The North Halifax Grammar School Review 2026: Selective Excellence in the Pennines

In 1985, when two venerable schools on opposite sides of Halifax merged to form North Halifax High School, nobody could have predicted that four decades later it would rank in the top 10% of secondary schools in England. Yet that is precisely where this mixed selective grammar school stands today, having earned its place through consistent academic rigour, genuine pastoral care, and the kind of leadership that doesn't mistake selectivity for indifference. Spanning 1,200 students across the former Highlands School campus on Moorbottom Road, the school pursues an ambitious dual mission: to stretch academically gifted teenagers while building character and resilience. Head teacher Desmond Deehan, appointed in January 2023, leads an institution recently rated Good overall by Ofsted in November 2023, with its sixth form awarded the exceptional rating of Outstanding. For families who can navigate the fiercely competitive 11+ entrance examination, North Halifax offers a genuine pathway to Russell Group universities and professional distinction.

The North Halifax Grammar School in Illingworth, Halifax operates at scale (capacity 1,250), so clear routines and calm transitions matter day to day. The campus itself is a working patchwork of decades of investment. The main building houses English, mathematics, art, music, and a science block refurbished through specialist college status achieved in 2004. The Graham Maslen Languages Centre (named for the previous headteacher) provides six dedicated modern language classrooms, while the Enderby Wing hosts history teaching. Most recently, a £2.9 million sports building was completed in 2016 on the upper fields, and the Darwin Sixth Form Learning Centre, finished in 2011, created a dedicated hub for Year 12 and 13 students with six classrooms, a common room, and a study space—a tangible acknowledgment that sixth form experience deserves distinct identity.

The Ofsted inspection found behaviour calm and orderly throughout the school, with low-level disruption in lessons rare. Relationships between pupils and staff are described as warm and respectful, and bullying, while occasionally occurring, triggers swift and effective action. Students report genuine warmth in pastoral relationships; sixth-form students demonstrate exemplary behaviour and high commitment. The school's ethos statement, Living to Learn and Learning to Live, is not merely a slogan—it frames how the institution approaches both academic knowledge and personal flourishing. Teachers hold visibly high expectations, and students rise to meet them. The sixth form in particular generates a distinctive intensity; students here benefit from their teachers' subject expertise, which is deployed to deepen understanding and provoke genuinely challenging academic discussion.

GCSE Performance

NHGS ranks 374th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 10% of schools and 2nd among the selective schools in Halifax. This standing reflects years of consistent achievement. In 2024, pupils achieved 54% at grades 9-7 (A*-A equivalent), well above the England average of 54%. Over 200 grade 9s were awarded, with over a third of all grades at 8 or above and more than half at grade 7. The Attainment 8 score of 68.4 indicates strong breadth across eight qualifications; Progress 8 of +0.18 shows that students make above-average progress from their starting points, particularly impressive given that selectivity at entry means intake is already academically strong. 40% of pupils achieved grades 5 or above in English Baccalaureate subjects (science, languages, humanities), reflecting the school's emphasis on breadth within academic rigour.

A-Level Performance

The sixth form commands particular strength. A-level results show 55% of all grades at A*-B, considerably above the England average of 47%. The 2024 cohort achieved 7% at A*, 19% at A, and 30% at B, indicating consistent top-tier performance. The school earned its Outstanding rating from Ofsted largely on sixth-form provision: students are described as rising to very high academic standards that teachers set, with expert teaching enabling deep understanding.

Importantly, sixth-form students go on to prestigious destinations. In 2022, students progressed to 58 different universities across the UK, with 56% entering Russell Group universities. One student secured an Oxbridge place from just seven applications in 2024. Beyond Oxbridge, sixth formers access Oxford, Cambridge, Durham, Edinburgh, Imperial College, and similar elite institutions at measurable rates. The 2022 cohort achieved 26% gaining three grades of AAB or higher including at least two facilitating A-levels, well above the national benchmark of 13%.

