School WiselyBeta

Thomas's Kensington[1]

Independent · ages 4–11

Open in the map

Headline results

No headline results are published for this school in the latest two years.

Results

No published data for this school.

Ofsted

No published data for this school.

Competition to get in

No published data for this school.

Character & practicalities

Type
Other independent school[1]
Ages
4–11[1]
Boys / girls
Mixed[1]
Sixth form
No[1]
Boarding
No boarders[1]
Capacity
400[1]
Local authority
Kensington and Chelsea[1]
District
Kensington and Chelsea[2]
Postcode
W8 5PN[1]
URN
100534[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll
327 2024/25[3]
SEN support
17.4% 2024/25[3]
EHC plan
0.3% 2024/25[3]
Free school meals in the last 6 years
0% 2024/25[3]

Practicalities

Admissions contact
The contact information for admissions at Thomas's Kensington includes the provided URL and phone number. 2026-10-14[4]
Occasional places
Entry into Years 1 to 6 is via occasional places, and parents are advised to contact Thomas's Kensington directly for further information. 2026-10-14[5]

Routes to senior schools

No preferential route at 11+
same open assessment as external candidates (ISEB Pre-Test/CAT4, Skills paper, interview); no internal priority stated Families may apply for either 11+ or 13+ entry – not both. All candidates are assessed during Year 6. 2026-10-14[6]

In the inspectors' and the school's words

Academic
Pupils make good progress from their starting points and achieve high outcomes in writing. sometimes teaching is less effective because tasks are not well matched to pupils' needs and explanations are not clear enough.[7]
Warmth
Pupils and staff share warm, respectful relationships and, as a result, pupils move around the school in a calm and considerate manner.[7]
Pastoral care
'Chatterbox' interventions, where pupils are given dedicated time to speak with a trusted adult in a quiet area, are put in place Where necessary, a formal programme of emotional support is put in place and trained school counsellors are made available.[7]
Behaviour
Pupils behave well around the school. They are polite, considerate and respectful of other people. Where this is the case, off-task behaviour is not dealt with effectively, resulting in some pupils being less focused on their learning.[7]
Learning support
Pupils on the SEND and EAL register are consequently well known to teaching staff reasonable adjustments are made in most lessons to account for their needs[7]
Enrichment
Extra-curricular provision is broad and caters for a full range of interests from coding to Latin. Leaders also organise regular excursions to a wide range of museums, monuments and landmarks in the school's locality.[7]
Pupil voice
Changes are made in response to issues raised by pupils, such as the introduction of a new rugby club for girls vote for a wide range of pupil committees, from the school council to the 'wellbeing unicorns'.[7]
Collaboration
pupils have daily opportunities to collaborate through play and problem-solving activities. plan collaboratively for a sustainability award[7]
Structure
The recently updated behaviour management policy is not always followed consistently. School values are widely displayed, made accessible for the pupils and form part of the everyday language used by both pupils and staff.[7]
Diversity
Pupils are proud to share their cultural backgrounds with one another and consequently grow a strong appreciation for the diversity of their community.[7]
Sport
Pupils share pride in representing their school in team fixtures.[7]
Visual arts
Specialist teaching and suitable resourcing in areas such as science, creative arts and computing foster interest and self-motivation in pupils.[7]

Sources

  1. Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
  2. Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
  3. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  4. thomas-skensington.co.uk: thomas-skensington.co.uk — Contact us. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    Tel: 020 7361 6500 (p. 1)
    Please complete the form below and our Head of Admissions, Amy Boyer, will be in touch. (p. 1)
    Home / Admissions / Contact Us (p. 1)
  5. thomas-skensington.co.uk: thomas-skensington.co.uk — Admissions. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    Entry into Years 1 to 6 is via occasional places. Please contact Thomas's Kensington directly or complete our Enquiry Form for further information and timelines. (p. 1)
    For Occasional Places, entry is dependent on current vacancies and determined by age-appropriate assessments of academic potential, previous school reports, a meeting with a senior member of staff and a fluent command of English. (p. 1)
  6. thomas-scollege.co.uk: thomas-scollege.co.uk — 11-13 fourth and fifth form entry. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    Families may apply for either 11+ or 13+ entry - not both. All candidates are assessed during Year 6 (p. 1)
  7. reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (20)
    Pupils share pride in representing their school in team fixtures (p. 9)
    Pupils and staff share warm, respectful relationships and, as a result, pupils move around the school in a calm and considerate manner (p. 9)
    Pupils make good progress from their starting points and achieve high outcomes in writing (p. 3)
    sometimes teaching is less effective because tasks are not well matched to pupils' needs and explanations are not clear enough (p. 3)
    'Chatterbox' interventions, where pupils are given dedicated time to speak with a trusted adult in a quiet area, are put in place (p. 9)
    Where necessary, a formal programme of emotional support is put in place and trained school counsellors are made available (p. 9)
    Pupils behave well around the school. They are polite, considerate and respectful of other people (p. 3)
    Where this is the case, off-task behaviour is not dealt with effectively, resulting in some pupils being less focused on their learning (p. 3)
    Pupils are proud to share their cultural backgrounds with one another and consequently grow a strong appreciation for the diversity of their community (p. 11)
    The recently updated behaviour management policy is not always followed consistently (p. 3)
    School values are widely displayed, made accessible for the pupils and form part of the everyday language used by both pupils and staff (p. 5)
    Extra-curricular provision is broad and caters for a full range of interests from coding to Latin (p. 8)
    Leaders also organise regular excursions to a wide range of museums, monuments and landmarks in the school's locality (p. 11)
    Changes are made in response to issues raised by pupils, such as the introduction of a new rugby club for girls (p. 11)
    vote for a wide range of pupil committees, from the school council to the 'wellbeing unicorns' (p. 11)
    Specialist teaching and suitable resourcing in areas such as science, creative arts and computing foster interest and self-motivation in pupils (p. 7)
    pupils have daily opportunities to collaborate through play and problem-solving activities (p. 12)
    plan collaboratively for a sustainability award (p. 7)
    Pupils on the SEND and EAL register are consequently well known to teaching staff (p. 7)
    reasonable adjustments are made in most lessons to account for their needs (p. 7)