Welcome to Junior King's, Canterbury
I warmly welcome you to Junior King’s School, where you will discover a very special, inclusive and friendly community.
Every child in our care is an individual. We uphold the values of building self-esteem and self-belief in a very supportive and kind atmosphere.
Our much-loved school is steeped in history, yet our teaching methodology is advanced, innovative and modern. The Junior School was founded in 1879 as the preparatory school to The King’s School, Canterbury. In 1929 the School expanded to the stunning eighty acre countryside location at Milner Court, Sturry. The 16th century Manor House and our Tithe barn are augmented by superb educational, boarding, extra-curricular and sporting facilities. Our nursery, pre-prep and prep departments provide a very happy, caring and nurturing environment for our pupils.
At Junior King’s we have a very dedicated staff who provide excellent opportunities for children to learn, explore, experiment, develop and extend their interests, skills and talents. The children are at the very centre of all we do, and we provide the very best academic and pastoral care. Our provision for sport and for the expressive arts, including art, drama, music and dance are exceptional. Our role is to ignite our pupils’ interests and talents through a wide range of activities. We aim to provide them with skills for life, including how to think creatively, how to be curious, how to work well together in teams and how to help to develop resilience.
Our recent ISI inspection was outstanding and recognised that: ‘the quality of the pupils’ academic and other achievements is excellent’ and that ‘pupils’ skills, knowledge and understanding are developed to levels considerably above expectations for their ages, confirming the fulfilment of the school’s aim to provide an outstanding all-round education’. The provision for our boarders is also regarded as outstanding.
We pride ourselves on our strong links to both Canterbury Cathedral and to the King's School, Canterbury, Britain's oldest day and boarding school, where the majority of our pupils move on to at the end of Year 8.
The warmth, enthusiasm and energy of our inspirational teaching and pastoral staff at Junior King's are truly unique. I invite you to visit to discover our remarkable school in person.
Head of Junior King's
The Head's blog
Knowledge versus Skills?
In the fast changing world that our young children are growing into, it is believed that 65% of jobs that they will be doing as adults do not yet exist. It is our duty to prepare our pupils for their adult life of work. So what is the purpose of education and what should a good education give them? Knowledge and useful facts, or more flexible skills, in order to manage change in an uncertain future? My answer to that is both - knowledge is required, as the foundation and context to developing the skills. A survey run by Deloitte listed the top attributes and skills to help develop our children to thrive in the future, through periods of change. These skills include active listening, communication, problem solving, risk taking and critical thinking. Interestingly and somewhat surprisingly, digital coding came 120th on the list. Technology in a few years will have evolved so significantly that it will be vastly different to the technology we have today.
Learners remember more effectively when they use skills to process and express their knowledge - sometimes referred to as learning by doing or active learning. Children will learn far more through planning, collaborating, creating, enquiring, reflecting and evaluating than they will from passive listening and note-taking. The best skills-based approach to education is one which provides environments where these skills are developed at the same time as knowledge is acquired.
Traditionally teachers look at our more traditional knowledge-based curriculum then choose activities that will best pass on that knowledge: the activities happen to require certain skills.
To teach a skills-based curriculum, we focus on a progression of skills we wish to develop first. The knowledge that we then select is secondary. Instead of thinking 'what activity shall I use to teach decimals in Maths?' and teachers instead need to flip their approach and teaching methodology to 'would learning decimals be a good context for them to develop resilience and perseverance?' It is what children do with the knowledge they acquire that creates their higher-order thinking skills.
The Head's blog
Reading for pleasure
We were so delighted to welcome Cressida Cowell to Junior King's, and a big thank you to Mr Cox for organising it. Her inspiring speech about reading was full of energy and passion. She told us about the importance of reading for pleasure, and how our imagination becomes broadened by reading, making us into creative thinkers.
So, flop down in a comfortable place and take a look at that flat, bright attractive cover, made from a tree. Breathe in the smell as you flip the pages through your fingers and feel the sheer excitement as you turn the first page of your new book and start to read...quickly escaping into the mind of another person, and discovering a different world of mystery or adventure. Books take you to places you only ever dream about and you meet characters you never knew existed. You share their emotions and dreams. Books break down the eras of time and the words work their magic in your imagination.