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Kings' School (Winchester)

Address
Romsey Road
Winchester
Hampshire
SO22 5PN
Tel
01962 861161
Fax
01962 849224
Email
Web
If you are a representative of Kings' School (Winchester) and wish to add to or amend the information we hold on the school please click here

Kings' School (Winchester), Winchester is a state school for boys and girls aged from 11 to 16. Takes boarders.

Local authority:

Hampshire

Pupils:

1650

Religion:

Non-denominational

Fees:

£9,501 pa


Properties


Linked schools


Good Schools Guide Review Snapshot

By any standards an outstanding school – if all state schools were as good as this, the HMC would be a much slimmer body. 'About 97 per cent of the pupils want to be taught,' said one teacher. It shows, but without any dampening of youthful noise and energy. Moving about the school the decibel count is healthy; once lessons begin...
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The Good Schools Guide Review of Kings' School (Winchester), Winchester, SO22 5PN

Our View

░░ ░░░ ░░░░░░░░░ ░░ ░░░░░░░░░░░ ░░░░░░ - ░░ ░░░ ░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░, ░░░ ░░░ ░░░░░ ░░ ░ ░░░░ ░░░░░░░ ░░░░.

Headteacher

░░░░░ ░░░░, ░░░░░░░ ░░░░░░░. ░░░░░░░░ ░░ ░░░░░░░░░░░ ░░░░░░ ░░░ ░░ ░░░░'░ ░░░░░░░, ░░░░░░. ░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░ ░░░░░░░░░, ░░░░░░░░░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░ ░░░░░░ ░░ ░░░░░░░░░. ░░░░░ ░░░ ░░░░░ ░░ ░░░░░░ ░░░░░░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░░░, ░░░░ ░░░░░░░░░ ░░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░░ ░░ ░░░░░░░░░░░. ░░░░░░░, ░░░░ ░░░ ░░░░░░░░.

Academic Matters

░░░░░░░░░░ ░░░░░░░ ░░░░░░░░░░░ ░░░ ░░ ░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░. ░░ ░░░░, ░░ ░░░ ░░░░ ░░ ░░░░░░ ░░░ ░+ ░*-░ ░░ ░░░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░ ░░░░ ░*/░. ░░░░░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░; ░░░░░░, ░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░, ░░ ░░░ ░░░░░░ & ░░░░░░ ░░░░ ░░░ ░░░░░░░░░░░. ░░░░ ░░░░░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░. ░░░░░░░░░░ ░░░░░░░░░░.

Games, Options, the Arts

░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░░░░░. ░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░ ░░░ ░ ░░░░-░░░░░░░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░░░, ░ ░░░░░ ░░░░░-░░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░-░░░░░░░ ░░░░░-░░░ ░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░. ░░░░░░ ░░░░░ ░░░░░░ ░░░░░░ ░░░░░ ░░░░░ ░░░ ░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░; ░░░░░░░░░ ░░░░░░░ ░░░░░░░. ░░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░ ░░░░ ░░░░░░, ░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░, ░░░░░░░░░░░░ ░░░░░░░░░░░ ░░░░ ░ ░░░ ░░░░░, ░░-░░-░░░░ ░░░░░░░░ ░░░ ░░░░░ ░░░░░░, ░ ░░░░░░░░ ░░░░░ ░░░ ░░░ ░░░░░░░. ░░ ░░░ ░░░░ ░░░░░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░ ░░ ░░░ ░░░ ░░░░░░░░░░, ░░░░░ ░░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░; ░░░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░░ ░░░ ░ ░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░░ - ░░░░░░░░░ ░░░ ░░ ░░░ ░░░ ░░ ░░░ ░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░. ░░░░░░░░░░ ░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░░░.

Academic Matters

░░░░░░░░░░ ░░░░░░░ ░░░░░░░░░░░ ░░░ ░░ ░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░. ░░ ░░░░, ░░ ░░░ ░░░░ ░░ ░░░░░░ ░░░ ░+ ░*-░ ░░ ░░░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░ ░░░░ ░*/░. ░░░░░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░; ░░░░░░, ░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░, ░░ ░░░ ░░░░░░ & ░░░░░░ ░░░░ ░░░ ░░░░░░░░░░░. ░░░░ ░░░░░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░. ░░░░░░░░░░ ░░░░░░░░░░.

