Llangrove CE Academy

Llangrove CE Academy is a small Church of England primary school and a single academy trust, working within the Hereford Marches Federation of Academies. Inspectors found a warm, close-knit school where pupils feel safe, attend regularly and behave very well. Safeguarding standards are met, and personal development and wellbeing are clear strengths, with pupils benefiting from a thoughtful values-driven programme and strong pastoral support. Pupils achieve well overall, particularly in reading and writing, and the curriculum is broad, ambitious and well sequenced for mixed-age classes. Early years, inclusion, curriculum and teaching, achievement, and leadership and governance are all operating at the expected standard. Leaders know the school well, are trusted by staff and have developed governance since the previous inspection, while parents are positive about the school’s direction. The main areas for improvement are early reading support for a small number of pupils, more proactive use of data to adapt provision for pupils with SEND and other barriers, and mathematics outcomes, which are below national averages with notable disadvantaged gaps. Governance minutes do not consistently evaluate the impact of leaders’ actions, trustee challenge needs to deepen, and early years practice should further develop high-quality adult interactions to extend children’s learning.

Strengths

• High attendance and low persistent absence, supported by proactive work with families.
• Pupils behave very well, and bullying is not reported.
• Personal development and wellbeing provision is a clear strength.
• Safeguarding standards are met, and pupils feel safe.
• Pupils achieve well overall, especially in reading and writing.
• The curriculum is broad, ambitious and well sequenced for mixed-age classes.
• Reading is a priority, with high-quality texts and structured comprehension.
• Early years provides a calm, nurturing start, and children settle quickly.
• Inclusion is strong, with effective support for pupils with SEND and disadvantaged pupils.
• Leaders are visible, trusted and provide purposeful professional development.
• Governance has developed well since the previous inspection.
• Parents are positive, and communication is clear.

Areas for Improvement

• A small number of early readers need more regular phonics practice and better-matched books to build fluency.
• Leaders should use data more proactively to plan and adjust provision for pupils with SEND and other barriers.
• Mathematics outcomes are below national averages, and disadvantaged pupils have a notable mathematics gap.
• The combined reading, writing and mathematics disadvantaged gap is wide.
• Governance minutes do not consistently evaluate the impact of leaders’ actions or reflect current effectiveness.
• Trustee challenge needs to deepen to sustain improvement.
• Early years practice should further develop high-quality adult interactions to extend children’s learning.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Llangrove CE Academy attended 96.9% of sessions (the national figure for primary schools was 94.8%). 2.9% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Llangrove CE Academy were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Llangrove CE Academy had 15.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 34.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 11.9% of pupils at Llangrove CE Academy were on SEN support (nationally 15.4%) and 4.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Llangrove CE Academy received £8,573 and spent £8,320 for each of its 75 pupils. It ended the year with reserves of £190,000 (£2,533 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Ross-On-Wye · Herefordshire, County of local authority: places and applications

What is Llangrove CE Academy's Ofsted rating?

The latest Ofsted rating for Llangrove CE Academy is Expected standard, from an inspection in October 2026.

When was Llangrove CE Academy last inspected by Ofsted?

Llangrove CE Academy was last inspected in October 2026.

How many pupils does Llangrove CE Academy have?

Llangrove CE Academy has 67 pupils on roll.

What age range does Llangrove CE Academy cover?

Llangrove CE Academy for pupils aged 4 to 11.

What are Llangrove CE Academy's SATs (KS2) results?

In 2025, 64% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Llangrove CE Academy?

Llangrove CE Academy is at Llangrove, Ross-on-Wye, Herefordshire, HR9 6EZ.