School WiselyBeta

Sevenoaks Preparatory School[1]

Independent · ages 2–14

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

Admissions

Entrance test, 4+ entry
taster days and assessments 2026-10-14[2]
Sibling priority
siblings are given priority of a place 2026-10-14[3]
Sibling policy
Do you have a sibling policy? Yes. Siblings are given priority of a place. Sibling discounts are not available at The Prep. 2026-10-14[3]

Character & practicalities

Type
Other independent school[1]
Ages
2–14[1]
Boys / girls
Mixed[1]
Admissions
Non-selective[1]
Sixth form
No[1]
Boarding
No boarders[1]
Capacity
444[1]
Local authority
Kent[1]
Website
http://www.theprep.org.uk[1]
District
Sevenoaks[4]
Postcode
TN15 0JU[1]
URN
118953[1]

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

Pupils

Number on roll
353 2024/25[5]
SEN support
17.6% 2024/25[5]
EHC plan
0% 2024/25[5]
Free school meals in the last 6 years
0% 2024/25[5]

Practicalities

Admissions contact
The admissions contact details for Sevenoaks Prep School include the provided URL, email, and phone number. 2026-10-14[2]
Occasional places
The school occasionally has available places in other year groups, and it is recommended to enquire. 2026-10-14[6]
Open events
The school offers personalised tours and virtual meetings with the Headmaster by appointment during term time. Entry Sept 2027[7]

Routes to senior schools

No preferential route at 11+/13+
Pupils sit the senior schools' normal competitive entrance tests (Kent Test / ISEB Pre-Test / school exams); no guarantee. A strength of our school is the breadth and quality of senior schools to which we send pupils whether to local grammar schools at 11+ or to independent schools after ISEB. 2026-10-14[8]

In the inspectors' and the school's words

Academic
At times, a few pupils who could achieve more are set work that is too easy. When this happens, these pupils do not make as much progress as they could.[9]
Warmth
Affirming relationships with staff further build self-esteem and self-confidence. Pupils understand that kindness to one another should be at the heart of relationships.[9]
Pastoral care
The strong focus on pupils’ wellbeing reflects the school’s ethos. Pupils’ wellbeing is a priority in any actions taken.[9]
Behaviour
As a result, most pupils behave well, showing and appreciating kindness. low-level distracting actions by a few pupils can affect their peers’ learning.[9]
Learning support
These strategies, implemented by well-trained staff, ensure that overall pupils achieve well. The school has identified 68 pupils as having special educational needs and/or disabilities (SEND).[9]
Enrichment
These activities include fencing, judo, street dance, engineering, robotics and orchestra.[9]
Pupil voice
Leaders place great value on the ideas and opinions expressed by pupils. This leads to positive changes, such as installing new goalposts and redesigning the playground.[9]
Independence
Ambitious tasks encourage pupils to be inquisitive and questioning. In the ‘Junior Duke’ programme, younger pupils apply their skills independently as they develop their self-esteem and confidence.[9]
Collaboration
Well-planned learning includes opportunities for collaboration where appropriate. Pupils also have many opportunities to co-operate outside lessons.[9]
Structure
The school’s revised behaviour policy is still embedding. Regular monitoring aims to ensure that staff apply the policy expectations consistently.[9]
Diversity
The school has identified English as an additional language (EAL) for 53 pupils.[9]
Sport
The extensive sporting opportunities in the curriculum and co-curricular programme ensure that pupils develop a range of physical skills.[9]
Performing arts
In year group plays, for example, they develop positive social skills and learn how to work effectively with and for others.[9]

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. theprep.org.uk: theprep.org.uk — Admissions. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    Children applying for Reception to Year 8 complete taster days and in some instances assessments as part of the admissions process. (p. 1)
    Please contact Mrs. Clare Harrison and Mrs. TJ Richards, at admissions@theprep.org.uk, or via the online enquiry form. Please give your phone number so we can call you back. (p. 1)
    01732 762336 (p. 1)
  3. theprep.org.uk: theprep.org.uk — Fees bursaries. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    Yes. Siblings are given priority of a place. Sibling discounts are not available at The Prep. (p. 1)
    Do you have a sibling policy? Yes. Siblings are given priority of a place. Sibling discounts are not available at The Prep. (p. 1)
  4. 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.
  5. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  6. theprep.org.uk: theprep.org.uk — Entry points. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    Occasionally, places do become available in other year groups and it is always worth enquiring. (p. 1)
  7. theprep.org.uk: theprep.org.uk — Open days events. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    If you are unable to attend one of our upcoming events, or would prefer a personalised visit, our Admissions Team would be delighted to arrange a tour at a time that suits you. We can also arrange virtual meetings with our Headmaster, Director of Admissions or Head of Pre-Prep at a time convenient for you. (p. 1)
    If you would like to visit before then, please contact our Admissions team, who would be delighted to set up a personalised tour at a convenient time. (p. 1)
  8. theprep.org.uk: theprep.org.uk — Leavers destinations. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    A strength of our school is the breadth and quality of senior schools to which we send pupils whether to local grammar schools at 11+ or to independent schools after ISEB (p. 1)
  9. reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (18)
    The extensive sporting opportunities in the curriculum and co-curricular programme ensure that pupils develop a range of physical skills (p. 8)
    Affirming relationships with staff further build self-esteem and self-confidence. Pupils understand that kindness to one another should be at the heart of relationships (p. 9)
    At times, a few pupils who could achieve more are set work that is too easy. When this happens, these pupils do not make as much progress as they could (p. 3)
    The strong focus on pupils' wellbeing reflects the school's ethos (p. 3)
    Pupils' wellbeing is a priority in any actions taken (p. 5)
    As a result, most pupils behave well, showing and appreciating kindness (p. 3)
    low-level distracting actions by a few pupils can affect their peers' learning (p. 6)
    The school has identified English as an additional language (EAL) for 53 pupils (p. 14)
    The school's revised behaviour policy is still embedding. Regular monitoring aims to ensure that staff apply the policy expectations consistently (p. 3)
    These activities include fencing, judo, street dance, engineering, robotics and orchestra (p. 6)
    Leaders place great value on the ideas and opinions expressed by pupils (p. 10)
    This leads to positive changes, such as installing new goalposts and redesigning the playground (p. 10)
    Ambitious tasks encourage pupils to be inquisitive and questioning (p. 6)
    In the 'Junior Duke' programme, younger pupils apply their skills independently as they develop their self-esteem and confidence (p. 8)
    Well-planned learning includes opportunities for collaboration where appropriate. Pupils also have many opportunities to co-operate outside lessons (p. 10)
    In year group plays, for example, they develop positive social skills and learn how to work effectively with and for others (p. 10)
    These strategies, implemented by well-trained staff, ensure that overall pupils achieve well (p. 7)
    The school has identified 68 pupils as having special educational needs and/or disabilities (SEND) (p. 14)