Situated at the same wonderful North Road site as the Senior School, but very much with its own distinctive identity, King Edward’s Junior School enjoys outstanding modern purpose-built facilities and a well deserved reputation as one of the finest Schools in Somerset and Wiltshire for academic excellence, outstanding pastoral care and a wide range of vibrant and successful extra-curricular opportunities.

The School offers a broad and dynamic curriculum, specifically designed to foster the interests and talents of each individual. Pupils are taught by class teachers in Years 3 and 4, with specialist teachers in Physical Education, Music, Information Technology and Modern Foreign Languages. In Years 5 and 6 pupils, follow the secondary model where subjects are taught by specialist teachers.

Frequent visits are made to places of historical, cultural and geographical interest to enhance the different aspects of the curriculum. Residential trips are arranged for all children at the Junior School to complement their school work and to provide opportunities to try a variety of new activities and develop self-confidence. The result is a challenging, stimulating education making a tangible difference to children’s development.

In addition, there is an extensive programme of extra-curricular activities providing opportunities for all pupils to try new activities as well as to develop existing talents. Children are encouraged to ‘have a go’ at new challenges, often with notable success and always in a spirit of fun and enjoyment.

King Edward’s is a very friendly School where pupils are encouraged to achieve their goals and pursue their interests in a supportive and caring environment.

The School enjoys excellent facilities, including well equipped classrooms, a multi-purpose hall, a computer suite and wireless laptop computers, a well-stocked library, a school bookshop, a new Science laboratory and access to extensive playing fields, an Astroturf and sports hall complex.

Creating a stimulating, happy and caring environment is the key to children’s learning and development. At King Edward’s Junior School, we aim to nurture each individual and to encourage every child to fulfil his or her potential.

For further information or to arrange a visit please contact our School Secretary on Tel: 01225 463218 or Email: junior@kesbath.com

The main point of entry into the Junior School is in Year 3, but pupils may enter in each year if places are available. Pupils seeking entry to the Junior School will need to sit an Entrance Assessment. If you would like a prospectus, to arrange a visit or to register your child for the Entrance Assessment please contact the Junior School Admissions Secretary, details below:

When children come to the school for the Assessment Morning it is often their first experience of being assessed.  The staff are very aware of this and will do all they can to make the morning a positive experience.  All entrants are grouped according to the month of their birthday and some of the papers are standardised to take account of the difference between the achievements of those with autumn birthdays and those with a birthday in the summer term.  There will be approximately 8 to 10 children in each group.  They will have a break for a drink and biscuit away from the classroom and the chance to get some fresh air.

During the morning they will be taken through four different subject areas.  English, Maths, Reading and Non-Verbal Reasoning.  Each subject lasts approximately 40 minutes with 20 minutes allowed to write a story.  The teacher will read all of the questions relating to English and Maths to the group as a whole.  The Non-Verbal Reasoning paper is picture based.

Every effort is made to ensure that each child understands what is expected of them and that they give an accurate picture of their abilities.

The English assessment includes a comprehension, spelling and exercises on the formation of sentences.

The children will be asked to write a short story using a picture to base their ideas on.  The teacher will discuss possible story lines with the group before they begin.  Twenty minutes is allowed for this exercise.

The child will be asked to fill in gaps in sentences from a choice of four or five alternatives.  The level of difficulty increases through the paper.

This tests the knowledge of the following:

• Simple addition and subtraction.
• Two, three and five ‘times tables’.
• Understanding of place value, (tens and units).
• Understanding of number order (1^st, 2^nd, 3rd etc).
• Understanding of number words.
• Number sequences (eg 9, 10, 11, 12, write the next three numbers).
• Measuring – concepts of ‘longer’ and ‘shorter’, ‘heavier’ and ‘lighter’.
• Naming 2-D and 3-D shapes.
• Simple fractions, understanding ½ s and ¼ s.
• Money ( eg John has 5p and Mary had 7p more.  How much has Mary?).
• Time, ability to read the clock at the o’clock, half past, quarter past and quarter to the hour.
• Odd/even numbers.
• Data handling – reading simple graphs, charts, tables and sorting diagrams.
• Rotation of simple shapes.

This is a picture/diagram based reasoning test, designed to assess innate ability and not developed ability.  This provides an opportunity to highlight children whose potential has yet to be tapped.

On the morning of the assessment, children will work in a small group with others of their own age.  The member of staff with them will explain carefully what is expected of them at each stage and they are free to ask questions.  The children will have a break for a drink and biscuit away from the classroom and the chance to get some fresh air.

Samples of previous papers are not available but the following information will provide a guideline as to the standards set. 

The assessment is divided into four sections:  English, Reading, Mathematics, and Verbal and Non Verbal Reasoning.

The English assessment includes a progress paper which tests the knowledge of spelling, basic punctuation, information retrieval from a short passage and vocabulary appropriate to his or her age.  Specific preparation for this assessment is not necessary; however, in general terms, it is useful if there is close monitoring of, and shared discussion about, your son or daughter’s reading, and encouragement of participation in whole family discussions:  much improved vocabulary should be the natural result.

