St Francis College

"Dream Dare Achieve" runs the strapline at St Francis' College, and for an independent girls' school of fewer than 300 across every phase, the exam record gives the phrase some weight. Founded in 1933 and set on seven acres in Letchworth Garden City, the College takes girls from a co-educational nursery through prep and senior school to a sixth form, with day, weekly, flexi and full boarding available from age 10. Under head Julia Spence, it ranks first in its Letchworth area at both GCSE and A-level and sits inside the top 5% of schools in England for GCSE results. Add a 20-metre indoor pool, 27 A-level subjects and classes small enough for teachers to know every girl, and the case for families who want their daughter known rather than counted is a real one.

The first thing to register about St Francis' is its scale. With roughly 287 girls spread across nursery, prep, senior and sixth form, year groups are deliberately small, and the College leans into that rather than apologising for it. A quieter or more anxious girl is unlikely to disappear into the crowd; pastoral conversations tend to happen early, and staff know individual girls well. The trade-off is honest. A smaller school means a smaller social world, but it also means a child is known rather than counted.

The setting reinforces the feel. The campus occupies about seven acres inside the Letchworth conservation area, in the world's first garden city, so mature grounds and green space are part of ordinary school days rather than an occasional treat. The buildings carry the College's history too. It was founded in 1933 by the Sisters of Charity of Jesus and Mary, a Roman Catholic congregation, and its Christian identity still frames daily life.

That identity has softened over time, by design. In 1983 the Sisters handed the running of the school to an educational charity, St Francis College Trust, and the College became multi-denominational while continuing to be run on Christian principles. The result is a faith framing that is genuine but light-touch and broadly inclusive, closer to the Church of England model than a strict Catholic one. Values do much of the work: the College organises its pastoral language around DREAMS, its shorthand for determination, resilience, empowerment, appreciation and motivation in a secure environment, and these turn up in assemblies and tutor time rather than sitting unused on a wall. One recent change sits underneath all of this. In 2022 the College became part of the Inspired Learning Group, and leaders have handled that ownership transition with careful self-evaluation while keeping education and wellbeing central. For a school that has changed proprietor, that steadiness is reassuring.

For a school this small, the academic record is the headline. At GCSE, St Francis' places 189th of 3,895 in England for results, which puts it in the top 4.9%, well above the England average (ranked against all schools in England with published GCSE results, state and independent). On the blended overall measure, which combines results with the FindMySchool inspection score, it sits 290th of 3,887, and within the Letchworth Garden City area it ranks first. These are proprietary FindMySchool rankings built from official data, and for a cohort competing against far larger institutions they tell a clear story.

The grade profile backs up the position. Around 35% of GCSE entries reached grade 9 or 8, the equivalent of the old A*, a further 19% reached grade 7, and 54% in total landed in the grade 9 to 7 band. That is not a thin layer of high-flyers carrying the average; it is genuine depth. For girls aiming at competitive sixth-form subjects and selective universities, that volume of top grades is exactly what opens doors, because the strongest A-level courses are built on a foundation of grade 7s and above.

The sixth form is just as strong. At A-level the College ranks 163rd of 2,562 in England for results, the top 6.4% and again well above the England average, with an overall position of 251st of 2,561 and, once more, first in its local area. The grade spread is what stands out: about 24% of A-level entries were graded A*, 38% graded A, and 77% reached A* to B. The England averages sit near 24% for A* and A combined and 47% for A* to B, so the College's 62% at A* to A and 76% at A* to B are comfortably ahead of typical. Read together, those figures point to a sixth form where the middle of the cohort, not only the top, performs well. On a blended measure that combines GCSE and A-level results, the College sits 152nd in England, which for a school of fewer than 300 girls is a striking position against far larger and more selective competitors.

Teaching at St Francis' runs on a clear assessment framework that is applied consistently across the College, and girls achieve well and make good progress through to GCSE and A-level as a result. Small classes are the engine. With so few girls per year, teachers can pitch lessons closely, track each girl in detail, and step in quickly when someone slips, rather than waiting for an end-of-term grade to reveal the gap.