The curriculum is deliberately ambitious, built on the principle that students should know and understand the very best of what has been thought and said. Teachers demonstrate strong subject knowledge, particularly in sixth form where expertise deepens understanding and provokes challenging discussion. At GCSE, all pupils study English Language, English Literature, Mathematics, and Science (with most choosing separate sciences Biology, Chemistry, and Physics). Five groups of students take triple science, reflecting genuine enthusiasm for the subject. Alongside these core studies, pupils select from a rich GCSE option list including Art, Computing, Design & Technology, Food Preparation & Nutrition, French, Geography, History, Music, PE, and Religious Studies. Character and Culture is studied by all as a non-examination course, embedding the school's values.

The school employs an innovative curriculum framework called The Trivium, focusing on Grammar (foundational knowledge), Dialectic (questioning and discussion), and Rhetoric (communication and persuasion). This classical educational framework is at early implementation stages, designed to bring more consistent academic rigour particularly in Years 9 and 10. At A-level, the school offers all facilitating subjects (biology, chemistry, physics, mathematics, further mathematics, geography, history, English literature, and languages) plus specialist options including art, politics, media studies, psychology, sociology, and product design. Sixth-form electives, lasting approximately one term each, extend learning beyond A-levels—students might pursue plumbing, the psychology of aggression, sports leadership, arts awards, public speaking, or microbiology.

One notable programme is the Ambit initiative, which interprets ambition through the Greek root meaning "wingspan"—the aspiration for students to grow and develop fully rather than merely climb ladders. This frames the extensive co-curriculum available to all students, monitored by progress tutors to ensure participation reflects diversity across the student body.

For a selective grammar school, onward progression is perhaps the ultimate measure. Sixth-form leavers in 2024 are demonstrating that 63% progressed to university, with a further 4% entering further education, 6% beginning apprenticeships, and 12% entering employment directly. The university pathway dominates, and the destinations are notably prestigious. 56% of those heading to university secure Russell Group places, alongside Oxbridge entries. Students pursue medicine, marine biology, aerospace engineering, biochemistry, architecture, and law among many specialisms. The 2024 leavers' destinations data shows one Oxbridge place, with further students accessing excellent alternatives. This pattern is sustained: the school is not chasing a handful of Oxbridge places per year but rather building a consistent pipeline to excellent universities.

For families considering entry at Year 7, knowing where pupils progress at Year 11 offers reassurance. The clear majority move into the school's own sixth form, a testament to the education experienced and expectations set during Years 7–11. Those choosing external sixth forms do so from a position of choice rather than exclusion.

This section is the longest at NHGS because the extracurricular provision is genuinely distinctive and extensive. The school's Ambit programme coordinates opportunities from Year 7 through Year 13, deliberately seeking to broaden every student's experience and talents. The school monitors uptake across different demographic groups, ensuring co-curriculum reaches beyond the most confident activists.

Music: A Defining Strength

Music commands prominent space in school life. The Choral Group performs regularly, with recent participation in the Shakespeare Schools Festival. The Concert Band is an established ensemble attracting serious musicians. Specialist groupings include the Flute Ensemble, Saxophone Ensemble, Percussion Ensemble, and Woodwind Group, allowing pupils of different levels to find a musical community. The Rock Choir offers something closer to contemporary music. All these ensembles perform in school productions and formal concerts. The school's two dedicated music classrooms are supplemented by the opportunity for extra music tuition, a cost to families but an extension of musical learning. A string of students take music through to A-level, and many pursue music in universities or as lifelong pursuits.

Drama & Performing Arts

Drama is equally prominent. Recent work includes a well-received staging of Twelfth Night in the Shakespeare Schools Festival, involving meaningful numbers of students. The school hosts multiple drama productions throughout the year across three dedicated venues. Theatre Tech as a club indicates student involvement in technical and production aspects beyond performing. First Bow, a more specialised club, suggests additional dramatic opportunity, possibly for beginners or particular genres.

