King's School and Nursery

We have a happy family atmosphere with a strong sense of community where the development of individual personalities is nurtured within a framework of security and positive reinforcement.  Good manners and thoughtfulness for others are core values, and children learn to take responsibility while gaining self-confidence, self-discipline, and maturity.

The youngest children at King's are part of our nursery. Here, pupils begin to learn the fundamentals of education through play-based learning. As the children develop, they move into our foundation stage, and a more structured approach to learning is adopted.

From reception through year 6, King's offers a broad and balanced curriculum. The curriculum is enriching and encourages pupils, as they progress through school, to take ownership of their learning, preparing them to move on to the next stage of their education. While we recognise that taking the 11+ is not for every pupil, we support those who are able, if that is their preferred choice.

Our nursery

Children are able to join the nursery classes at King's School and Nursery after 8 months.

We provide a warm, friendly family atmosphere and build close links with our parents, fostering a bond of trust.

Our Emerald, Ruby, Sapphire, and Diamond rooms are bright, colourful, and welcoming, and all the staff throughout the nursery will get to know your child, offering them a comforting and safe environment where they feel valued. We regularly communicate with you about activities and progress, so we can share their journey of development together.

We consider all the child's needs and progress each of them through the different stages of the nursery according to their age and developmental requirements set out in the EYFS.  Early childhood education is based on the Early Years Foundation curriculum, which comprises communication and language, personal, social, and emotional development, physical development, mathematics, literacy, understanding the world, and expressive art and design.

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