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The Kings School (Chester)

What says..

We asked the junior school children about all these great activities on offer. Each had a story of triumph to relay; dropping a cello on stage and getting back up, a scary football trial. Each grinned madly after, relaying their satisfaction at having mastered the skill or faced down their fear.  ‘The school gives them wings'...

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What the school says...

The King's School (Chester) is a high achieving school with a vibrant atmosphere. King's students are articulate, confident and valued by the top universities. Our students are phenomenally successful, with virtually all going to university. The extra- curricular offering is extensive with 140 activities from Passion4 Poetry Club to 'isms club and we offer over 26 different sports!

Entrance assessment to The King's School (Chester) at age 4 consists of play-based assessments, At age 7 consists of: Arithmetic, Written English, Reading & Reasoning. At ages 8-10: English, Arithmetic & Reasoning. At age 11: Maths, English, verbal and non-verbal papers and a short interview. Sixth-form entry (aged16): 7 A*- Bs at GCSE including 4 at A/A* and A*- A in subjects to be studied and interview. Some past papers can be downloaded from the school website. Financial considerations should not deter you from applying as some bursaries are available for Senior and Sixth Form study. Several academic scholarships are also available.
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Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.




What The Good Schools Guide says


Since 2017, George Hartley MA Cantab (geography), MSc (environmental science, Imperial College, London). Previously principal at Elizabeth College, Guernsey and prior to that head of sixth form at Berkhamstead School, having taught at Highgate School, Queen’s College, Taunton and Eton.

As well as academic strength, thinks ‘it is really important that the school has life and soul and fun’. Parents say that before his arrival King’s lacked personality, but now ‘he is bringing warmth back into the school’. One said, ‘it’s like he has lifted the lid off the school and shone a light inside’.

Mindful of the huge mental health issues plaguing teenagers everywhere, ‘a constant striving for perfectionism’, he wants to mix academic excellence with outstanding pastoral care. It's an educational elixir he hopes to deliver...

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Please note: 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

The King’s School has good provision for children with special educational needs and disabilities and the whole school department is led by the Director of Learning Support. Children identified or diagnosed with a learning difficulty will be added to our special educational needs register and an IEP (Individual Education Plan) will be written specially for each child. The role of the IEP is to ensure that every teacher is fully aware of the child’s needs, and to provide guidance on how they can adjust their teaching methods to ensure that he or she can make good progress. Children who need more specific support can access group and 1:1 support sessions which run on a weekly basis. Older children studying at GCSE and A level can book in for ad-hoc 1:1 support sessions with the LS team as and when they need them. If a child has been awarded an EHC Plan or Statement of Educational Needs (Wales only) from the local authority, then the King’s School will work closely with the LA and hold annual reviews as required. The Learning Support team is very much part of the whole school and does not work in isolation at any point. Regular liaison with both academic departments and the pastoral teams takes place. The Learning Support team also works closely with class teachers, form tutors, school nurse, school counsellor, examinations officer, senior leadership team and safeguarding lead. The school also has working relationships with external specialist providers including a dyslexia specialist assessor, educational psychologist, and speech and language therapists. The school does not pay for external diagnostic assessments or specialist 1:1 provision. In compliance with the Equality Act 2010, the King’s School will not discriminate on the grounds of disability. As an academically selective school, every child applying for a place will be required to sit an entrance test before the offer of a place is made. If your child has a diagnosis of a special educational needs then the school can provide access arrangements such as extra time in the entrance test. This will be organised by our Director of Learning Support who will contact you directly to discuss the most suitable options. If your child has particularly significant needs and/or an EHC Plan/Statement, then the Director of Learning Support will invite you into school to discuss your child’s needs in more detail. The School may also make contact with your child’s current setting to find out more about the provision currently in place. The aim of this process is to encourage an open discussion between yourselves and the School so that we might determine whether or not the King’s School has adequate resources to meet the needs of your child. If your child is moving to King’s from another school, the Director of Learning Support will liaise directly with the SENDCo and class teacher at the child’s current setting. If the child is starting in the sixth form, a copy of the ‘JCQ Form 8’ will be required for the purpose of applying for access arrangements. For children with special educational needs moving through the school, having a ‘whole school’ approach to SEND provision helps ease the transition process. The Learning Support team works closely with parents, the child and class teachers to make sure the transition is a smooth process. The King’s School is fully committed to training all staff in several areas of special educational needs and disability. Regular training sessions and workshops are run internally by the Learning Support team at several times throughout the academic year. The school also arranges for external trainers to come into school to provide specialist information on a range of specific learning difficulties. This has included sessions on dyslexia, working memory, social stories, autism spectrum disorder, ADHD/ADD, brain injury, visual impairment and speech impairments. In addition, members of the learning support team are committed to attending regular external training sessions run by recognised professional bodies including the British Dyslexia Association (BDA), NASEN, PATOSS and the University of Chester.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dysgraphia Y
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment
Hospital School
Mental health Y
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
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

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