STEM: Science, Technology, Engineering, Maths

The legacy of Specialist Science College status (achieved 2004) persists through a dedicated science block with refurbished and extended laboratories. Science Club provides space for deeper exploration beyond the GCSE curriculum. The 3D printing club indicates access to modern technology allowing design thinking and prototyping. The school mentions recognition in UK Maths Challenges, Science Olympiads, and Engineering Competitions, suggesting that STEM students engage at competitive levels. This reflects both the selectivity of intake and the teaching quality—students who arrive mathematically and scientifically able find challenge and opportunity.

Sport: Scale and Seriousness

The £2.9 million sports building completed in 2016 significantly expanded physical education capacity. On-site facilities now include an Astro Pitch, Sports Hall, and Dance Studio. Students attend external facilities including Queens Sports Club, Diamonds Gymnastics Club, North Bridge Leisure Centre, and Holmfield Mill for specific sporting activities. Football features prominently as a club offering. Hockey is mentioned explicitly as a club sport, with the Ofsted inspection noting students' county and national-level competition. Badminton and netball are available. This breadth means that whether a pupil arrives as a serious athlete or seeks recreational activity, provision exists. Rugby league and cricket feature in clubs. The emphasis on sport is neither incidental nor token; it is embedded in curriculum time and actively encouraged for all.

Leadership, Character, and Service

The Ambit framework incorporates The Duke of Edinburgh's Award at Bronze level, available to most pupils. Sixth-form students routinely complete Gold, a leadership programme requiring self-discipline and commitment. Beyond DofE, students apply to become prefects, reading ambassadors (who support younger pupils with reading through structured programmes), bullying ambassadors (a formal safeguarding role), and members of the inclusion and equality committee. This multiplicity of roles acknowledges that leadership takes many forms and that character development is not incidental but deliberate. Pride (LGBTQ+) is explicitly named as a student society, reflecting the school's commitment to diversity and inclusion.

Academic Enrichment

Debate Club reflects the school's commitment to rhetoric and clear communication. Creative Writing provides space for those attracted to language beyond the formal curriculum. Science Club extends scientific curiosity. These clubs attract thoughtful, engaged students but do not require exceptional ability—they reflect interest and desire to deepen learning. Workshop Club (details not specified but likely practical/creative) and others add texture to the co-curriculum offer.

Trips and Experiences

Enrichment explicitly includes trips and cultural visits—a Year 9 Camp is mentioned as an annual fixture. Sixth-form students engage in work experience, often arranged through the school's connections. University visits occur during Years 10 and 11, helping students visualize their futures. International opportunities are mentioned on the Ambit page, suggesting opportunities (though subject to cost and feasibility) for students to experience education and culture beyond England.

Entry to Year 7 is highly competitive and genuinely selective. The 11+ entrance examination, administered jointly with Crossley Heath Grammar School, consists of papers in Verbal Reasoning, Mathematics, and English. In 2024, approximately 650 pupils applied for 180 places, an oversubscription ratio of 3.63. The entrance test is not pass-fail; rather, successful candidates are ranked by score, and places are offered to the top performers. Registration occurs in March–June of Year 6, with the examination held in September. Results are issued in October, and the Local Authority's secondary admissions deadline is October 31st. National Offer Day occurs in March.

The entrance test is designed to identify potential, not merely prior attainment. The school deliberately works to reduce tutoring advantage through careful test design focusing on reasoning rather than knowledge. Parents should expect that children scoring 80%+ consistently on practice papers are likely to succeed; however, no guarantees exist. The top 500 entries from those who sit the test are considered the qualifying pool, from which 180 places are allocated.

Oversubscription criteria, applied after those meeting the qualifying standard, include: looked-after children (LA priority), those with EHCPs, children eligible for Pupil Premium living in the Priority Admissions Area, those in the Priority Area (regardless of Pupil Premium status), children of staff, siblings currently at the school, those with exceptional medical or social needs, and finally all others by proximity to school.

Admissions at Year 9 and Year 10 occur through entrance tests in English, Mathematics, Science, and Modern Foreign Languages at an appropriate level. Sixth-form entry requires GCSE grades of 6+ in intended A-level subjects, with subject-specific requirements listed on the school website.

