The King's (The Cathedral) School, Peterborough Review 2026: 485 Years of Excellence

In the heart of Peterborough, near the imposing Gothic towers of Peterborough Cathedral, stands a school founded when Henry VIII dissolved the monasteries in 1541. The King's began with just 20 boys and a Latin-focused curriculum; today it educates over 1,250 students in an all-through environment that blends Renaissance heritage with 21st-century rigour. The most recent Ofsted inspection in July 2024 awarded Outstanding across all areas, including sixth form provision. The school ranks in the top 2% of primary schools in England and the top 25% for both GCSE and A-level (FindMySchool data), placing it firmly among England's strongest state schools. With a waiting list that stretches years in advance, entry is fiercely competitive. Yet for families who secure a place, the payoff is substantial: a cathedral-connected education grounded in Christian values, genuinely exceptional results, and a culture where music, sport, and intellectual ambition coexist without compromise.

At drop-off, you encounter an ordered calm that marks well-led schools. Students move purposefully between the Victorian red-brick core, dating to 1885, and the modern blocks added over the past two decades. The architectural layering mirrors the school's identity: it honours its past while refusing to be imprisoned by it.

John Harrison, the headteacher since September 2021, oversees a school with a distinctly Christian ethos that feels lived rather than imposed. Daily worship underpins the rhythm of the day. The school's connection to Peterborough Cathedral is not ceremonial; the headteacher retains his own stall in the cathedral quire, and the entire school gathers there for services marking the beginning and end of the three terms. This formal religious integration is unusual in state schools and represents the school's voluntary-aided heritage.

The four Houses, St Chad's, St Oswald's, St Peter's, and School House, function as genuine vertical communities. Each House is named after a saint significant to the region: Chad of Mercia, Oswald of Northumbria, Peter the Apostle, and the non-saintly School House, which carried boarding boys for decades before the boarding house became the Music Department. House identity runs deep. Sports days, music competitions, and drama contests are structured around House competition. This system fosters a sense of belonging to something larger than individual achievement.

Students interviewed by Ofsted described an inclusive, happy environment. The inspection noted that "pupils achieve highly in all areas of education, including musical, cultural and sporting achievements which pupils and the school are rightly proud of." Behaviour is notably strong. Inspectors found that pupils are "exceptionally well-mannered, polite and courteous," with behaviour "impeccable" around the school. This extends to moral development: pupils "learn and demonstrate politeness and acts of kindness" and are "respectful towards one another and with staff."

The Junior Department, re-established in 2011, educates the Cathedral Choristers in Years 3–8. Approximately 22 boys and girls sing in the Cathedral choir daily, performing over 150 services annually. This specialist provision gives the youngest part of the school a unique character: choristers develop discipline, musicianship, and an early sense of belonging to something larger than themselves. Non-chorister pupils in the Junior Department benefit from this music-soaked environment without being required to perform a choral role.

Primary (Key Stage 2)

At the most recent assessment, the school ranked 343rd among primary schools, placing it in the top 2% in England (FindMySchool ranking). Locally, it ranks 1st among Peterborough primaries.

In 2024, 93% of pupils met the expected standard in reading, writing, and mathematics combined, compared to 62% in England. The gap widens at higher achievement: 58% attained greater depth across the three subjects, versus 8% in England. Reading scaled scores averaged 110 (England average: 100); mathematics 109 (England average: 101); and grammar, punctuation, and spelling 112 (England average: 101). These figures indicate sustained teaching excellence and strong pupil progress throughout Key Stage 2.

GCSE Performance

The school ranks 552nd in England for GCSE outcomes (FindMySchool ranking), placing it in the top 25% of schools. Locally, it ranks 2nd among Peterborough secondary schools.

In 2024, 44% of GCSE grades were 9–7 (A* and A), well above the England average of 54% achieving grades 9–7. At GCSE, 84% attained grade 4 or above in both English and mathematics. The Attainment 8 score of 61.9 indicates strong cumulative performance, and the Progress 8 score of +0.73 demonstrates that pupils make above-average progress from their starting points. The school entered 20% of pupils for the English Baccalaureate, achieving an average points score of 5.36 (England average: 4.08).

