King Edward’s Junior School is a selective school catering for approximately the top 25% of the ability range. 

We have high expectations of the children and ourselves in all aspects of school life, but with the needs and capabilities of the individual in mind.  We recognize that we all learn in different ways and that children benefit from a variety of approaches as regards teaching style, classroom organization, activity and interaction.  It is our belief that we learn most effectively when we are engaged with and inspired by our learning opportunities. 

We see it as our task to inspire children towards a lifelong love of learning and to that end we recognize that we, as much as the children, are learners.  

We are also aware that for children to become well-rounded, happy, caring and active participants in society in later life, they must be able to think, communicate, cooperate, take responsibility, and make decisions.  We organize our lessons in such a way that children will be able to develop these key skills.

It is central to the whole being of the school that it is an inclusive environment.  All pupils have entitlement to all aspects of the curriculum, appropriate to their needs, and it is our intention that the curriculum will be broad, balanced, differentiated and rigorous, relevant to pupil needs and catering for their personal, moral, cultural, social and spiritual development.

The curriculum is broad and structured within a 40 period a week timetable.  Morning lessons last 35 minutes and afternoon lessons, 30 minutes.  More than half of those lessons in Years 5 and 6 are double periods.  Subjects taught are as follows:

English, Maths, Science, Art, DT, French, Geography, History, Information Technology, Learning Skills, Music, Physical Education, PSD, Religious Education.

All pupils cover the same basic syllabus but there is differentiation to ensure the needs and abilities of the individual are catered for. Differentiation may take the form of each of or a combination of: outcome, task, grouping, resource or support.  In Years 5 and 6 children are set for English and Maths.

Years 3 and 4 are largely taught by class teachers with some subjects (Physical Education, Music, Information Technology and French) in which the children are taught by specialists.

Years 5 and 6 follow the secondary model where the children have the same form teacher for two years for pastoral care and administrative purposes. As regards the curriculum, the children move around the school and have a variety of specialist teachers and classroom bases. This includes specialist teachers from the Senior School.