King Edward VI School (Stratford-upon-Avon) A GSG School
- King Edward VI School (Stratford-upon-Avon)
Chapel Lane
Stratford-upon-Avon
Warwickshire
CV37 6BE - Head: Mr Bennet Carr
- T 01789 293351
- F 01789 293564
- E office@kes.net
- W www.kes.net
- A state school for boys aged from 11 to 18.
- Boarding: No
- Local authority: Warwickshire
- Pupils: 791 (670 boys; 121 girls); sixth formers: 344 (223 boys; 121 girls)
- Religion: None
- Open days: June
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 30th November 2021
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Established in 1295, and oft abbreviated to KES, it is also known as Shakespeare’s School. ‘A great talking point,’ boasted one pupil who swiftly added, ‘and of course an honour.’ ‘We have lessons in the classroom where Shakespeare was taught!’ gushed a year 7. Head keen to make sure extracurricular does not play second fiddle to stellar academics. Catching the coattails of the enthusiastic deputy head, we were whisked on a whirlwind tour, visiting some of the 60 or so lunchtime activities, starting with the Indian music society where pupils from right across the school work together to produce authentic music, ‘just for the fun of it’. Sport is a big draw for parents. ‘We…
What the school says...
Converted to an academy 2011.
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
School associations
State grammar school
Sports
Rowing
Fencing
What The Good Schools Guide says
Headmaster
Since 2010, Bennet Carr BA FRGS. Hertfordshire born and bred. Geography degree and PGCE from the University of London; in 2022, he became a Farmington Institute scholar at Oxford. Musing on his 1980s state education, he reflects on an ‘absence of opportunity with few fixtures and no extracurricular to speak of’. Knew early on that teaching was his vocation and vowed he would ‘strive to provide others with the rounded education I lacked’.
His training at an inner London comprehensive was ‘incredibly challenging - nearly put me off teaching’. Returning to Hertfordshire, he taught geography and coached rugby at The Bishop Stortford High School where he rose to head of department within a year. Aged 30, took a sabbatical ‘circumnavigating the globe’ with girlfriend Beverley, who became his fiancé on a...
Subscribe now for instant access to read The Good Schools Guide review.
Already subscribed? Login here.
Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
We have 61 students on our SEN register currently, and their needs range from dyslexia and dyspraxia to ADHD, Asperger's Syndrome and hearing and visual Impairments. Students entering the school with SEN are supported by an individual education plan, designed by discussion with parents, student and SENCo at a meeting before joining the school. The SENCo is Mrs Sarah Freer, and her email is sf@kes.net. Throughout the school, support is arranged and designed to be tailored to the needs of the student, and the support offered is shared with parents so that they can reinforce learning at home, and be part of the process of improving their child’s experience of school. For learning needs, we support students with SEN with one-to-one interventions where necessary, (eg a six week extended writing intervention, a handwriting resources and instruction intervention, interventions to help with sequencing and adding detail and effective note-taking), plus study skills small group work. Small groups are run in the library before school, and there is a study skills support group with a specialist teacher. Students are given one-to-one support with anger management, resilience and behaviour where necessary, particularly in the lower school. Staff are made aware of SEN students through liaison between SENCO and teachers through Individual Education Plans, meetings, regular training and Staff Briefing. Staff assist with early identification of needs through Individual Student Tracking. We also work with our partners from the Specialist Teaching Service, the Educational Psychology Service, SEND Supported (a Warwickshire based specialist service), and the Flexible Learning Team in the rare instance that students are unable to attend due to illness. In the Sixth Form we help a number of students with preparation for exams, life beyond School and anxiety management, either through our School Counsellor, or Lifespace, a local charitable organisation which offers one-to-one support. For all year groups, adaptations can be made to exam arrangements, such as additional time, a separate room, the use of a laptop or enlarged papers where appropriate. We also have an active web page on our School Learning Platform, Moodle, where students can browse to seek help, under 'Learning Support'. Software for those with learning needs is also available. Students are supported with the transition to University through liaison between the Sixth Form Team, Careers Officer and SENCO. More details about how we help our students are listed in our SEND Information Report, which can be viewed on the School website.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | Y |
| Dyslexia | Y |
| Dyspraxia | Y |
| English as an additional language (EAL) | Y |
| Genetic | Y |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | Y |
| Hospital School | |
| Mental health | Y |
| MLD - Moderate Learning Difficulty | Y |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | Y |
| Other SpLD - Specific Learning Difficulty | Y |
| PD - Physical Disability | Y |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | Y |
| SLCN - Speech, Language and Communication | Y |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | Y |
| VI - Visual Impairment | Y |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.