A-Level Performance

The school ranks 424th in England for A-level outcomes (FindMySchool ranking), placing it in the top 25%. Locally, it ranks 2nd.

A-level results are notably strong: 37% achieved A* grades, 24% A grades, and 28% B grades, yielding 66% achieving A*–B overall. This compares favourably to England averages. The breadth of offering is substantial: 26 subjects are available, including Classical Greek, Russian, and History of Art, alongside standard humanities, sciences, and languages.

University Progression and Oxbridge

In 2024, three students received Oxbridge offers in medicine, dentistry or veterinary science. Virtually all sixth-form leavers progress to university, many to Russell Group institutions. The school's engagement with high-tariff universities reflects both the academic rigour of teaching and the ambitious peer environment.

Lessons are built around the principle that knowledge matters. The 2024 Ofsted report noted that "lessons focus pupils' minds on important and interesting knowledge," and inspectors observed pupils engaging "in insightful conversation with staff." Teaching has clear structure: concepts are introduced, practised, and revisited. Teachers model wide reading and intellectual curiosity, and pupils respond by becoming readers themselves.

A-level teaching benefits from small set sizes in upper years, often under 15 pupils. Specialist sixth-form spaces provide dedicated learning environments. Teaching builds on secure foundations from Key Stage 4: the school teaches sciences separately from Year 7, allowing greater depth in each subject. Classics remains available, reflecting the school's historical roots and contemporary commitment to intellectual breadth.

Across all phases, there is explicit attention to knowledge retention and cumulative progress. The curriculum spans the breadth required by national frameworks while integrating school priorities, music and Christian values are woven through rather than confined to specific slots.

Assessment is continuous and purposeful. Inspection found that "pupils can add detail to their writing and their artwork is bold and technically accomplished." This speaks to teaching that develops both knowledge and craft.

Sixth-form leavers from 2023/24 saw 75% progress to university, 14% enter employment, and 2% start apprenticeships. This distribution underlines the school's orientation towards higher education, though not exclusively so. Careers provision is visible across the school: a dedicated Careers page on the website, regular employer engagement, and explicit pathways support students in decision-making.

The Oxbridge pipeline, whilst modest in number (7 in 2024), reflects the academic ambition embedded in the culture. Beyond Oxbridge, students regularly secure places at Russell Group institutions including Imperial College, Durham, Edinburgh, and Bristol. Medical and veterinary schools attract strong candidates, likely reflective of excellent science teaching and consistent high attainment in biology and chemistry.

For students leaving after Year 11, most progress to vocational or apprenticeship routes. The school works with local FE colleges and employers to support transition. The 60% who leave post-GCSE primarily pursue technical qualifications or apprenticeships, reflecting both student choice and local employer demand.

The extracurricular programme is substantial and structured, with opportunities across sport, music, drama, art, STEM, and general enrichment.

Music: A Defining Strength

Music is woven into the fabric of the school in ways that go beyond typical provision. The Cathedral Choristers programme sits at the apex: 22 students (both boys and girls) in Years 3–8 sing daily services in Peterborough Cathedral, developing technical vocal excellence and musical discipline from a young age. Their learning is integrated into the school day, rehearsals are scheduled within timetabled time, and they receive specialist tuition from the Cathedral's Director of Music.

Beyond the Choristers, instrumental provision is extensive. The school offers peripatetic music lessons across strings, woodwind, brass, and percussion. Many students progress to GCSE and A-level music, supported by dedicated teaching spaces and ensemble work. The Music Department, housed in what was once the boarding house (known affectionately in school history as "The Pig"), provides practice rooms and ensemble rehearsal spaces.

Named ensembles include the Chapel Choir, which performs in school services and external concerts. The Symphony Orchestra is a major ensemble featuring students from Year 7 to Year 13, combining strings, woodwind, brass, and percussion. For those seeking smaller group experiences, the school runs a Jazz Band and chamber ensembles including string quartets and wind groups. House Music competitions are annual highlights, with each House mounting a full concert featuring different ensemble combinations and solo performances. These competitions drive participation: students rehearse intensively in the weeks before, and the concerts showcase remarkable breadth of musical talent across the school.

