School WiselyBeta

The Mead School[1]

Independent · ages 3–11

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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

Sibling priority
Siblings are given priority. 2026-10-14[2]
Sibling policy
the offer of a place is based on the date of registration and receipt of deposits. Siblings are given priority. 2026-10-14[2]

Character & practicalities

Type
Other independent school[1]
Ages
3–11[1]
Boys / girls
Mixed[1]
Faith
Christian[1]
Admissions
Non-selective[1]
Sixth form
No[1]
Boarding
No boarders[1]
Capacity
250[1]
Local authority
Kent[1]
Website
www.themeadschool.co.uk[1]
District
Tunbridge Wells[3]
Postcode
TN2 5SN[1]
URN
118975[1]

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

Pupils

Number on roll
234 2024/25[4]
SEN support
8.1% 2024/25[4]
EHC plan
0% 2024/25[4]
Free school meals in the last 6 years
0% 2024/25[4]

Practicalities

Admissions contact
The Mead School provides admissions contact details including a URL, email, and phone number. 2026-10-14[5]
Occasional places
Children starting at other entry points will have opportunities to join their classes for taster days and be paired with a buddy. 2026-10-14[6]
Open events
The Mead School holds an Open Day each term, with the next one on Thursday 5 November 2026. Entry Sept 2027[7]

Routes to senior schools

No preferential route at 11+
Pupils sit the senior schools' normal competitive entrance tests (Kent Test / ISEB Pre-Test / school exams); no guarantee. At The Mead, pupils consistently secure places at competitive grammar and independent schools in Kent and the South East. 2026-10-14[8]

In the inspectors' and the school's words

Academic
Over time, teaching typically supports most pupils to learn effectively across subjects, including in the core subjects of English, mathematics and science.[9]
Warmth
The school provides a warm, caring and inclusive community of which pupils and staff are proud to belong.[9]
Pastoral care
Leaders and staff prioritise knowing pupils as individuals and ensure that their wellbeing is paramount. Adults know pupils well, respond thoughtfully to concerns and ensure pupils have trusted adults to approach for guidance.[9]
Behaviour
Staff model respectful interactions and apply expectations consistently, enabling pupils to settle quickly into purposeful learning.[9]
Learning support
Leaders plan carefully and precisely for pupils who have SEND. Consequently, pupils learn well and access the curriculum successfully alongside their peers.[9]
Enrichment
Leaders enrich the curriculum through well-considered extra-curricular opportunities, trips and visits.[9]
Pupil voice
They gather pupils’ views through established arrangements and act on feedback, including by refining breaktime experiences and strengthening roles of responsibility[9]
Independence
Over time, pupils learn well and apply their knowledge with increasing independence and complexity. some pupils are not confident in explaining their learning, do not participate equitably in lessons[9]
Collaboration
Pupils collaborate and perform in a range of contexts, contributing positively to confidence, teamwork and enjoyment of creative learning.[9]
Structure
Routines and consistent expectations support calm, purposeful learning across the school[9]
Diversity
The school has no pupils who speak English as an additional language.[9]
Sport
The teaching of PE and games develops pupils’ stamina, co-ordination, teamwork and specific techniques.[9]
Performing arts
there is a range of opportunities in art, music and drama extra-curricular activities. Pupils also participate successfully in external music and drama competitions[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. meadschool.co.uk: meadschool.co.uk — Admissions Policy (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    Siblings are given priority. (p. 2)
    the offer of a place is based on the date of registration and receipt of deposits. Siblings are given priority. (p. 2)
  3. 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.
  4. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  5. meadschool.co.uk: meadschool.co.uk — Admissions open days. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    +44 (0)1892 525837 (p. 1)
  6. meadschool.co.uk: meadschool.co.uk — Joining mead school. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    Children starting at other entry points will also have opportunities to join their classes for taster days, and will be paired up with a buddy to assist them. (p. 1)
    Children starting in older year groups will also have opportunities to join their classes for taster days, with buddies to welcome them and show them the ropes. (p. 1)
  7. meadschool.co.uk: meadschool.co.uk — Open days. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    We hold an Open Day each term. (p. 1)
    Our next open event will be on Thursday 5 November 2026. (p. 1)
    Book Open Day (p. 1)
  8. meadschool.co.uk: meadschool.co.uk — The kent test. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    At The Mead, pupils consistently secure places at competitive grammar and independent schools in Kent and the South East (p. 1)
  9. reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (17)
    The teaching of PE and games develops pupils' stamina, co-ordination, teamwork and specific techniques (p. 9)
    The school provides a warm, caring and inclusive community of which pupils and staff are proud to belong (p. 3)
    Over time, teaching typically supports most pupils to learn effectively across subjects, including in the core subjects of English, mathematics and science (p. 7)
    Leaders and staff prioritise knowing pupils as individuals and ensure that their wellbeing is paramount (p. 3)
    Adults know pupils well, respond thoughtfully to concerns and ensure pupils have trusted adults to approach for guidance (p. 5)
    Staff model respectful interactions and apply expectations consistently, enabling pupils to settle quickly into purposeful learning (p. 9)
    The school has no pupils who speak English as an additional language (p. 15)
    Routines and consistent expectations support calm, purposeful learning across the school (p. 3)
    Leaders enrich the curriculum through well-considered extra-curricular opportunities, trips and visits (p. 8)
    They gather pupils' views through established arrangements and act on feedback, including by refining breaktime experiences and strengthening roles of responsibility (p. 5)
    Over time, pupils learn well and apply their knowledge with increasing independence and complexity (p. 7)
    some pupils are not confident in explaining their learning, do not participate equitably in lessons (p. 7)
    Pupils collaborate and perform in a range of contexts, contributing positively to confidence, teamwork and enjoyment of creative learning (p. 8)
    there is a range of opportunities in art, music and drama extra-curricular activities (p. 8)
    Pupils also participate successfully in external music and drama competitions (p. 8)
    Leaders plan carefully and precisely for pupils who have SEND (p. 7)
    Consequently, pupils learn well and access the curriculum successfully alongside their peers (p. 8)