Background and Atmosphere

░░ ░░░░░░░░░░░░ ░░ ░░░ ░░░░░-░░░░░░░░░░ ░░░░░░ ░░░ ░░░░░░░, ░░░░░░ ░░░░ ░░░ ░░ ░░░░░ ░░░, ░░ ░ ░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░ ░░░░ ░░░ ░░░░░. ░░░ ░░░░░ ░░░░░ - ░░░ ░░░░░░░░ ░░░░░' ░░░░░░ - ░░░░ ░░░░, ░░░░░░ ░░░░░░░░░, ░░░░ ░░░░ ░░░ ░░░░░░░░░░, ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░░░, ░░░░░░░, ░░░░░░░░░░░, ░░░░ ░░░░░░░░░░ ░░░ ░░░░░ ░░ ░░ ░░░░░ ░░░░, ░░░░░░ ░░ ░░░ ░░░░░░'░ ░░░░░░░░ ░░░░░, ░░░ ░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░░░; ░░░░ ░░░░ ░░░░░░ ░░░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░░.

Pastoral Care and Discipline

'░░░░░ ░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░ ░░ ░░ ░░░░░░,' ░░░░ ░░░ ░░░░░░░. ░░ ░░░░░, ░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░░░░░░ ░░░░░ ░░░ ░░░░░░. ░░░░░░ ░░░░░ ░░░ ░░░░░░, ░░░ ░░░░░░░ ░░░░░ ░░ ░░░░░░░; ░░░░ ░░░░░░░ ░░░░░ ░░ ░░ ░░░░░░░░░░░. ░ ░░░░░░░░░░ ░░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░░░░ - ░░ ░░░░░ ░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░░░ ░░░░ ░░░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░ ░░ ░░░░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░ ░░░░░░ ░░ ░░░░░' ░░░░░░░ ░░░░░: ░░░░░░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░░░░░░░░ ░░░ ░░░░░░.

Pupils and Parents

░░░░ ░░ ░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░░░░ - ░░░ ░░ ░░░░ ░░░ ░░░ ░░░░░░ ░░░, '░ ░░░░ ░░░░ ░░░░ ░░░░░░!' ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░ '░░░░░░░ ░░ ░░ ░░░░░░░,' ░░░ ░░░░░ ░░░░ ░ ░░░░, '░░'░ ░░░░ ░░░░░ ░░░░, ░░░░░░' - ░░░░ ░░░░░░ ░░░░ ░░ ░░░░░░░░░░. ░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░ ░░ ░░░░░░░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░ - ░░ ░░░ ░░░░░░░░░ ░░ ░░░░░░░░░ ░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░░ ░░ ░░ ░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░░░░░. ░░ ░░░ ░░░░░ ░░░░ ░░░ ░░░░ ░░░░ ░░░░ ░░░░░░░░ - ░░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░░░ ░░ ░░ ░░ ░ '░░░░░░ ░░░'.

Entrance

░░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░░░░░ ░░░░░ ░░░░░, ░░░░░░░░░░░░ ░░ ░░░ ░░░░░░░░░ ░░░░░░ ░░░░░░░, ░░ ░░ ░░░░░░░ ░░░░ ░░░ ░░░░░ ░░ ░░░░. ░░░░░░░ ░░░░░░░ ░░░░░░░░░░░ - ░░░░░░░░░░░░ ░░░ ░░░░ ░░░░-░░░░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░ - ░░░ ░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░ ░░ ░░░ ░░░░░ ░░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░. ░░░░░░ ░░ ░░░░░░ ░░ ░░░░░ ░░░░░░░░░░░░, ░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░ ░░░░. ░░░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░. ░░░░░░░░ ░░ ░░░░░░░░ ░░░ ░░░░ ░ ░░░░░░░ ░░░░░░░, ░░░░░░░░ ░░ ░░░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░. ░ ░░░░░░░░ ░░░░░ ░░░ ░░░░░░ ░░ ░░░░░░, ░░░░ ░░ ░░░░ ░░░░ ░░░░ ░░░░░░.

