13 to 15 January 2026
North Road
Bath
BA2 6HU
The Independent Schools Inspectorate is appointed by the Department for Education to inspect association independent schools in England. Our inspections report on the extent to which the statutory Independent School Standards and other applicable regulatory requirements are met, collectively referred to in this report as ‘the Standards’.
1. Leaders and governors work collaboratively to ensure that pupils’ wellbeing is prioritised. Leaders and governors share relevant information, monitor the development of the school’s strategy and ensure policies are implemented effectively. They are adaptive and responsive to pupils’ needs. They listen carefully to pupils’ views in developing new initiatives and enterprises. They are knowledgeable and skilled and carry out their responsibilities effectively. Leaders and governors ensure that the requirements of the Standards are met consistently.
2. Leaders, governors, staff and pupils collectively embrace the values, ethos and aims of the school. These values underpin and permeate every aspect of the school’s work. There is an extensive range of highly planned, well-considered opportunities that reinforce the school’s ethos and a vast array of opportunities for pupils to ‘find their voice’ and advocate their views. Leaders’ approaches collectively support pupils to develop an exceptionally sophisticated understanding of the school’s values and aims, and to actively advocate these in practical ways. Pupils become curious, resilient, kind, compassionate and responsible members of the school community. They grow in confidence and develop a sense of belonging to the vibrant school community such that they are inspired to support one another. This is a significant strength of the school.
3. Pupils access a broad and well-structured curriculum. Skilful and reflective teaching supports the development of pupils’ confidence as learners. Teachers carefully support pupils to articulate their views maturely in their verbal and written responses. Pupils are supported effectively by welltrained staff and through carefully targeted interventions. Teaching enables pupils to learn, progress and achieve well. The broad range of co-curricular activities, including sports, arts and hobbies, allow pupils across the school to find areas of interest. The majority of pupils take advantage of this. However, leadership monitoring of pupils’ engagement in the senior school’s co-curricular programme is less well developed. There are some pupils who do not benefit fully from the school's wide range of activities.
4. Leaders in the early years create a dynamic and responsive learning environment. Highly trained, attentive staff support children to participate actively in their learning, achieve well, and form secure relationships. Staff emphasise communication, literacy and mathematics, and foster respect, independence, fairness and teamwork. Children are well supported to transition into Year 1.
5. Pupils’ physical and mental health and emotional wellbeing are effectively supported. The curriculum supports pupils to learn important content and knowledge to ready them for adulthood, through the personal, social, health and economic education (PSHE) programme, the relationships education and relationships and sex education (RSE) programmes and the learning for life programme. Rare incidents of unacceptable behaviour and bullying are well managed. The site is effectively maintained. Pupils learn about the importance of managing their own emotional and physical health and mental wellbeing.
6. Pupils are well supported to transition on to their next stages in learning, education, training and employment. For instance, the careers programme introduces pupils to the wider world and public institutions such as the police. It is carefully considered and helps pupils to make smooth transitions from one part of the school to the next, as well as preparing pupils to go on to future careers or study.
7. Safeguarding arrangements are effective in ensuring the wellbeing of pupils. Staff receive appropriate safeguarding training, recognise concerns and respond appropriately. Safeguarding leaders liaise closely with external agencies, seeking support and advice as necessary. The school’s recruitment procedures are thorough.
Standards relating to leadership and management, and governance are met.
Standards relating to the quality of education, training and recreation are met.
Standards relating to pupils’ physical and mental health and emotional wellbeing are met.
Standards relating to pupils’ social and economic education and contribution to society are met.
Standards relating to safeguarding are met.
Recommended next steps
Leaders should:
enhance the monitoring and evaluation of pupils’ engagement in the school’s co-curricular programme to ensure that more senior pupils benefit fully from the school’s wide range of activities in a meaningful and sustained way.
8. Governors and leaders work collectively to promote pupils’ wellbeing, fostering an environment in which pupils are nurtured and supported, so that pupils in turn support one another.
9. Leaders are reflective and responsive to pupils’ needs and create a highly supportive environment, resulting in pupils who are cared for and very well supported in their personal and educational development. Leaders deliver the school’s aims and ethos through clear and consistent messaging. They have improved the presentation of the school’s values so that they are more accessible to all children and pupils within the school. Leaders seek pupils’ opinions and encourage pupils to contribute to discussions about the school’s values and future development. Pupils have a thorough understanding of the expectations of them individually, their responsibilities to others and the role that they have to play in their community. Pupils develop their confidence and sense of self, which inspires them to make positive contributions for the betterment of others and commit wholeheartedly to the school and to one another.
