Vice President of Engineering
3.1 King's College School was founded in 1829 and housed in the Strand, as part of the King's College ( London University) foundation, until its move in 1897 to Wimbledon, where the junior school was established in its own right in 1912. Both junior and senior schools are now independent of King's College itself. Both schools occupy the same campus, but enjoy mostly separate facilities, though conveniently close to share some in common, for example, the dining facility, playing fields, the sports hall, swimming pool, music school and a new art and design technology department. 3.2 Current junior school numbers are 444 boys, divided into six year groups, comprising Years 3 to 8; Years 3 and 4 have three parallel classes each and are housed and mostly taught in a separate building (Rushmere), with their own dining and outdoor recreational facilities. Years 5 to 8 have four classes in each year group; most classes comprise about 20 pupils. The junior school head has been in post for seven years, having previously served nearly thirty years on the senior school staff. Teaching staff number 38, of whom six are part time, almost equally divided between men and women. Some specialist teaching is by senior school staff. 3.3 The school's style and values are based firmly on academic excellence and Christian principles. The school is an Anglican foundation, which enjoys the privilege of a chaplain, shared with the senior school, but now represents families with the full range of faiths and no faith. Pupils travel from Surrey, south west and south London and may join the school at any intermediate age between seven and eleven. 3.4 The junior school's two related aims are to provide a full, rounded education for boys aged between 7 and 13, who show an aptitude for study, and to prepare them for continuing their education in the senior school. Pupils are encouraged to develop high standards in achievement and attitude, to explore new subjects and activities, to recognise and develop their own abilities and to respect those of others. These aims complement those of the senior school, but are interpreted in more direct, familiar and accessible ways, as befits a younger age group. 3.5 Pupils are mostly from professional, middle class backgrounds. Ethnic minority groups are represented, but generally do not figure significantly in pupil numbers; no pupil is linguistically disadvantaged. No pupils have statements of special educational needs, but sixteen are identified by the school as requiring some special provision. No pupils are funded by public money, but several receive financial assistance through scholarships or bursaries awarded at the age of eleven onwards. 3.6 The school aims to attract pupils who will thrive in a challenging academic environment and is therefore selective. Strong performance in one area may compensate for weaker endeavours elsewhere, but a good all round standard is sought. School reports and interviews with pupils are important ingredients of the selection process, which is based on tests in English, mathematics and reasoning. Pupils entering at Years 3 and 4 are assessed following observation of an activities session. Pupils mostly come from local independent pre-preparatory, preparatory or maintained infant or primary schools. Successful entrants to the junior school are of well above average ability. Most proceed to the senior school at 13 following Common Entrance examination and a significant number enjoy scholarship success; numbers moving elsewhere or into the maintained system are insignificant. No externally marked or monitored nationally recognised standard assessment tests are taken, but the school makes use of a number of key value added indicators and standardised assessment score procedures. 3.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following table: School
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