SCHOOL PROFILE
The King's (The Cathedral) School: data, trends and context
The King's (The Cathedral) School is a all-through school in Peterborough. This page brings together its published attendance, behaviour, attainment, inspection and pupil-context information, alongside historical trends and comparisons with schools serving similar communities.
School identity
URN
136398
Phase
All-through
Establishment type
Academy converter
Status
Open
Local authority
Peterborough
Region
East of England
Trust
THE KING'S (THE CATHEDRAL) SCHOOL, PETERBOROUGH
Postcode
PE1 2UE
Gender intake
Mixed
Religious character
Church of England
School website
Pupil and community context
Pupils on roll
1,256
FSM eligible
13.0%
EAL / First language other than English
10.4%
SEND (total)
10.4%
SEN Support
5.9%
EHCP
4.5%
White British
41.2%
Attendance and absence (2024/25)
Attendance rate
94.9%
Overall absence
5.1%
Persistent absence
17.1%
Severe absence
0.57%
Current benchmarks
No current DfE attendance benchmark is published for this school’s phase and local authority, so no comparison is shown.
Suspensions and permanent exclusions (2024/25)
Suspension rate
4.3%
Pupils with 1+ suspension
3.1%
Permanent exclusion rate
0.00%
Attainment and Progress 8 (2024/25)
Attainment 8
63.2
English & maths grade 5+
75.5%
English & maths grade 4+
89.1%
Historical trends
Historical trends
School trends over time
Loading historical data…
Data sources and last updated
- Published Department for Education and Ofsted data.
- Historical predecessor information is shown only where the DfE lineage record has been validated. It is clearly labelled as historical predecessor-establishment data.
- Missing or suppressed values are shown as gaps, never as zero.
- For interactive comparisons with 25 contextually similar schools, open this school in School DNA.
- Profile last updated: 2026-07-07.
Contextual comparison
See The King's (The Cathedral) School against 25 similar schools
The King's (The Cathedral) School is a all-through school in Peterborough. This page brings together its published attendance, behaviour, attainment, inspection and pupil-context information, alongside historical trends and comparisons with schools serving similar communities.