impression. Robyn reflected, “We are destroying the planet more than I thought,” while Olivia commented, “I will reduce my plastic use and try to recycle more items.” These responses demonstrate the project’s power to inspire both awareness and meaningful behavioural change. Pupils concluded the week by presenting their work to parents, showcasing their knowledge of the origins of fruit, human relationships with animals, and ecological artwork inspired by Andy Goldsworthy. A particularly striking feature of the exhibition was the “wall of shame” and “wall of pride”—collages illustrating both the achievements of human creativity and technology, and the environmental damage caused by human activity. Year 8: The Northumbrians Year 8 pupils undertook The Northumbrians project, which brought the history, culture and identity of the North-East vividly to life. Through a combination of creative production, performance, and fieldwork, including a visit to Tynemouth, the girls engaged deeply with their regional heritage. A lively debate on contemporary issues, including the proposed relocation of Newcastle United to a new stadium in Leazes Park, further developed their critical thinking. Reflecting on the week, Lily noted, “It felt much more interactive and fun,” while Poppy observed that it “prepares us better for when we are older and are doing projects in a work setting.” The final exhibition for parents featured an impressive range of outcomes: silent comedy film clips, intricately designed Anglo-Saxon dresses and jewellery, guides to North-East dialect, and a “North-East Mount Rushmore” vote, where figures such as Admiral Collingwood, Grace Darling and Lucy Bronze were among those nominated. Year 9: Fairness and Justice Year 9 girls participated in a partial Project Week alongside their higher education visit to Newcastle University and Duke of Edinburgh commitments. Their work centred on the theme of fairness and justice, incorporating a mock trial, debates on moral issues in sport—including performance-enhancing drugs and equal pay—and discussions on ethical dilemmas in medicine and the development of AI. Pupils also drew on A Level disciplines such as Economics and Psychology to deepen their understanding of fairness, broadening their academic perspective beyond the standard curriculum. Building Collaboration and Confidence At its core, Project Week is about developing collaboration, resilience and confidence. Pupils worked in teams throughout, learning to communicate, negotiate and solve problems together. As Malaika in Year 7 reflected, “I realised that if we work together, we can do it.” Project Week continues to be a cornerstone of the School’s innovative curriculum, fostering independence, curiosity and adaptability, and equipping girls with the skills they need to thrive, both in school and beyond. In 2027, a full Project Week will be delivered across all of Key Stage 3 during the Summer Term.  

A Newcastle school shortlisted for one of the UK’s top education awards, is shining a spotlight on outdoor learning in the early years. A series of exciting outdoor activities have been taking place this spring and summer, hot on the heels of the announcement that Newcastle High School for Girls (NHSG) has been shortlisted for Early Years Setting of the Year at the Tes Schools Awards 2026 – one of the UK’s most prestigious education awards. The recognition puts a national spotlight on NHSG's Early Years Foundation Stage (EYFS) provision, and on its approach to early childhood learning. At NHSG’s Sandyford Junior School site, Nursery and Reception girls benefit from a rich learning environment, including access to stunning outdoor spaces, such as the forest school and the much-loved woodland kitchen. Throughout the spring and into summer, the school has been celebrating outdoor learning with a range of activities, including Touch of Green Week, Wellbeing Week, filming forest school and woodland kitchen diaries, and participation in the Jesmond Community Festival Teddy Bear Trail. NHSG is part of the Girls' Day School Trust (GDST), the UK's leading network of independent girls' schools. Its Early Years provision reflects the school's wider ethos in its 150th anniversary year, combining a long history of girls' education in Newcastle with a modern, evidence-led approach to early childhood learning. As part of a year of 150^th celebrations, the Early Years team also welcomed colleagues from other Girls’ Day School Trust (GDST) schools this month, for a conference focused on excellence in EYFS – a fantastic opportunity to share ideas, learn from each other, and explore what makes outstanding early years education. Mrs Louise Gibson, Early Years Foundation Stage (EYFS) Phase Leader at NHSG, said: “It has been brilliant hosting a range of activities for the girls in the fresh air, from our wellbeing week, to ‘touch of green’, which teaches the girls about nature and learning to love the world around them. “At NHSG, outdoor learning is part of the foundation that supports girls to become confident, curious and independent learners. In Early Years, what can look like play, is often full of educational development, from developing language and communication skills, as well as early maths, problem-solving, science and nature. “The girls really enjoy exploring and if they find something at forest school, we turn it into a learning opportunity. For example, we recently had a display on ladybirds in our learning zone, after the girls found a ladybird and wanted to discover more about them. In the woodland kitchen, the girls are finding ‘ingredients’, counting, mixing, creating stories, and explaining what they’re making. Our role is to expand the girls’ learning and ensure they get the very best start to school life.” Set within five acres of grounds, NHSG's Nursery and Reception classrooms open directly onto outdoor learning spaces, including a forest school and the woodland kitchen. Girls benefit from specialist teaching in Forest School, Music, Spanish and PE – going beyond the statutory EYFS framework from day one. The school's high quality curriculum balances child-led exploration with focused teaching, prioritising communication and language, physical development, and personal, social and emotional development (three prime areas identified by the EYFS framework as the foundations of children's capacity to learn and thrive). The focus reflects NHSG’s wider educational ethos and values of the school in its 150^th anniversary year; combining a long history of girls’ education in Newcastle with a modern, ambitious approach to the EYFS curriculum. NHSG prides itself on its excellent relationships with parents. Reception parent, Andromaqe Duka, said: “Our daughter’s experience in Reception at NHSG has been wonderful. She has grown so much in confidence, independence, and curiosity throughout the year. The care, encouragement, and support from the reception team have helped her develop both academically and socially, and she looks forward to coming to school every day.” Luke and Becca Bird, commented: “We genuinely couldn't be happier with Bea's experience in Reception. It has been such a joy to watch her love of learning and her independence grow throughout the year. She comes home excited to share what she has experienced and learned, and it is clear how much she enjoys being part of the amazing school community. The teaching staff in Reception have such a great balance of nurturing support, fun and challenge, which has helped Bea to take big steps forward academically and in terms of her self-confidence. We’re sad to be coming to the end of the year but know that this year has given her a brilliant foundation to take forward into Year 1.” Another parent, Katherine MacGregor, said: “The EYFS facilities are outstanding, our daughter has been welcomed into NHSG from nursery and has grown leaps and bounds both academically and socially. The support from the teaching staff is excellent, for both our daughter and ourselves as parents, with multiple opportunities to be involved with the experiences our daughter has at school. Mrs Gibson is a credit to the school and leads the EYFS department with an unrivalled passion. Our daughter has flourished during her time at the school and we would not hesitate to recommend NHSG to any prospective parents.” The girls themselves are equally enthusiastic. Recently, the Reception girls joined the Teddy Bear Trail, ran by Jesmond Community Festival; where they enjoyed counting the bears together in small groups, on the trail through Jesmond, and they also listened to a story at Jesmond Library. Reception pupil Genevieve, said: “The teddy bear hunt was so good and I loved it, but my favourite part was looking at the map because I felt like a pirate with a treasure map. I loved seeing the teddies in the windows. It was so much fun. At Senior School it was great because the grown ups came and we had yummy food.” Click here to watch a short video about outdoor learning in Early Years at NHSG The Tes Schools Awards shortlisting was selected by a panel of expert judges including experienced school leaders and education specialists. Winners will be announced at a gala ceremony at Grosvenor House Hotel, Park Lane, London on 19th June 2026, hosted by comedian and presenter Katherine Ryan.