The Steiner Academy Hereford

AcademyAll-throughNursery

The Steiner Academy Hereford

Ages3 – 16

348 pupils

Good· Sept 2023

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Details

Type

Academy Sponsor Led

Local Authority

Herefordshire, County of

Academy Trust

STEINER ACADEMY, HEREFORD

Head Teacher

Mrs Kate Andrews

Gender

Mixed

Admissions

Non-selective

Religious Character

Does not apply

Opened

September 2008

Website

www.steineracademyhereford.org.uk

Reference Number

135672

Additional Provisions

Nursery Provision

About This Data

•School information is sourced from Get Information About Schools (GIAS), the official UK government register maintained by the Department for Education.

View this school on gov.uk

Admissions

How many families applied and received places

Reception entry for 2025/26

On Time Applications

	Count
Total applications	33
As 1st preference	24
As 2nd preference	5
As 3rd preference	3
From another local authority	3

Offers on National Offer Day

	Count
Total offers	24
To 1st preference	24
To 2nd preference	0
To 3rd preference	0
To any preference	24
To another local authority	2

About This Data

•Data sourced from the DfE "Primary and secondary school applications and offers" statistics.
•Total applications includes all preferences (1st through 6th), not just those shown in the breakdown above.
•Applications and offers from/to another local authority may also appear in preference rows (e.g., a 1st preference from another local authority counts in both rows).
•"Oversubscribed" means the school received more 1st preference applications than places offered.
•This school is an academy sponsor led, admissions are controlled by the school itself, we advise you contact the school or check their website for further information. This school's local authority is Herefordshire, County of.

Search for this school's admissions policy

Pupils

Summary

Total Pupils348 (105% of capacity)

Age Range3 – 16

GenderMixed

Boys / Girls49% / 51%

Free School Meals22.1%

English as Additional Language2.3%

SEN Support15.8%

SEN with EHCP3.7%

Overall Attendance91.6%

Persistent Absence30.3%

Class Sizes

Overall Average24.9

Key Stage 127.0

Key Stage 227.3

Total Pupils

The number of pupils shown in this chart has come from the National School Census; these numbers may not match exactly other pupil data shown on this site, because different sources of data are updated at different times within the academic year.

Cohort Sizes

Nursery20

Reception27

Year 127

Year 227

Year 327

Year 427

Year 528

Year 627

Year 726

Year 830

Year 929

Year 1028

Year 1125

Pupil Ethnicities

White British77.6%

White Other13.8%

White & Asian3.4%

Mixed Other2.0%

Unclassified1.4%

Irish0.6%

White & Black African0.6%

White & Black Caribbean0.3%

Black Other0.3%

About This Data

•Data sourced from the National School Census for 2024/25, collected each January.
•This is not live data. For current availability of places, contact the school or local authority directly.
•Capacity refers to the maximum number of pupils a school can accommodate. Schools may operate above or below capacity, and spare places may only be available in certain year groups.
•Persistent absence means a pupil missed 10% or more of their possible sessions during the academic year. Absence rates during 2020–2022 were significantly higher due to the Covid-19 pandemic.

Inspections

Ofsted Inspections

7 inspections on record

Current Rating

Good· Sept 2023

2023
School Inspection
25 September 2023
View report
Good
Category Judgements
Category Judgement
Quality of education Good
Behaviour and attitudes Outstanding
Personal development Outstanding
Leadership and management Good
Early years provision Outstanding
AI-Generated Insights
SEND
11
Leaders provide precise information to support pupils with SEND.
Some teachers could better adapt teaching for pupils with SEND.
Curriculum
11
Leaders have developed an ambitious curriculum based on Steiner principles.
Some pupils do not make links to previous learning, causing gaps.
Leadership
2
Leaders act with determination to improve any aspects not meeting expectations.
Leaders have implemented a well-thought-out professional development programme.
Safeguarding
2
Safeguarding arrangements are effective and well embedded.
Staff receive extensive and updated safeguarding training.
Pupil Progress
11
Pupils achieve well by the end of key stage 4.
Some pupils struggle to retain key knowledge from previous learning.
Teaching Quality
11
Teachers present key knowledge precisely to help pupils learn.
Teachers do not always support pupils to link previous learning.
Personal Development
2
The extra-curricular programme is rich and diverse.
Pupils receive high-quality careers guidance and unbiased information.
Behaviour & Attendance
2
Pupils’ behaviour and attitudes are exemplary.
Pupils actively support each other and have good well-being.
Insights are generated by AI from the inspection report and may not be fully accurate.
2021
Monitoring Visit
17 June 2021
View report
2019
Monitoring Visit
14 January 2019
View report
2018
Short Inspection
20 April 2018
View report
2013
Full Inspection
18 July 2013
View report
Good
2011
Full Inspection
29 June 2011
View report
2010
Monitoring Visit
11 January 2010
View report

Category	Judgement
Quality of education	Good
Behaviour and attitudes	Outstanding
Personal development	Outstanding
Leadership and management	Good
Early years provision	Outstanding

About This Data

•Inspection data is sourced from Ofsted, the official schools inspectorate for England.
•Ratings may have changed since the last inspection. Always check the latest report for current information.
•Some inspections (monitoring visits, academy conversions) do not result in a graded judgement.

