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  • 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 [email protected]
  • W www.kes.net
  • A state school for boys aged from 11 to 18.
  • Boarding: No
  • Local authority: Warwickshire
  • Pupils: 744; sixth formers: 300 (120 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 Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 28th September 2006
  • Ofsted report: View the Ofsted report

What says..

Shakespeare would have traversed the old courtyard to say prayers in the guild chapel, whose apocalyptic murals of devils falling into pits of sulphur are visible from where today’s students sit each week for assembly. But behind the stage-set beauty of the historic site buzzes a lively, modern school. The school nurtures its own troupe of boy players, Edward’s Boys, who perform early modern plays with all-male casts, often in historic venues... 

Read review »

What the school says...

Converted to an academy 2011.

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking Latin at an English Grammar School (GCE A level)
  • Best performance by Boys taking Latin at an English Grammar School (GCE AS level)

School associations

State grammar school

Sports

Rowing

Fencing

What The Good Schools Guide says

Headmaster

Since 2010, Bennet Carr BA FRGS (late 40s). Hails from Hertfordshire, took a degree in geography at QMC, and a PGCE at the Institute of Education, which sent him on a placement to a large inner city comprehensive school. ‘I nearly didn’t teach after that’, he trembled, but fortunately summoned his sang-froid and joined The Bishop’s Stortford High School, rising to assistant head, followed by St Olave’s Grammar School in Kent, as an inspiring deputy. A fascinating tour guide to the historic buildings of King Edward VI School (known locally as KES), he declares, ‘Inside I’m a historian, but I had a brilliant geography teacher at school’, which prompts the recognition, ‘The influence we (teachers) have is huge’.

He is knowledgeable about the school’s heritage, ‘Shakespeare is a global brand’,...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

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 [email protected] 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

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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

Who came from where


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