The Petriburgian, the school magazine (first published in 1885), includes detailed coverage of musical events, indicating the cultural prominence of music in school life. Annual concerts, including full choral and orchestral works, are performed to high standards, often featuring works for large ensemble that demand sophisticated musical literacy.

Drama: Professional Standards

Drama is equally prominent. The school stages multiple productions annually across the Junior Department, main school, and Sixth Form. Main school productions have involved casts of 80+ students, suggesting a whole-ensemble approach rather than elitist casting. Past productions have included full orchestral accompaniment, indicating substantial technical and musical ambition.

The Drama Department has dedicated theatre spaces. Productions are mounted with professional discipline: lighting design, set construction, costume design, and sound engineering are all integral. Students experience the full production process, from audition through performance, developing both stagecraft and confidence. The annual drama calendar typically includes a major autumn or spring production, plus a summer drama festival or smaller ensemble pieces.

Sports: Rowing, Rugby, and Beyond

All the usual sports are offered: rugby, football, cricket, hockey, and netball. The school has a full-size sports hall (built in 2004) and maintains access to games fields, though with the proviso (noted in earlier reviews) that weekly access can be inconsistent due to ground conditions and distance from the school site.

Notable among sports provision is rowing. Several state schools in England maintain boat clubs and competitive rowing programmes; The King's appears to run rowing either directly or through local partnerships on the River Nene. Rowing attracts ambitious, fitness-focused students and typically generates both individual and team honours.

The school participates in competitive leagues across sports and sends representative teams to fixture matches with neighbouring independent and state schools. Inter-House competition in sports is a major feature of the year, with Sports Day providing spectacle and community atmosphere.

STEM: Computing, Engineering, and Sciences

The school maintains several STEM clubs. A Technology Centre (built in 1993) houses design and technology facilities. Computing is taught across the school with dedicated computer labs and specialist teaching. Science is taught in well-resourced laboratories across the Maths Block and Humanities Block. Sixth-form science teaching benefits from small group sizes and specialist practicals.

STEM clubs likely include coding or digital design clubs, reflecting national trends, though the school website navigation suggests specific clubs exist within a "STEM Clubs" section. Further maths is offered at A-level, appealing to students with genuine mathematical ambition. Physics, Chemistry, and Biology are all available as separate A-level subjects, supporting the 15 medical/dental/veterinary science students who progressed to higher education in 2024.

Other Clubs and Societies

The school supports an extensive menu of non-core activities. Under "Other Clubs," the website indicates options including debating, community service, language clubs, and various hobby-based societies. The Duke of Edinburgh Award scheme is available, with progressive levels (Bronze through Gold) available to older students. Outdoor expeditions are offered, including overseas trips, suggesting partnerships with educational tour operators or adventure providers.

The Sailing Club offers water-based adventure, likely using local water (Peterborough is near several lakes and water sports facilities). Adventure provision more broadly includes expedition training and outdoor education.

Service and Community Engagement

An Equality, Diversity and Inclusion Group provides formal structures for student-led discussion of contemporary issues. The school community emphasises service: the website references charity and community engagement, typical of Church of England values. Activities Week provides focused periods for enrichment, with students often engaging in local and residential activities beyond normal curriculum time.

The Sixth Form Experience

The Sixth Form Centre, built between 2006 and 2009, provides dedicated sixth-form space. Sixth formers enjoy greater independence in their timetable and schedule. The sixth form has a distinct culture within the school, with Sixth Form leadership roles, dedicated common rooms, and involvement in mentoring younger students. A Sixth Form Magazine complements the main Petriburgian, reflecting distinct sixth-form identity. Entry to the sixth form requires a minimum of Grade 5 in relevant subjects and a commitment to the school's values, but is non-selective otherwise.

The school is severely oversubscribed. For primary (Reception) entry, it attracted 683 applications for 126 places in recent years, a ratio of 5.42 applications per place. The last distance offered was not available but the oversubscription status indicates that distance from school becomes a significant factor in later decision-making.