View all Ofsted reports

Primary Results

Performance measures for pupils at the end of Year 6 (Key Stage 2)

Reading, writing and maths

	School	LA	England
Pupils meeting the expected standard	0.0%	59.4%	61.0%
Pupils achieving at a higher standard	0.0%	8.6%	8.0%

Average scaled score

	School	LA	England
Reading	100	105.5	105
Maths	92	104.0	104

Progress scores unavailable for 2023/24

The Department for Education has not produced KS1 to KS2 progress (value-added) measures for this year. This is because there is no KS1 baseline available to calculate primary progress measures for 2023/24 due to Covid-19 disruption.

Grammar, punctuation and spelling

	School	LA	England
Pupils meeting the expected standard	7.0%	72.0%	72.0%
Pupils achieving at a higher standard	0.0%	28.8%	32.0%

About This Data

•School rankings are calculated by sorting schools first by the percentage of pupils meeting the expected standard, then by the percentage achieving a higher standard. Rankings help compare schools within England but do not account for school context or pupil intake.
•Progress scores measure how much pupils improved from KS1 (Year 2) to KS2 (Year 6), compared to pupils nationally with similar starting points. A score of 0 means average progress; a positive score means above-average progress. Progress scores show the value a school adds, while exam results show final attainment. Some children start higher than others due to factors like natural ability or home circumstances.
•Data sourced from the Department for Education Key Stage 2 performance tables for 2023/24. LA and England averages provide national and local context.

View full results on gov.uk

GCSE Results

Result	School	LA	England
Attainment 8 score	46.6	43.4	46.9
Grade 5 or above in English and maths	55.2%	40.3%	46.2%
Grade 4 or above in English and maths	65.5%	58.6%	65.4%
Entering EBacc	24.1%	—	—
EBacc average point score	4.3	3.9	4.1

Progress 8

+1.57Above average

Pupils at this school made slightly more progress than similar pupils nationally

About This Data

•Schools are ranked by their Attainment 8 score, which shows overall exam results. This data comes from the Department for Education performance tables.
•Exam results and progress scores tell you different things. Imagine two children climbing a mountain: one starts at the bottom and climbs halfway up, while another starts a third of the way up and climbs another third. The second child climbed less distance but finished higher up. Exam results show where pupils finished (like height on the mountain), while progress scores show how far they've come since primary school (like distance climbed). Progress scores help you understand how much a school has helped pupils improve, regardless of where they started.

View these results and more on gov.uk

Destinations

Where students go after finishing their studies

Destinations after GCSEs

Destination	School	England
Staying in education	68%	86%
...Further education	32%	37%
...School sixth form	—	34%
...Sixth form college	—	13%
...Other education destinations	4%	2%
In employment	4%	3%
Apprenticeships	4%	3%
Not in education or employment	—	6%
Destination unknown	—	3%

About This Data

•This shows where students went after completing their GCSEs, tracked for at least two terms into the following academic year.
•A sustained destination means the student remained in education, employment, or training for at least two terms (October to March).
•England averages are shown for comparison. Each school's results will vary based on their student intake and local area.

View full destination data on gov.uk

Workforce

Staff numbers and pupil-to-teacher ratios

Pupils per Teacher or Teaching Assistant

Shows how many children each teacher looks after on average. The lower line includes teaching assistants, giving you a better picture of the adult support available in classrooms.

Total Pupils

The number of children enrolled at this school over time. These figures come from financial records and may differ slightly from other pupil numbers on this site due to when data was collected.

Total Number of Teachers

The total teaching capacity at this school, including classroom teachers and senior staff who also teach. Part-time teachers are counted based on their working hours.

Teaching Assistants

Support staff who work directly with children in classrooms. This includes regular TAs, higher-level TAs with more responsibilities, and specialist support for children with additional needs.

Teachers with Qualified Teacher Status (%)

The percentage of teachers who have completed official teacher training in England. A higher percentage typically indicates a more experienced and formally trained teaching team.

Senior Leadership

The school's leadership team, including the headteacher, deputy heads and assistant heads. These staff manage the school and often still spend time in classrooms.

Non-classroom Support Staff and Auxiliary Staff

Office and admin staff who keep the school running smoothly, plus auxiliary staff like catering teams and site maintenance who look after the building and meals.

Total Headcount and Workforce

Two ways of counting staff: headcount shows total people employed (including part-timers), while workforce counts the equivalent number of full-time positions.

About This Data

•Data sourced from the DfE School Workforce Census. Numbers may not match exactly other data shown on this site due to different collection timings within the academic year.
•FTE = Full-time equivalent, representing the total working hours divided by standard full-time hours. Headcount = total number of individuals employed.
•Senior leadership includes headteachers, deputy headteachers and assistant headteachers.
•Teachers with Qualified Teacher Status (QTS) have completed accredited initial teacher training in England.

View all workforce information on gov.uk

Finances

2023/24

Income per Pupil (£)

In 2023/24 the revenue reserve was £369,000 or £1,076 p/pupil. Schools maintain reserves for unexpected costs, but these funds are ultimately meant to benefit pupils.

Expenditure per Pupil (£)

In 2023/24 the in-year balance was -£98,000 or -£286 p/pupil. A negative balance means the school spent more than it received, covered by drawing on reserves.

About This Data

•Financial data comes from the DfE School Financial Benchmarking service. Schools report their income and spending each year.
•Revenue reserve is the money a school has saved up over time. Schools keep reserves to cover unexpected costs, though funds are meant to benefit current pupils.
•In-year balance shows whether a school spent more or less than it received in a single year. A positive balance means the school had money left over; a negative balance means it dipped into savings.

View all financial information on gov.uk

Contact Information

Address

Much Dewchurch
Hereford
Herefordshire
HR2 8DL

Phone

01981540221

Website

steineracademyhereford.org.uk