St Francis Xavier's Primary School

Type Primary / Voluntary aided school
Age Range 4-11
Religion Roman Catholic
Address Venns Lane
Hereford
Herefordshire
HR1 1DT
Phone 01432273941
Reference Number 116884

St Francis Xavier's Primary School is a Roman Catholic primary school in Hereford, judged to be strong overall after a full section 5 inspection. Safeguarding standards are met. The school is particularly strong in attendance and behaviour, early years, and inclusion. Pupils behave exceptionally well, lessons are disruption-free, and attendance and persistent absence are consistently better than national averages, including for disadvantaged pupils and pupils with SEND. Children in early years flourish in a language-rich environment and make rapid progress. Pupils achieve highly in reading, writing and mathematics and exceed national averages. The school has a highly inclusive ethos, with effective support for pupils with SEND and disadvantaged pupils, and leaders, governors, and pastoral support are strengths. Personal development is bespoke and helps pupils become courteous, respectful, and community-minded. The main areas for development are the wider curriculum and some aspects of PSHE: pupils do not gain the same depth of knowledge in other subjects as they do in the core subjects, teaching is more variable across the wider curriculum, and pupils' knowledge in some PSHE areas, such as staying physically healthy, is less detailed. Leaders should continue to embed consistently highly effective teaching and ensure detailed knowledge across the wider curriculum. The school is smaller than average, with 214 pupils on roll, and has low proportions of pupils eligible for free school meals and with EHC plans, though pupil premium numbers have recently increased to 7.48%. The headteacher took up her post since the last inspection, and the school has no alternative provision or resourced SEND provision. It is in the Archdiocese of Cardiff and had its last section 48 inspection in November 2023.

General Makeup

Number of pupils 215
Boy/Girl ratio Boys: 46.51%
Girls: 53.49%
Percentage of students eligible for free school meals 7.4%
Percentage of students where English is not their first language 52.6%

Class Sizes

Average size of one teacher classes 30.8
Average size of Key Stage 1 classes taught by one teacher 30
Average size of Key Stage 2 classes taught by one teacher 31.7

Year Groups

Year Boys Girls Total
1 15 15 30
2 14 16 30
3 12 19 31
4 12 20 32
5 13 19 32
6 19 11 30

Ethnicities

Ethnicity Percentage
White, British 43.7%
Indian 32.1%
White, Other 12.1%
African 3.7%
White & Asian 2.3%
Mixed, Other 1.4%
White & Black (Caribbean) 0.5%
Irish 0.5%

Overall Ofsted Rating Expected standard
 >  Leadership & Governance Expected standard
 >  Personal Development & Wellbeing Expected standard
 >  Achievement Expected standard
 >  Attendance & Behaviour Strong standard
 >  Curriculum & Teaching Expected standard
 >  Inclusion Strong standard
 >  Early Years Strong standard
Last Report Date 14 Apr 2026
Date Report
14 Apr 2026 School inspection
22 Sep 2021 School inspection
21 Jun 2018 Short inspection
16 Oct 2014 Full inspection
15 Jan 2013 Interim assessment
17 Jun 2010 Full inspection
13 Mar 2007 Full inspection
30 Sep 2002 Full inspection

Strengths

  • Pupils behave exceptionally well and lessons are free from disruption.
  • Attendance is consistently above national averages and persistent absence is consistently below.
  • Children in early years flourish in a language-rich environment and make rapid progress.
  • The school has a highly inclusive ethos and supports pupils with SEND effectively.
  • Disadvantaged pupils achieve well and feel that they belong.
  • Pupils achieve highly in reading, writing and mathematics, exceeding national averages.
  • Phonics teaching is highly effective, with timely support for pupils who fall behind.
  • Leadership and governance are effective, with leaders who know the school well.
  • Staff benefit from a strong professional learning programme and considerate workload and wellbeing support.
  • Parent partnerships are strong and feedback from parents is highly positive.
  • Personal development is bespoke, and pupils are courteous, respectful and community-minded.
  • Safeguarding standards are met, and bullying is extremely rare and addressed effectively.

Areas for Improvement

  • Pupils do not gain the same depth of knowledge in the wider curriculum as they do in reading, writing and mathematics.
  • Teaching is more variable across the wider curriculum.
  • Pupils' knowledge in some personal, social, health and economic education areas, such as staying physically healthy, is less detailed.
  • Leaders need to continue embedding teaching approaches to ensure consistently highly effective teaching across the school.
  • Leaders and staff should ensure pupils develop detailed knowledge and understanding across the wider curriculum, including PSHE.

How many students meet the standards

Reading, Writing & Maths School Score Percentile (local) Percentile (nationwide)
Pupils meeting the expected standard 81%
Pupils meeting a higher standard 13%

Average Scaled Score

Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.

Subject School Percentile (local) Percentile (nationwide)
Reading 107
Maths 107

Progress Scores

A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.

Metric School Score Percentile (local) Percentile (nationwide)
Reading 2.7
Writing 2.3
Maths 2.9

How many students meet the standards

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Average Scaled Score

Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.

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Progress Scores

A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.

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2026 Admissions

Number of Applications Number of Offers
First Preference
Second Preference 19 0
Third Preference 18 0
From another Local Authority 0 0

Previous Years

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Name Distance
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1.06 miles
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The Hereford Church of England Academy
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