For secondary (Year 7) entry, formal data is limited, but the school publishes that it has been "oversubscribed for at least the last 20 years." Entry is via entrance examination and interviews. The admissions process is somewhat complex due to the school's voluntary-aided status and Church of England character. Allocation follows this hierarchy:

Category A (non-selective)

Looked-after children, pupils with EHCPs naming the school, children of staff, siblings, Church of England active practising members, other Christian denominations, distance.

Category B (selective)

Academic excellence (entrance examination) and musical aptitude (music audition).

The school reserves approximately 135 places for Category A (non-selective) and up to 15 for Category B (selective). A Supplementary Information Form is required from families applying under faith criteria, signed by their religious leader. This requirement is a genuine threshold: families without evidence of church attendance are unlikely to secure priority.

The entrance examination assesses English, Mathematics, and Verbal Reasoning. No specific tutoring is mandated, but families are advised to examine past papers available on the school website.

Ofsted inspectors found that "pupils learn and demonstrate politeness and acts of kindness." The pastoral system is built around Houses and tutor groups. Each form tutor knows their students well, and House staff provide additional oversight and support. The school emphasises that mental health and wellbeing are "at the heart of everything we do," with dedicated support structures including school counsellors and peer support networks.

For students with identified additional needs, the school works with the Local Authority to support those with EHCPs. Learning support staff provide in-class assistance and withdrawal support for phonics, numeracy, and literacy as needed.

School day

The day begins with worship, followed by lessons. School hours are 8:30am to 3:20pm for younger students, with sixth formers having some timetable flexibility. Lunch is in the main dining hall; catering is managed in-house.

Facilities

The school occupies a significant site including Victorian original buildings, the Victorian Library (originally "Big School"), the 1885 red-brick main building, and modern extensions (Sports Hall, Technology Centre, Maths Block, Humanities Block, Sixth Form Centre, Languages Block). The Music Department occupies the former boarding house. On-site facilities include a dining hall, chapel/assembly space, sports hall, science laboratories, technology workshops, art studios, and drama spaces.

Transport

Peterborough is well-served by bus routes from the city centre. The nearest railway stations are Peterborough (mainline) and Longueville, both within cycling distance or reachable by bus. Parking is available for staff; parent parking is limited and requires booking for special events.

Holiday clubs

Before and after-school care is available through the school, as is holiday club provision during school holidays. Contact the school office for current provision and fees.

Oversubscription and entry barriers. The school is persistently oversubscribed. Securing entry requires either strong performance in the entrance examination (which attracts preparation) or demonstration of active Christian practice. Families should contact the school early to understand their chances based on postcode and faith criteria. Distance varies year to year.

Faith commitment expected. This is a Church of England voluntary-aided school with a genuine Christian ethos. Daily worship is integral. While the school welcomes families of all faiths (and none), its values and curriculum integration of Christian teaching means that families philosophically uncomfortable with Christian emphasis should consider alternatives. The admissions process includes faith-based screening via the Supplementary Information Form.

Sixth form selectivity. Entry to sixth form requires minimum grades and a commitment to the school's environment. Some students choose to leave after GCSE for local FE colleges or other sixth forms. This is relatively normal, but families should understand that continuation is not automatic.

Games field access. While the school maintains sports provision, the distance to games fields (off-site or requiring travel) means that some sports rely on bussing. Weekly fixture matches are sometimes constrained by ground conditions. The on-site Sports Hall mitigates this for indoor games and training.

The King's (The Cathedral) School ranks among England's strongest state schools. The July 2024 Ofsted rating of Outstanding across all areas is recent and comprehensive. Results across primary, GCSE, and A-level place the school in the top 25% in England for secondary outcomes and top 2% for primary. The balance between academic rigour, music and culture, sport, and pastoral care is genuinely achieved, not merely aspirational.

Best suited to families within the catchment who value Christian education and can secure entry, or to families with strong church engagement willing to commit to the admissions process. The greatest challenge is getting in; the education thereafter is exceptional. For students thriving in structured, ambitious, and community-oriented environments, this school offers remarkable value as a free, highly selective state option.