The King's (The Cathedral) School A GSG School
- The King's (The Cathedral) School
Park Road
Peterborough
Cambridgeshire
PE1 2UE - Head: John Harrison
- T 01733 751541
- F 01733 751542
- E headteacher@kings…eterborough.sch.uk
- W www.kings.peterborough.sch.uk
- A state school for boys and girls aged from 8 to 18.
- Boarding: No
- Local authority: Peterborough
- Pupils: 1,261; sixth formers: 391
- Religion: Church of England
- Open days: See website
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 20th March 2013
- Ofsted report: View the Ofsted report
What The Good Schools Guide 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…
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. ...Read more
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.
Other features
Choir school - substantial scholarships and bursaries usually available for choristers.
What The Good Schools Guide says
Head
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...
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
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
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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:
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.