Holistic, Academic, Education

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At King Edward's we believe our role is to help support children to achieve their goals. We recognise that at times in all of our lives challenges and difficulties can arise that affect our well being, and subsequently our performance.   It is at these times that we believe it is the role of the school to be pro-active in supporting individuals by helping them to get to the finishing line: even if we have to carry them some of the way.






Why Encouraging Excellence, Nurturing Talent?  


Quite simply we believe that we get the best from pupils when we have a positive, supportive and calm atmosphere.  Many parents have commented that the atmosphere around the school is quite relaxed and very different from the other Grammar Schools.   This is one of the unique features of King Edward's and something we are exceptionally proud of.  In the vast majority of cases adults and children work together  and relationships are natural, not forced.  







Mission statements are all good and well but are useless if they aren't put into practice.  So how do we try to achieve our goals?



  • A dedicated Year 7 team who specialise in the kinds of issues that arise when pupils transfer from Primary School to Year 7.


  • Careful liaison with the Primary Schools to ensure an effective transfer.


  • A good induction  system at Year 7, Year 9 and Year 12


  • A comprehensive support system provided by our Heads of Year,  who each look after a Year Group, monitoring academic performance, and personal matters.


  • Close and careful monitoring of the progress made by each individual child with regular reporting


  • Peer Mentors who are Sixth Formers and other pupils who give up their time to mentor and support younger members of our community.


  • A general  expectation amongst staff and pupils that we are here to  help  one another achieve our goals.


  • A dedicated MASS Programme to support pupils at GCSE who find the Grammar School curriculum challenging.


  • Regular lunchtime workshops  and after school drop in clinics  to support childrens' learning, including planned booster classes for GCSE exams.


  • Effective use  of data to underpin close and  regular monitoring  of performance.

Our Ethos

Encouraging Excellence, Nurturing Talent in Every Individual

How do we achieve our goals?

Paying attention to individual needs

King Edward's has a small additional needs department and we typically have only two or three children in the entire school with a fully funded Statement or fully funded Education Health Care Plan who require support from a teaching assistant.  More typical is for our SEND children to have been identified with some form of mild dyslexia or visual stress.  The emphasis is usually on making reasonable adjustments within the classroom setting: our classes are normally 32 pupils per class in KS3, and 28 pupils per class at KS4.


We screen all children at Year 7 to identify dyslexia or other possible additional needs and contact parents accordingly during the course of Year 7.   We continue to receive referrals from staff and parents through the course of a child's education with us and it is not uncommon to identify children with some form of additional need later in their schooling as the level of challenge increases. This is often because the challenge of GCSE material exposes the limits of an able child's personal coping strategies that they may have used to mask their additional need; often since primary school.  


Where a child is identified with additional needs we work with the parents, SEND team and other specialists to determine what adjustments or support are needed to help each individual.  In all cases our overarching goal is to balance support with independence and self reliance to avoid creating a dependency culture.


In terms of reasonable adjustments, children with mild dyslexia or visual stress benefit from the following types of intervention:


  • use of coloured overlays or coloured glasses

  • copies of materials either in advance of the lessons or to assist with recapping

  • use of a laptop

  • access to small group to support with organisation and study skills

  • consideration for extra time or adjustments in public examinations


      We strongly recommend that parents of prospective pupils with learning needs have had an assessment carried out by the Primary School and Lincolnshire Specialist

                                Teaching Service: only pupils that have a specialist teaching report that clearly recommends extra time for examinations can be considered

                                                                                                             for adjustments in public examinations or the 11+ testing.


Further details can be found on our Policies page - see Access Statement and SEND policy


The SEND team can be contacted via the Contact page












Wellness, PSHE, British Values and International Schools

King Edward's runs an active Wellness and PSHE programme with regular outside speakers who give talks on a wide range of topics and subject areas to support our curriculum.  Pupils and students from Years 7-13 have a dedicated two hours per per fortnight which we use to rota the various Wellness and PSHE topics, lectures, and talks covering everything from Study Skills, Mental Health, Emotional Resillience, Happiness & Positive Pyschology, British Values, Careers, Higher Education, Citizenship and many many more topics.


In addition to this we also curriculum map our PSHE provision identifying opportunities within different subject areas to explore certain PSHE topics elections, electoral systems, and voting rights in KS3 and KS4 History for example.


We also have an active assembly and registration programme which utilises the 8:50-9:10 morning registration slot to deliver important school wide notices and messages but also provides the vehicle for pupils to deliver assesmblies to their year group on a specific theme: it is also good practice for public speaking!


Finally we are a fully accredited International School having achieved the full award and had it renewed on multiple occassions.  This commits us to promoting internationalism and the values of respect and tolerance towards others through the work of the school and in raising awareness and promoting awareness of different cultures and nationalities.  This includes a variety of work undertaken by pupils and staff in promoting links with other countries either through exchanges, trips and visits or via e mail or video conferencing. Linked to our International Schools Award we also hold the full Equality and Diversity Award as recognition of the work we do in this area.


Our goal is to widen the minds of all of our pupils beyond Lincolnshire and out into the wider world: you can see our curriculum plans in the Academic section.

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Careers and Higher Education Guidance





Get in touch with Careers via our Contact Page