The Ofsted inspection highlighted that pupils receive high levels of academic and pastoral support. Students are allocated to form groups (tutor groups), with form tutors providing first-line pastoral oversight. Additional support is available for those needing it: the school identifies pupils appropriately and provides oversight through leadership. A dedicated special educational needs coordinator oversees provision for pupils with SEND; however, the inspection noted that in some lessons, support strategies are not consistently applied. This is an area the school acknowledges requires further development.

Low-level disruption is rare. Behavior is calm and orderly in lessons and around school. Sixth-form students demonstrate exemplary behaviour and high commitment to learning. Where bullying occurs, swift and effective action follows. Students speak positively about how leaders respond to concerns. The school recently implemented a programme to challenge negative gender stereotypes following pupil feedback, indicating genuine responsiveness.

Reading is deliberately promoted. Year 7 pupils who find reading for comprehension or inference challenging receive targeted support through a dedicated reading programme. Sixth-form reading ambassadors support younger pupils. The NHGS 99—a list of recommended reads widely promoted and discussed around school—provides a shared reading culture. Students celebrate World Book Day, participate in book clubs, and can engage in poetry recital events.

The school notes areas for further development, particularly around understanding of fundamental British values and deepening tolerance towards protected characteristics. This honesty reflects genuine commitment to ongoing improvement rather than complacency.

School hours run 8:50am to 3:20pm Monday through Friday. Buses operate dedicated school services to North Halifax Grammar School, with public transport options available. On-site parking is limited, with nearby parking available at Morrison's car park (though a 25-minute walk). Local street parking is available but competitive.

Pupils are expected to wear a formal school uniform including blazer, reflecting the school's ethos of professionalism and identity. The uniform policy is non-negotiable, enforced consistently.

The school operates three terms aligned with standard school holiday dates in England. Term dates are published on the school website along with key dates including parents' evenings, exam schedules, and calendar events.

Highly competitive entry. With 3.63 applications per place, securing a Year 7 place requires both strong performance in the 11+ entrance examination and an element of luck regarding how scores are distributed. Families should prepare realistically, invest time in tutoring if desired (though not essential), and consider alternative options should entry not be achieved. The pressure of 11+ preparation is real and affects families significantly.

Selective intake creates expectations. Because all pupils have demonstrated academic ability by entrance examination, the peer group is intellectually capable but not necessarily more motivated, emotionally mature, or well-behaved than in comprehensive schools. The school's own inspection highlighted areas where pupils lack sufficient understanding of fundamental British values and where tolerance toward peers with protected characteristics requires strengthening. Parents should not assume a selective grammar provides automatic socio-emotional maturity or values alignment.

SEND support consistency. While the school is ambitious for pupils with special educational needs or disabilities, the Ofsted inspection noted that strategies to support these pupils are not consistently applied across all lessons. Families with pupils requiring SEND support should discuss specific arrangements in detail with the school before entry, observing lessons if possible to verify consistency of approach.

Distance from central Halifax. The Moorbottom Road location in Illingworth is on the outskirts of Halifax town centre. Families relying on public transport should verify journey times and reliability before committing to entry.

North Halifax Grammar School delivers consistent academic excellence underpinned by genuine pastoral care and leadership that balances high expectations with warmth. The school earns its position in the top 10% of schools in England through sustained effort across admissions, teaching, support, and character development. The recent Ofsted judgment of Good overall, with Outstanding sixth form provision, reflects realistic assessment of where genuine excellence exists (sixth form) and where challenges remain (consistency of SEND support; development of values education). For families who secure entry and engage with the school's philosophy, the experience is notably positive; students develop academically, access excellent universities, and emerge with shaped character. However, entry is difficult and competitive, the school is overtly selective, and those whose children do not pass the entrance examination face disappointment. The school is best suited to academically able pupils who thrive in structured, ambitious environments with high expectations and where selectivity is valued as a feature of school culture. Parents should visit, ask specific questions about SEND support, and ensure the school's ethos aligns with their family values before committing to the effort required for entrance.