They will be asked to write a short story using a picture to base their ideas on.  The teacher will discuss possible story lines with the group before they begin.  Twenty minutes is allowed for this exercise.

The child will be asked to fill in gaps in sentences from a choice of four or five alternatives.  The level of difficulty increases through the paper.

This tests the knowledge of the following:

• Extract information from charts, graphs, tables and sorting diagrams.
• Simple problem questions involving -, x, +, ¸.
• Change from money.
• Compass directions: clockwise and anti-clockwise, right angles.
• Names of basic 3-dimentional shapes.
• Negative numbers to 10.
• Simple number sequences, ordering from smallest to largest.
• Place value and +, -, x, ¸ up to 999.
• Telling the time.
• Times tables up to 12.
• Use of metric measures.
• Line symmetry.
• Odd and even numbers.
• Simple fractions.

This is a picture/diagram based reasoning test, designed to assess innate ability and not developed ability.  This provides an opportunity to highlight children whose potential has yet to be tapped.

We would expect children not to have encountered this before and we do not advocate practice in this area.

On the morning of the assessment, children will work in a small group with others of their own age.  The member of staff with them will explain carefully what is expected of them at each stage and they are free to ask questions.  The children will have a break for a drink and biscuit away from the classroom and the chance to get some fresh air.

Samples of previous papers are not available but the following information will provide a guideline as to the standards set. 

The assessment is divided into four sections:  English, Reading, Mathematics, and Verbal and Non Verbal Reasoning.

The English assessment includes a progress paper which tests the knowledge of spelling, basic punctuation, information retrieval from a short passage and vocabulary appropriate to his or her age.  Specific preparation for this assessment is not necessary; however, in general terms, it is useful if there is close monitoring of, and shared discussion about, your son or daughter’s reading, and encouragement of participation in whole family discussions:  much improved vocabulary should be the natural result.

They will be asked to write a short story or a factual account from a choice of four to five titles.  Twenty minutes is allowed for this exercise.

The child will be asked to fill in gaps in sentences from a choice of four or five alternatives.  The level of difficulty increases through the paper.

This tests the knowledge of the following:

• Reading simple graphs, charts, tables and sorting diagrams.
• Number sequences: find the next number in this sequence, find the missing number in this sequence.
• +, -, ¸ and x of whole numbers.
• Odd and even numbers.
• Simple fractions.
• Simple problems in words.
• Co-ordinates
• Line Symmetry.
• Rotations
• Use of metric measures of length, weight and capacity.
• Areas of simple shapes.
• Telling the time.
• Problems involving time and the calendar.
• 2-D shapes and their properties:  right angles.
• Money problems.
• Approximations and rounding.

This is a picture/diagram based reasoning test, designed to assess innate ability and not developed ability.  This provides an opportunity to highlight children whose potential has yet to be tapped.

We would expect children not to have encountered this before and we do not advocate practice in this area.

On the morning of the assessment, children will work in a small group with others of their own age.  The member of staff with them will explain carefully what is expected of them at each stage and they are free to ask questions.  The children will have a break for a drink and biscuit away from the classroom and the chance to get some fresh air.

The results achieved by a child taking the Year 6 Assessment are looked at very carefully.  Before offering a place, the Head of the Junior School has to be confident that the child would be able to meet the requirements of the Senior School Entrance Examination which all Year 6 children take at the beginning of the spring term.

Samples of previous papers are not available but the following information will provide a guideline as to the standards set. 

The assessment is divided into four sections:  English, Reading, Mathematics, and Verbal and Non Verbal Reasoning.

The English assessment includes a progress paper which tests the knowledge of spelling, basic punctuation, information retrieval from a short passage and vocabulary appropriate to his or her age.  Specific preparation for this assessment is not necessary; however, in general terms, it is useful if there is close monitoring of, and shared discussion about, your son or daughter’s reading, and encouragement of participation in whole family discussions:  much improved vocabulary should be the natural result.

They will be asked to write a short story or a factual account from a choice of four to five titles.  Twenty minutes is allowed for this exercise.

The child will be asked to fill in gaps in sentences from a choice of four or five alternatives.  The level of difficulty increases through the paper.

This tests the knowledge of the following:

• Reading, simple graphs, tables, sorting diagrams and charts including pie charts.
• Measuring angles in degrees; angle types eg acute, obtuse, reflex, right angle.
• Coordinates
• Problems involving money, time, weight, length and capacity.
• Averages (simple mean)
• Place value (thousands, hundreds, tens and units)
• Compass directions.
• Multiples, factors and square numbers.
• Percentages
• +, ¸, -, x, whole numbers
• 2-D shapes and their properties.
• Properties of, and language associated with the circle.
• Simple fractions.
• Rotation
• Number sequences and patterns.
• Estimation
• Use of a calculator.

This is a picture/diagram based reasoning test, designed to assess innate ability and not developed ability.  This provides an opportunity to highlight children whose potential has yet to be tapped.