One of a kind, part of a family

Diversity, inclusion and real change.

Norwich High School for Girls, as part of the GDST, is undivided in our:

  • commitment to putting our students first.
  • fearlessness.
  • sense of family, where every individual is valued, respected and included.
  • mission to continually grow and improve.
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“I was really pleased to read about the work the school are doing surrounding unconscious bias and am glad you are not steering away from these difficult conversations. I am so pleased to know that Norwich High School for Girls is already taking steps to affect change.”

Senior School Parent

Charter for action:

We recognise the work that has been done to date and we acknowledge the steps that need to be taken to further improve the experience of everyone in our community. These are our commitments:

1 A culture of inclusion

We continue to embed a culture of diversity and inclusion, where every person is valued and supported. Norwich High School for Girls is part of a family of schools where everyone feels that they belong.

2 Students – education and the school experience

We will support the school community to create opportunities for students to share feedback, discuss ideas and contribute to their whole-school diversity and inclusion strategies, as well as that of the GDST.

We have a diversity and inclusion group which is made up of students and teachers. We are exploring ways to widen this group to include alumnae, governors and parents which will feed into Norwich High-wide action plans for increased diversity and inclusion.

Norwich High School for Girls is represented on a GDST student diversity council by Senior and Prep School students. We will ensure that school policies are clear, visible and inclusive of every student, including those from diverse backgrounds.

We will regularly review our curriculum to ensure we are balanced and reflect all of our students’ backgrounds and include diverse role models and subject matters. We will regularly survey our students so that their experiences can be channelled to make measurable improvements.

In the Sixth Form we have an Equalities Captain who coordinates meetings and activities that seek to highlight and unpick racism, explore issues around disability and LGBTQ+ rights, as well as providing a supported space for our students to talk about their experiences and issues that are important to them.

3 Staff – training, recruitment, representation and progression

The GDST provides a robust programme of training for all staff on issues of bias, beliefs and behaviours.

The GDST will identify and remove barriers to the recruitment of a more diverse workforce at all levels of seniority, so that the composition of our staff better reflects our students’ wide range of backgrounds.

The GDST will further enhance our continuing professional development programme to support the career progression of all staff, with a specific programme for staff members from ethnically diverse backgrounds.

4 Alumnae – empowering our girls and alumnae through the power of our network

The GDST will share progress against their Charter for Action with alumnae and seek their input into their Undivided programme, to learn from their lived experiences and harness their expertise.

We will engage with our alumnae to provide inspirational role models for the younger generation through talks, interviews and mentoring, sharing their stories and celebrating their journeys, especially those from under-represented ethnic backgrounds.

Bespoke learning support

Putting girls’ needs first and creating ‘bespoke’ support provision is a key aim for the Learning Support department. Dyslexia-friendliness pervades practices across the whole school (from age 3-18). Examples of our work include:

  • One-to-one, small group and in-class support for study, literacy and maths skills improvement.
  • Supporting use of technology to assist learning and access for examinations (for example text/speech apps).
  • Working closely with girls, their parents and external agencies where there has been a diagnosis of specific learning difficulties (for example dyslexia).
  • Working with teachers to create supportive resources where necessary (including provision of staff training throughout the year).

The use of iPads has transformed the experience of our students with dyslexia, supporting and enhancing both teaching and learning.

We hold the Norfolk Dyslexia Friendly School Quality Mark. This leads improvement in both achievement and self-esteem, not just amongst dyslexic pupils in our school but for all our students.

Dr Stephen Goymer, SENDCo
(Special Educational Needs and Disability Co-ordinator)
Email: s.goymer@nor.gdst.net

“Feeling supported has been absolutely crucial to succeeding.”

Norwich High School Leaver 2020