10. Leadership in the early years is characterised by a willingness to allow freedom and innovation within departments. This fosters a dynamic and responsive learning environment, underpinned by a strong sense of shared purpose and high expectations. Leaders demonstrate high levels of ambition and expertise, ensuring a clear commitment to pupils’ development.
11. Governors know the school well and maintain careful oversight of the school’s strategic development through the school’s governance committees. Recruitment to the governing body has been undertaken to ensure that governors have comprehensive knowledge and skills. They monitor leaders’ self-evaluation and implementation of the school’s plans to assure themselves that leaders are fulfilling their duties and meeting the Standards consistently. Governors are actively involved in policy oversight and review, and they verify the consistent application of policies.
12. Leaders use an array of information to identify precisely where things are working well and where aspects of the school’s work need to improve. Through thorough reviews, they have made effective improvements to their approaches to their behaviour policy and to the implementation of the curriculum in the early years. They ensure that there is a regular focus on teaching and learning, which is used to support staff through training and discussions and the sharing of good practice by allocating time for meetings and mutual lesson observations. This supports pupils to achieve and learn well.
13. Leaders work collaboratively and share relevant information in support of pupils. Leaders have forged effective and collaborative links with external agencies, including local safeguarding partners, such as children's services, healthcare and the police. They seek specialist advice where it is needed so as to ensure that the needs of pupils are met effectively.
14. Leaders have the appropriate knowledge and understanding to actively promote the wellbeing of pupils through a systematic approach to risk management. Leaders ensure that training is in place around the assessment of risk in order that staff can identify and mitigate risk effectively for both on- and off-site activities. Leaders and governors work together to review risk management and to refine practice in this area.
15. The school complies with the requirements of the Equality Act 2010. Leaders have a suitable accessibility plan that is regularly reviewed and updated to ensure equality of access for pupils to the school’s site and curriculum. Reasonable adjustments are implemented appropriately.
16. Leaders provide regular, detailed and informative written reports and host parents’ meetings so that parents are provided with information about their child’s progress and attainment. Other required information is either on the school’s website or available on request from the school. Leaders provide an annual report to the local authority about the use of funds connected with any pupil who has an education, health and care plan (EHC plan). They inform the local authority of any pupils who join or leave at non-standard transition points.
17. Leaders have a suitable complaints policy and procedure and follow the procedures appropriately. The school maintains a clear record of formal complaints and the school’s responses.
The extent to which the school meets Standards relating to leadership and management, and governance
18. All the relevant Standards are met.
19. Leaders have designed a broad and well-structured curriculum, allowing pupils to study a wide range of subjects and activities. Detailed schemes of work are well matched to pupils’ ages and abilities, allowing pupils to build their knowledge and understanding on prior learning. The curriculum is enhanced through well-considered enrichment opportunities such as educational trips and engagement with additional material, such as external essay competitions, to extend pupils’ experiences.
20. A well-planned curriculum, effective teaching and positive relationships between teachers and children foster children’s independence and confidence as learners in the early years. Staff provide effective support for children’s language development by using probing and challenging questions to extend children’s thinking. The new phonics programme builds progressively to support children’s early reading skills. Purposeful play and high-quality resources enable children to engage enthusiastically with activities that promote fine motor skills, collaboration and problem-solving, such as when using playdough to create gifts and tape to wrap parcels. Children thrive in a wellmanaged learning environment.
21. The curriculum promotes literacy and oracy, starting in the early years, with opportunities for children to practise language in a range of activities. This approach is evident across the school, where pupils use language to test out ideas in debate and discussion as pupils further their knowledge. The ‘speak out’ programme in the junior school rewards fluency in reading aloud and pupils write and read out their own poems to younger pupils, which also supports pupils’ creativity. Older pupils engage in reading mentorship programmes and support others with their learning.
22. Teachers know their pupils well and teach appropriately planned, resourced and well-paced lessons. Pupils engage positively with their studies. Effective classroom management and established routines support pupils’ positive behaviours. The constructive relationships between staff and pupils mean that pupils feel secure to share their ideas with one another in the classroom and to persevere in testing out their thinking.
23. Leaders work together to review a range of assessment information to monitor pupils’ progress. Teachers use this information to adapt their teaching. Academic tutors provide individualised support for pupils who need it. As a result, pupils are well supported to learn effectively, leading to high achievement for many in GCSE and A-level public examinations.