Exit

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Special Education Needs Survey


SEN Statement

'Uniquely experienced Head of Physically Disabled Support Dept here - couldn't have been more positive and helpful over the phone when asked about a place for a wheelchair-bound pupil. Such children learn 'alongside' the able-bodied children. So refreshing to hear!' The Good Schools Guide.
Nov 2010

Autistic Spectrum Disorder

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Aspergers Syndrome MildTicked
Aspergers Syndrome ModerateTicked
Aspergers Syndrome SevereTicked
Autism MildTicked
Autism ModerateTicked
Autism SevereTicked
Semantic Pragmatic DisorderTicked
Other AutisticTicked

Behavioural Difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Attention Deficit Disorder MildTicked
Attention Deficit Disorder ModerateTicked
Attention Deficit Disorder SevereTicked
Attention Deficit / Hyperactivity Disorders MildTicked
Attention Deficit / Hyperactivity Disorders ModerateTicked
Attention Deficit / Hyperactivity Disorders SevereTicked
Emotional and behavioural difficulties MildTicked
Emotional and behavioural difficulties ModerateTicked
Emotional and behavioural difficulties SevereTicked
Conduct DisordersTicked
Obsessive Compulsive DisordersTicked
Oppositional Defiant DisordersTicked
Tourettes and other tic disordersTicked

Genetic and related Disorders

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Down's Syndrome MildTicked
Down's Syndrome ModerateTicked
Down's Syndrome SevereTicked
Fragile XTicked
Other geneticTicked

Learning difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Moderate learning difficultiesTicked
Profound and multiple learning difficultiesTicked
Severe learning difficultiesTicked

Specific learning difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Dyscalculia MildTicked
Dyscalculia ModerateTicked
Dyscalculia SevereTicked
Dyslexia MildTicked
Dyslexia ModerateTicked
Dyslexia SevereTicked
Dyspraxia MildTicked
Dyspraxia ModerateTicked
Dyspraxia SevereTicked
Other Specific Learning Difficulties MildTicked
Other Specific Learning Difficulties ModerateTicked
Other Specific Learning Difficulties SevereTicked
English as an additional languageTicked

Sensory Impairment

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Hearing Impairment MildTicked
Hearing Impairment ModerateTicked
Hearing Impairment SevereTicked
Multi-sensory ImpairmentTicked
Speech and Language DifficultiesTicked
Visual Impairment MildTicked
Visual Impairment ModerateTicked
Visual Impairment SevereTicked

Medical and Related Needs

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Cerebral Palsy MildTicked
Cerebral Palsy ModerateTicked
Cerebral Palsy SevereTicked
"Delicate" childrenTicked
EpilepsyTicked
Eating disordersTicked
Physical Difficulties (Not indicated elsewhere.)Ticked
OtherTicked

General Questions

Are all children tested for SEN on entry to the school?Ticked
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?
Do you make special provision for exceptionally gifted children?
Please outline what is on offer for such children
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.Ticked
Pupil Referral Unit.
Other withdrawal.Ticked
Specialist language centre
Schemes or Initiatives such as SHARE or Playing for Success.
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair accessTicked
Provides outreach support?Ticked
Receives outreach support?Ticked
Do children with SEN participate fully in sport and other extracurricular activities?Ticked
Please provide information on staffing. Does the school have:
A SENCO or equivalent?Ticked
Staff who will administer prescription medicines to a childTicked
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

Kings' School (Winchester) Catchment Area Map

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Understanding the road risks in your local area

As many of us do, AXA Insurance and Road Safety Analysis believe that one child casualty on Britain’s roads is too much.

The data is presented by local area in order to aid the understanding of risk – it’s not just about killed or seriously injured, but about any incident reported to the police. Although road safety issues may arise due to a myriad of different reasons including proximity to busy roads and local speed limits, schools play a pivotal role in mitigating these risks by investing time in road safety education programmes.

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