Extra Curricular activities & tuition
After school club
KS3 (Years 7 to 9)
All KS3 pupils attend at least 2X Independent Learning (IL) support sessions per week, on days of their choice, they also attend at least 1X after school club.
As long as pupils meet our expectations they "can" attend 3X IL or 2 clubs if they wish.
In KS3, pupils may be timetabled to attend 3X IL sessions per week long-term (4 - 12 weeks) or 4 IL sessions per week short-term (2 - 4 weeks) where Progress Leaders feel they are falling behind / need more support to make excellent progress.
KS4 (Years 10 & 11)
Private tuition is available for all Year 10 and Year 11 pupils. For example, a number of pupils currently engage with our Saturday morning school where Norham High School fully funds this tuition, they also have additional tuition mid week in subjects such as English and Maths.
Year 11 attend at least 2X period six sessions (with staff member) and 1X IL session each week after school. Over time, Year 11 will attend 3X period six.
To support Y11's mental and physical wellbeing, there is a wellbeing session every Friday after school. To access this session, pupils may be excused by Mr Drennan where they have not fallen behind on their work and need an extra period six / IL.
Year 10 complete a minimum of 2 IL session per week, attending the welfare session is optional. Ideally, Year 10 would be involved in 1 X P6 per week.
For more information on all our Extra Curricular Activities & Tuition, please contact;
Mrs Palmer (Y7) -
Mr Forster (Y8/9) -
Mrs Hendry (Y10/11) -
5 Year Cultural Capital & Enrichment Curriculum
Extra Curricular support - further information
In addition to IL and Period 6 sessions, the school offers a range of intervention and support to help pupils catch up on lost learning from Key Stage 2 (COVID impact), in such cases, they may not be completely “secondary school ready” after the normal point of transition from Year 6 and so we design packages to help pupils to enable so that they have a successful transition. Support can be general or bespoke and can also help with progress gains where we felt pupils may have fallen behind for any reason.
To help plan our support packages, we use the latest research and impact evidence so we only ask pupils to engage in what has been proven to work. A range of strategies we use can be found at the Education Endowment Fund Teachers Toolkit:
We know such plans add several months of progress in a short space of time, for example, “Individual Instruction” through the correct intervention can help your child make 4 additional months of progress.
We finance such high quality interventions through effective use of SEND, catch up, tuition and Pupil Premium funding.
Example 1: Extra Curricular English (Literacy) Teacher
We have a qualified English Teacher who delivers “Read, Write, Inc” to help children develop appropriate knowledge and application of “phonics” to help them progress with their reading, this is sometimes necessary where pupils may not have had significant exposure to reading at a young age.
For more information, see: https://www.ruthmiskin.com/en/programmes/phonics
Example 2: Extra Curricular Middle School Teacher (Year 5 – 8)
We also have a qualified Middle School Teacher who works with all Year 7 / 8 children in their IL sessions twice per week (2 nights Year 7 and 2 Year 8). This teacher provides general support to all Year 7 / 8 but also targets pupils who may be struggling with their IL (homework) via the national tutoring plan (part funded as COVID response). While this teacher delivers a blended curriculum to support some of our most vulnerable pupils, the steps taken by the school to support all pupils through such an innovative plan is rather unique to Norham High School.
Example 3: Teaching and Higher Level Teaching Assistants
Our team of teaching assistants and key workers known as specialist support assistants (SSA) and our Higher Level Teaching Assistants (HLTA) provide an additional layer of support in areas such as numeracy. These sessions are attended by pupils after school via a timetable. The support has a time scaled plan that allows pupils to graduate before the next group of pupils get additional support.
Research and evidence that informs our practice for your child: