Welcome to Thomas Keble School

Duke of Edinburgh’s Award

Silver Duke of Edinburgh's Award Participants 2017

24th August 2017
Welcome to Thomas Keble School

Working In partnership with parents and pupils

“My child has flourished at Thomas Keble. It is big enough to give her opportunities, but small enough to notice her as an individual.”

08th January 2018
Welcome to Thomas Keble School

OFSTED (Dec 2017)

Judged as 'GOOD', inspectors said: "Your vision of supporting pupils from all backgrounds and of all abilities is shared by staff.  This is a strength of the school"...."Pupils are confident, safe and well cared for"....."Parents express a high degree of satisfaction with the school and the standard of education it offers".

20th January 2018
Welcome to Thomas Keble School

Performing Arts Production 2019 – “Little Shop of Horrors”

"The production was a huge success; it was hilarious as well as emotive. The balance of such a surreal yet satirical story was achieved perfectly. I was amazed at the level of talent amongst your pupils and feel grateful to have been there to see it".

21st March 2018


Thomas Keble School believes in the need for all students to have a broad and balanced curriculum. The development of independent learning skills, both to advance immediate objectives and to establish the basis for life-long learning is central to our work. Find our KS3 and KS4 curriculum below:

OFSTED (2014) The school works effectively to promote equality of opportunity and to encourage respect and tolerance for ways of life beyond the experience of most of its students.

An Introduction to our Departments

  1. Art at Thomas Keble – please click here
  2. Citizenship at Thomas Keble – please click here
  3. Design & Technology at Thomas Keble – please click here
  4. Drama at Thomas Keble – please click here
  5. English at Thomas Keble – please click here
  6. Geography at Thomas Keble – please click here
  7. History at Thomas Keble – please click here 
  8. Maths at Thomas Keble – please click here
  9. Modern Foreign Languages at Thomas Keble – please click here
  10. Music at Thomas Keble – please click here
  11. PE at Thomas Keble – please click here
  12. Personal, Social and Health Education – please click  here
  13. Religious Education at Thomas Keble – please click here
  14. Science at Thomas Keble – please click here

Thomas Keble School Curriculum Statement

This statement deliberately does not seek to identify the skills required by a ‘21st century learner’ or to second-guess the qualities that employers of the future will be seeking in our young people.  Our aims are no less ambitious but, we hope, more realistic: to ensure all students gain the skills and confidence to become effective and resilient learners within a mutually respectful community that is caring and supportive of its members and considerate of the diversities of society more widely.  Through such an approach, we aspire to encourage our learners to be adaptable to the evolving challenges of the 21st Century.

At Thomas Keble, we recognise that embedding effective curricular development takes time.  We are determined not to be distracted by external accountability pressures and attempts to ‘play the system’.  Instead, we are committed to retaining a broad and balanced curriculum with equality of access for all; and to reviewing research into effective learning and its pedagogical implications to adjust our approaches in order to maximise their effectiveness.  Our approach is to tweak what we know works, rather than embark on a series of fragmented initiatives.

We recognise that each subject is unique and so Heads of Department, as the experts in their areas, are empowered to develop and structure their curriculums with their department colleagues.  From September 2019, a significant increase in subject Teaching and Learning Community (TLC) time is intended to enable departments to discuss and decide:

  • INTENT: What elements of curriculum content they are teaching so that students can access each academic discipline and tradition;
    1. When they are teaching each element so that students can appreciate the relationships between them;
    2. How they are teaching each element effectively so that all students can access and be engaged by the curriculum.
  • IMPACT: How and when to assess what students know, understand and can do.

Sequences of learning across all five years should be underpinned by:

  • Consistent challenge for all;
  • The embedding of subject-specific skills alongside the coherent layering and spiralling of subject-specific knowledge;
  • Explicit teaching of each aspect of the TK Learning Process: Understanding – Transforming – Reviewing – Applying.
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