FROM THE HEADMASTER
We were very pleased to welcome the Independent Schools Inspectorate team to King Edward’s at the start of the Spring Term, 2026, and even more so that the inspectors were so positive in their findings and evaluation of the School. These findings are summarised in this booklet and can also be found in the full ISI report which is available on our website, as well as via the QR code below, and which I warmly invite and encourage you to read.
As the report confirms, KES is a school that prioritises wellbeing, celebrates both diversity and individuality, fosters confidence and independence and promotes an environment in which our ethos and values underpin and permeate every aspect of school life. We were delighted that the inspectors noted the very high quality of teaching and learning here and were particularly pleased to be awarded the relatively rare accolade of a “Significant Strength”, recognising the vast array of opportunities for pupils to find their voice and also to become curious, resilient, kind, compassionate and responsible members of the community.
Every member of the KES community can be very proud of an inspection report that so positively highlights so many of the strengths and qualities that are at the heart of our success as a school and which I am very much looking forward to building on in the coming years. As we approach our 475th anniversary in 2027, there remains much to be excited about in the future!
Martin Boden Headmaster
To read the full ISI report, please visit our website or scan the QR code:
SIGNIFICANT STRENGTH “
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.”
A COMMUNITY THAT PRIORITISES WELLBEING
‘Leaders and governors work collaboratively to ensure pupils’ wellbeing is prioritised.’
A SCHOOL FULL OF POSSIBILITIES
‘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.’
SKILFUL TEACHERS MAKE FOR CONFIDENT LEARNERS
‘Skilful and reflective teaching supports the development of pupils’ confidence as learners.’
‘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.’
LEARNING FOR LIFE
‘The curriculum supports pupils to learn important content and knowledge to ready them for adulthood … Pupils learn about the importance of managing their own emotional and physical health and mental wellbeing.’
FUTURE READY
‘Pupils are well supported to transition on to their next stages in learning, education, training and employment.’
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LEADERSHIP, MANAGEMENT AND GOVERNANCE
• ‘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.’
• ‘Leaders seek pupils’ opinions and encourage pupils to contribute to discussions about the school’s values and future developments.’
• ‘Pupils develop their confidence and sense of self, which inspires them to make positive contributions for the betterment of others and commit whole-heartedly to the school and to one another.’
“ 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.”
• ‘Leadership in the early years is characterised by a willingness to allow freedom and innovation … This fosters a dynamic and responsive learning environment, underpinned by a strong sense of purpose and high expectations. Leaders demonstrate high levels of ambition and expertise, ensuring a clear commitment to pupils’ development.’
• ‘Leaders 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 … This supports pupils to achieve and learn well.’
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QUALITY OF EDUCATION, TRAINING AND RECREATION
• ‘A broad and well-structured curriculum … is enhanced through well-considered enrichment opportunities such as educational trips and engagement with additional materials, such as external essay competitions, to extend pupils’ experiences.’
• ‘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 … Children thrive in a wellmanaged learning environment.’
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• ‘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.’
• ‘Teachers know their pupils well and teach appropriately planned, resourced and well-paced lessons … 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.’
• ‘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 provide a broad and varied co-curricular programme to develop confidence and skills.”
“ Leaders ensure that pupils are taught to value themselves and others
as individuals, such that pupils develop high levels of selfesteem and self-confidence.”
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PUPILS’ PHYSICAL AND MENTAL HEALTH AND EMOTIONAL WELLBEING
• ‘Leaders prioritise pupils’ personal development to emphasise the school’s values of integrity, empathy and kindness.’
• ‘The school celebrates diversity and individuality through a range of groups that support all pupils … Pupils reflect confidently and sensitively on themselves and are also able to support others to do this skilfully.’
• ‘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 provide a wide range of recreational sports and specialist training, working with external sports organisations to provide training and advice.’
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PUPILS’ SOCIAL AND ECONOMIC EDUCATION AND CONTRIBUTION TO SOCIETY
• ‘Leaders consistently promote the values of inclusivity, togetherness and respect for others, including those related to disability, race, sex and sexuality.’
• ‘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.’
• ‘Leaders and staff encourage pupils to develop their sense of responsibility towards others … Pupils contribute meaningfully to school life and demonstrate a sense of commitment to the school community.’
• ‘Pupils develop an awareness of the roles of responsible citizens and global issues, including the pupil-driven development of a whole-school sustainability strategy.’
• ‘Pupils have opportunities to see how their perspectives are considered, through surveys, pupils forums and pupil parliaments, leading to initiatives such as revisions to the delivery of PSHE, introduction of new activities and changes to lunch menus.’
“ 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.”
5SAFEGUARDING
• ‘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.’
• ‘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 buddy programmes receive specific training for their roles, so that concerns are passed on to staff.’
• ‘Pupils are taught how to stay safe, including online, through the PSHE programme, computing lessons and assemblies.’
“Effective safeguarding arrangements are in place.”
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.”
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OUR PURPOSE
Through an outstanding all-round education, KES pupils acquire the tools and the confidence to flourish and be happy today and to be ready for whatever the future may hold.
We explore with our 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.
1 | OUR VALUES BE THE BEST VERSION OF YOURSELF
We believe that everybody at King Edward’s is unique, one of a kind. We see, hear and get to know them and value them as individuals. Through a rich tapestry of opportunities, we help our pupils to become self-aware, to unearth and develop their passions, talents and creativity and to fulfil their potential.
“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.”
2 | OUR VALUES
LEARN TOGETHER, GROW TOGETHER
Togetherness is at our core. We all belong and we all contribute in different ways to an inclusive and supportive community. We forge our own pathways, but we are also part of the team. Looking forwards and outwards, we believe that together we are greater than the sum of our parts and can make our world a better place.
3 | OUR VALUES ALWAYS EXPLORING
Every experience in and out of the classroom has the power to enrich us. We believe that there is always more to explore and joy to be found on that journey. We want all our pupils to have a passion for discovery, to value knowledge, think critically, ask questions and challenge mindsets and to develop a lifelong love of learning and enquiry.
4 | OUR VALUES AIM HIGH, BUT STAY HUMBLE
We have high expectations and take pride in our achievements. Through aspiration, reflection, hard work and determination come progress and success. We know that we can’t always be the best, but we can always do our best. Whilst our ambitions may be lofty, our feet are firmly grounded.
Our community should be rich in opportunities and pathways but never in arrogance or entitlement. We aim high for ourselves, but we always remember to look out for and support others. We recognise our responsibility both at school and in the wider community of Bath and beyond and we embrace this with generosity and respect.
“ 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.”