24. Leaders and staff work to support pupils who have special educational needs and/or disabilities (SEND) so that these pupils can learn effectively. Leaders identify specific needs and ensure that pupils then receive timely and personalised support. Leaders review pupils’ progress profiles and deliver precise training for staff, including external specialist training, so that staff are best able to support the particular needs of their pupils. Pupils are fully included in school life and learn effectively.
25. Leaders identify and support pupils who speak English as an additional language (EAL) appropriately. Staff conduct thorough assessments of pupils’ needs prior to them joining the school. Teachers deploy a range of methods such as pre-teaching key ideas and providing writing frames and vocabulary lists. Leaders provide ongoing monitoring for pupils who speak EAL and liaise with their families to ensure that these pupils develop essential linguistic reading, writing and speaking skills.
26. Leaders provide a broad and varied co-curricular programme to develop confidence and skills. In the early years, children develop their interests and talents, including gardening, ball skills and ballet. Sessions for pupils in the older years include a wide range of activities so that pupils are able to pursue areas of interest. Pupils participate energetically as individuals and in team contexts. Some pupils achieve high standards of acting in drama productions at the Edinburgh Festival, and there are opportunities to perform in orchestras with professionals from Bath, as well as in choirs and ensembles. However, leaders’ monitoring of pupils’ engagement in the senior school’s co-curricular programme is less well developed. Some pupils do not benefit from the school’s wide range of activities in a meaningful and sustained way.
The extent to which the school meets Standards relating to the quality of education, training and recreation
27. All the relevant Standards are met.
28. Leaders prioritise pupils’ personal development to emphasise the school’s values of integrity, empathy and kindness. Pupils holding prefect positions carry out their responsibilities well and proudly lead in promoting the school’s values within the community. Pupils are regularly obliged to reflect on themselves and develop their self-knowledge, such as through activities week in the senior school and the enrichment programme in the junior school. The school celebrates diversity and individuality through a range of groups that support all pupils, such as KES Pride, alongside the school’s ‘Be Proud’ day. Pupils reflect confidently and sensitively on themselves and are also able to support others to do this skilfully. Leaders ensure that pupils are taught to value themselves and others as individuals, such that pupils develop high levels of self-esteem and self-confidence.
29. Pastoral leaders meet regularly to review pupils’ social and emotional needs and to ensure that pupils have a smooth progression through the school. Wellbeing surveys are used to inform leaders’ perspectives so that pupils are well looked after. Leaders have arranged counselling services both in and outside the school and have established spaces in the school where pupils can seek emotional support and advice. This support starts in the early years, where the youngest children are taught to express their views and emotions and think of how others feel and think.
30. Leaders support pupils in their understanding of faith and spirituality. Younger pupils appreciate the spiritual aspects of other cultures, such as the respect shown towards the gamelan instrument in Indonesian culture. All pupils study religion until Year 9 and this includes experiences of different religions, as well as non-religious world views such as humanism. Pupils explore different topics, such as the nature of belief, as well ethical links with the world around them.
31. The PSHE programme, including RSE, is delivered through classroom lessons taught by suitably trained staff and workshops led by specialists. Leaders consult with parents and seek feedback from pupils, so that pupils benefit from teaching that is relevant to them. The teaching of PSHE puts pupils’ experiences in a global context, such as through consideration of body imagery and the cosmetic surgery industry. Topics are adapted according to age, such as in the RSE programme when children in the early years look at different types of families and relationships and older pupils learn about their physical selves, including gender and puberty, as well as consent.
32. The school’s behaviour policy and anti-bullying strategy clearly are implemented effectively and consistently. Leaders monitor behavioural trends, so that, where necessary, they intervene and help pupils to behave appropriately. Class teachers introduce strategies for younger children to express their feelings through language and children are gradually able to identify and then suitably regulate their behaviours. The very few incidents of unkindness and bullying are responded to appropriately. Pupils are kind, polite and respectful towards one another and to adults.
33. Leaders maintain the school’s admission and attendance registers in line with current statutory guidance. Pastoral leaders regularly review pupil attendance and proactively address any nonattendance to ensure high levels of attendance. Leaders inform the local authority of pupils who leave or join the school at non-standard times of the year.
34. The physical education (PE) curriculum is well planned and effectively taught. Children in the early years are supported to develop their physical dexterity through a range of activities in the
curriculum, specialist PE lessons and sessions on yoga and wellbeing. Leaders provide a wide range of recreational sports and specialist training, working with external sports organisations to provide training and advice. Sports leaders help pupils to reflect on their performances, as well as to discuss and practise tactical aspects and strategies. Many pupils take part in regular competitive sports fixtures, including national tournaments, and extra-curricular opportunities such as through the Combined Cadet Force (CCF) and The Duke of Edinburgh’s Award scheme (DofE).
