Award season at King’s: a year of medals, milestones and proud moments
This has been a season to remember at King’s. From gold at the Math Kangaroo to a place in the regional debate finals, our students have gathered more honours this term than in any year since the school opened in 2017. What follows is the full roundup — the wins, the near-misses and the moments that made us proudest.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
Our students bring home Math Kangaroo medals
A record group of King’s mathematicians has returned from this year’s Math Kangaroo competition with gold and silver medals. Weeks of lunchtime practice and late-afternoon problem sets paid off against strong regional competition. For several of our students, it was their first medal — and, they tell us, not their last.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
Lights, camera, learning: the student film that toured every classroom
Shot, edited and scored entirely by students, “A Day at King’s” premiered at assembly to a packed hall. Within a week it had become the school’s most-watched video ever, touring every classroom by request. Its young filmmakers talk here about how it came together.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
Stepping inside science with virtual reality
Science lessons at King’s now come with a new kind of field trip. Using virtual reality, students can step inside the human body, travel through space or walk through a moment in history — all from their desks. Teachers are using the headsets to make the abstract feel real.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
Inside the new Kindergarten discovery corners
Our youngest learners have something new to explore this term. The Kindergarten has opened a series of hands-on discovery corners, each designed to turn everyday curiosity into play, movement and early problem-solving. In these spaces, learning looks a lot like having fun — which is exactly the point.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
Twelve medals in one term — how our teams did it
Twelve medals in a single term is a remarkable haul by any measure. Across sport, science, mathematics and the arts, King’s students have brought home a run of results that surprised even their coaches. Here is how the teams did it — and what they learned along the way.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
Reading Week: a library takeover in every grade
For one week, every grade turned its classrooms and corridors into a celebration of reading. Reading Week brought story swaps, author corners and a school-wide library takeover that spilled happily into break times. By Friday, the only argument left was over who got the next book in the series.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
How our students learn to question AI, not just use it
At King’s, learning to use smart tools is only half the lesson. Students are also being taught to interrogate them — to check sources, notice bias and ask sharper questions of the answers a machine gives back. The goal is confident, thoughtful users, not passive ones.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
One ordinary Tuesday, photographed hour by hour
We gave a camera to one question: what does an ordinary day at King’s actually look like? The answer, photographed hour by hour across a single Tuesday, turned out to be anything but ordinary. This is one school day, told in pictures.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
Inside our AI & Robotics Technology Festival
Our annual AI & Robotics Technology Festival turned the school into a working laboratory for a day. Young engineers showcased projects built with code, sensors and no small amount of imagination — from line-following robots to simple machine-learning demos. Parents and teachers were invited to test every build.
Moments like this one rarely happen by accident. Behind every result is a stretch of ordinary days — lessons prepared with care, questions taken seriously, and teachers who know each child by name. At King’s, that steady work is the real story, and the days worth celebrating are simply where it becomes visible.
Our classrooms are built for participation rather than performance. Students are encouraged to try, to be wrong out loud, and to try again with a little more understanding than before. The Ministry curriculum gives the structure; the British-enriched approach gives the room to think.
How it started
It began, as most good things here do, with a small group of students who cared about getting it right. Staff gave them time and a place to work, families offered encouragement at home, and the idea grew until it belonged to the whole community.
None of it depended on a single standout individual. The strength of King’s has always been how many hands lift together — the quiet contributors as much as the ones on the stage.
We don’t measure a year only by the medals on the shelf, but by the children who walked in unsure and left knowing they belong here.
What comes next
The next chapter is already being written in classrooms, labs and rehearsal rooms across the school. Plans are underway to build on this term’s momentum and to open the same opportunities to more students, in more year groups.
We will keep sharing these stories as they unfold. For families thinking about joining King’s, the best introduction is still a visit — come and see an ordinary day for yourself.
— King’s School Media Office
