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What says..

To gain a place at this excellent school is to win the jackpot. Though non-selective , this is a school with high academic attainment. In many ways it has echoes of a grammar school, with quiet corridors, attentive classes and excellent relations between staff and pupils. Unusually for a cathedral choir school, it has settled firmly in the maintained sector. Traditions are treasured, and Christianity remains central to the school's way of doing things. There is a school chaplain and…

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What the school says...

I am delighted to introduce our school. Our long history and exceptional achievements are things of which we are all extremely proud. We are convinced that pupils of all abilities will thrive in our challenging, supportive and friendly environment. The care we take over promoting wellbeing is at the heart of this academic success.

Excellent examination results are important, but not enough. Our aim is to encourage pupils to be balanced individuals, happy in their own success, and confident enough to give their full commitment to all that they do. The individual’s wellbeing, we believe, is rooted in a confident sense of who they are. This confidence and sense of value grows as a child experiences the benefits of contributing to School teams, in orchestras or, perhaps, as a key member of a production. It is through such contributions that a child discovers how to belong, as well as feeling confident about their contribution to their wider community. In this way your sons and daughters will learn not only to take advantage of the vast array of opportunities that are available at The King’s School, but also to lead full, rewarding and balanced lives.
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Other features

Choir school - substantial scholarships and bursaries usually available for choristers.

What The Good Schools Guide says


Since 2022, John Harrison BA (Lancaster University), previously head of Harrington School, Rutland and before that vice-principal at Catmose College, Oakham and assistant head at King’s itself. ‘Yes, I returned to a place I love and I am aware of the risks of returning but it has been absolute privilege.’

Walking round the school he is demonstrably at ease, greeting a parent waiting in the entrance hall by name, acknowledging pupils, who smile cheerfully rather than flattening themselves against the wall. His approachability and enthusiasm have been welcomed by parents. ‘He connects with everyone, children and staff,’ said one – ‘has bags of energy – he is a doer.’ ‘We see him regularly at school events – often quite informally.’ Believes, the ‘magic’ of the school lies in the ‘integrity...

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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 does not have or operate any specialist SEN provision. We have a wide range of special needs in the School including SpLD, Asperger's Syndrome and children with a physical impairment.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
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
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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:

most years
quite often
sometimes, but not in this year

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