35. The school’s buildings and site are maintained well through regular checks and an effective maintenance programme. There is suitable accommodation for pupils’ medical needs and appropriate arrangements made for first aid. Medical staff are well qualified and other staff are appropriately trained in first aid, including paediatric first aid. Staff provide supervision outside of lessons so that pupils can have access to a range of outdoor spaces. Appropriate levels of supervision are also in place for children in the early years.
36. Leaders regularly review health and safety, and fire safety arrangements. All staff undertake relevant training as part of their induction and periodically thereafter. Effective precautions are taken to reduce the risk of fire, with evacuation drills conducted regularly and equipment appropriately tested.
The extent to which the school meets Standards relating to pupils’ physical and mental health and emotional wellbeing
37. All the relevant Standards are met.
38. Leaders consistently promote the values of inclusivity, togetherness and respect for others, including those related to disability, race, sex and sexuality. The youngest pupils’ personal development is supported through rich opportunities to explore festivals and traditions, such as creating Diwali lamps, producing poppies, and retelling the story of Christmas. Through the PSHE programme and in lessons, pupils discuss issues such as prejudice and discrimination, so that pupils understand the role that they must play in countering such behaviours.
39. Leaders and staff encourage pupils to develop their sense of responsibility towards others. Staff in the early years support children’s social development effectively by encouraging them to listen to one another, share resources and take turns. Pupils take on leadership roles such as ‘helping hands’ in the early years classroom, class helpers in the pre-prep and junior schools, as well as buddy, mentor and prefect positions in the junior and senior schools. Pupils contribute meaningfully to school life and demonstrate a sense of commitment to the school community.
40. Pupils develop an awareness of the roles of responsible citizens and global issues, including the pupil-driven development of a whole-school sustainability strategy. In the early years, charitable activities, such as the ‘reindeer run’, encourage children to reflect on the importance of charity and where funds go. Older pupils engage with local and overseas volunteering and outreach activities, including visits to care homes and hospitals.
41. Leaders provide pupils with opportunities to learn about values, such as democracy, in real life. Events such as electing the pupil parliament, hustings and mock elections as part of international democracy day and taking part in the local student parliament enable pupils to see how democratic processes work. Pupils have opportunities to see how their perspectives are considered, through surveys, pupil forums and pupil parliaments, leading to initiatives such as revisions to the delivery of PSHE, introduction of new activities and changes to lunch menus. Through liaising with their local MP, pupils see democracy in action and develop an understanding of public institutions. This learning enriches the curriculum, which looks at political representation in the UK and in other countries.
42. Pupils are supported to consider what is right and wrong in practice, as well as the implications of the decisions that they make. Teachers explore different types of laws and regulations. Pupils roleplay a court trial so as to understand how the legal system works. Academic subjects look at the contemporary application of laws in their areas, such as economics considering employment law and financial irregularity.
43. The PSHE curriculum promotes a practical understanding and appreciation of money, as well as a sense of economic responsibility. In the early years, children work out if they have enough money to buy a pumpkin from the pumpkin patch and role-play running a shop and exchanging cash for goods. Older pupils learn about the dangers of gambling and how credit, loans and mortgages work. They also receive advice about student finances and learn about how personal choices can impact financial budgeting. Pupils are encouraged to reflect on the real-life application of economic legislation.
44. The school has a well-planned careers programme so that pupils can make informed choices about a broad range of careers, university applications and apprenticeships. This starts with the youngest children, who receive visits from different public services, such as the police, through to subjectspecific presentations for pupils as they get older about the different careers available. Older pupils receive a suitable range of independent support, advice and guidance to help them make informed choices about their next steps in education, training and employment. This is enriched by additional events such as the school’s careers convention, which invites visiting speakers, including those from legal, medical and political professions, to talk to pupils about future careers.
The extent to which the school meets Standards relating to pupils’ social and economic education and contribution to society
45. All the relevant Standards are met.
46. Effective safeguarding arrangements are in place. The school’s safeguarding policy and procedures are in line with current statutory guidance and are implemented effectively. Governors review the school’s safeguarding policy and procedures routinely. Governors provide effective oversight of the school’s safeguarding matters through a range of activities, including site visits, scrutiny of documentation and reviews of leaders’ termly reports to the governing body.
47. Leaders with designated safeguarding responsibilities are appropriately trained for their roles. Any reported safeguarding concerns are acted upon promptly and suitable support is provided to any pupils affected. Where incidents occur, they are well managed, with appropriate liaison undertaken with local safeguarding partners, including children’s services and the police. Careful records of any safeguarding concerns that have arisen are maintained, along with the decisions made in relation to these. Leaders share relevant safeguarding information appropriately so that cases are responded to and monitored effectively. Case reviews are conducted where necessary, which inform future practice. As a result, risks are effectively managed and pupils are protected from harm.
48. Leaders ensure that staff receive regular and appropriate safeguarding training, including training on the ‘Prevent’ duty and reporting low-level concerns about, or allegations against, staff. Leaders provide additional refresher training or weekly updates and reminders pertaining to relevant safeguarding matters. Consequently, staff are vigilant to the signs of concern and report any worries in a timely way, in line with the school’s policy and procedures.
49. Leaders of the school’s recruitment arrangements are appropriately trained and ensure that the school’s safer recruitment practice is rigorous. All the necessary pre-appointment checks are undertaken so as to ensure that new staff or governors are suitable to work with children. Governors and senior leaders regularly review the school’s single central record of appointments, which is well maintained and accurate.
50. Leaders provide pupils with a variety of different ways to share their concerns, including online and in-person reporting methods. Those pupils involved in the mentoring and buddying programmes receive specific training for their roles, so that concerns are passed on to staff. Leaders regularly discuss safeguarding matters in tutorials and assemblies, and clear signage indicates to whom staff and pupils can turn when they need advice.
51. Pupils are taught how to stay safe, including online, through the PSHE programme, computing lessons and assemblies. The school’s internet filtering and monitoring system is effective, with leaders actively reviewing information gleaned and responding appropriately to any concerns.
The extent to which the school meets Standards relating to safeguarding
52. All the relevant Standards are met.
School King Edward’s School
Department for Education number 800/6010
Registered charity number 1115875
Address King Edward’s School North Road Bath Somerset BA2 6HU
Phone number 01225 464313
Email address reception@kesbath.com
Website www.kesbath.com
Proprietor King Edward’s School, Bath
Chair Mrs Winifred Thomson
Headteacher Mr Martin Boden
Age range 3 to 19
Number of pupils 1151
Date of previous inspection 10 to 12 January 2023
53. King Edward’s School is an independent co-educational day school. It is a charitable foundation, whose trustees provide governance. The school is situated across two sites. The school’s site located at the registered address in North Road accommodates a junior school, for pupils aged seven to eleven years old and a senior school, for pupils aged eleven to nineteen years old. There is a second site located in Weston Lane, three miles from the North Road site. This accommodates the pre-prep and nursery school for children and pupils aged three to seven years old. Since the previous inspection, a new head of the junior school has been appointed.
54. The school applied to the Department for Education (DfE) to make a material change to the school’s registration to increase the numbers of pupils on the school roll, from 1150 to 1210. Inspectors conducted an inspection at the request of the DfE in January 2023, at the time of the previous regulatory compliance inspection. Inspectors recommended that the material change be approved.
55. The school has 41 children in the early years setting, comprising one Nursery and one Reception class.
56. The school has identified 265 pupils as having special educational needs and/or disabilities. Six pupils in the school have an education, health and care plan.
57. The school has identified English as an additional language for 195 pupils.
58. The school states its aim is to provide an outstanding all-round education where pupils acquire the tools and the confidence to flourish and be happy today, and to be ready for whatever the future may hold. It seeks to explore with its pupils, helping them to find their voice, fostering a sense of adventure, curiosity, resilience and ambition, encouraging them to do their best in all things and nurturing kindness, compassion and a sense of responsibility for others and for the world around them.
Inspection dates 13 to 15 January 2026
59. A team of nine inspectors visited the school for two and a half days.
60. Inspection activities included:
observation of lessons, some in conjunction with school leaders
observation of registration periods and assemblies
observation of a sample of extra-curricular activities that occurred during the inspection
discussions with the chair and other governors
discussions with the headteacher, school leaders, managers and other members of staff
discussions with pupils
visits to the learning support area and facilities for physical education
scrutiny of samples of pupils’ work
scrutiny of a range of policies, documentation and records provided by the school.
61. The inspection team considered the views of pupils, members of staff and parents who responded to ISI’s pre-inspection surveys.
How are association independent schools in England inspected?
The Department for Education is the regulator for independent schools in England.
ISI is approved by the Secretary of State for Education to inspect independent schools in England, which are members of associations in membership of the Independent Schools Council.
ISI inspections report to the Department for Education on the extent to which the statutory Independent School Standards, the EYFS statutory framework requirements, the National Minimum Standards for boarding schools and any other relevant standards are met.
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