Provision for girls who learn differently is a genuine strength, and it is busier than the College's size suggests: 128 pupils are identified with special educational needs or disabilities and 102 have English as an additional language, while two hold an education, health and care plan. Support is coordinated through the Individual Needs Department, led by Mrs Armande Fryatt, who brings more than 30 years of specialist teaching experience. Teaching takes account of these needs, resources are used effectively, and staff communicate regularly so that information about a girl travels between the adults who teach her rather than getting lost.

One honest qualifier comes from the College's own inspection. While most teaching is strong, one area for development is making planning and delivery in the senior school more consistent, so that every lesson, not just most, stretches its class. The point concerned variability in some senior lessons rather than a fundamental weakness, and it is exactly the kind of detail prospective families are right to probe on a visit by asking to see lessons across more than one department.

Movement through the College is designed to be continuous. Girls enter at the youngest end through a co-educational nursery, which opened in November 2023 within the prep-school building and takes both boys and girls before the school becomes all-girls from Reception upward. From there pupils progress into the prep school and then the senior school, with the main entry points into Year 7, Year 9 and the sixth form. Progression is not automatic in the way a state all-through school might be: entry is selective, and moving into the sixth form depends on meeting academic requirements rather than simply being on roll.

Those sixth-form requirements are specific. Students need six GCSEs at grade 6 or higher, with at least a grade 6 in each chosen A-level subject and a grade 7 at GCSE for some. From there the offer is unusually broad for a small sixth form, with 27 A-level subjects available. The list runs well beyond the core sciences and humanities to Latin, Chinese for native speakers, Politics, Law, Psychology, Film Studies and Music Technology, so a girl can build a genuinely distinctive combination. Every sixth former also completes an Extended Project Qualification, which gives applicants an independent research piece to talk about at interview and a useful bridge to the way universities expect students to work.

Destination data is necessarily read with care given how small each leaving cohort is. Of the nine students who left in 2023/24, close to 90% went on to university, and the College reports that its leavers secure places at a first-choice university. Numbers this small mean a single student shifts the percentage sharply, so the figure is best read as a direction of travel rather than a league position: a sixth form that reliably points its students towards degree study.

St Francis' is academically selective, and because it is independent, admission is arranged directly with the College rather than through the local authority, so there is no catchment line or last-distance-offered rule to satisfy. Most senior girls join at 11+, 13+ or 16+, with occasional places in other year groups when they arise, alongside entry into the nursery and Reception at the youngest end.

The College's Christian character shapes the atmosphere more than the admissions test. As a multi-denominational school run on Christian principles, it welcomes families of all faiths and none, and there is no requirement to demonstrate religious practice to secure a place. Assessment is about academic fit and, for the sixth form, published grade thresholds.

Families weighing the cost should note the scholarship calendar early. Scholarships are offered at three gateways, for Year 7, Year 9 and sixth-form entry, with assessments held in the new year and a maximum of one award per student; the Arts Scholarship, for example, is worth 10% of College fees. Means-tested bursaries sit alongside these for families who can demonstrate genuine financial need. To gauge how a home sits relative to the College and compare it with other Hertfordshire options, the FindMySchool map and local comparison tools are a useful first step before booking a visit.

Wellbeing is where a small girls' school of this kind should be at its most persuasive, and the inspection evidence supports the promise. Girls understand the importance of managing their own wellbeing and value the support of form tutors and pastoral staff, who are the first point of contact when something is wrong. Well-trained teachers deliver a full PSHE programme that supports self-esteem and self-knowledge, and the anti-bullying policy is applied effectively, with pupils behaving well and treating one another with mutual respect.

The College also gives girls a real voice in how it runs. Pupil heads of school and form representatives are elected through democratic processes, which hands students genuine responsibility rather than a token role. Safeguarding, the non-negotiable, is handled comprehensively: the safeguarding team is trained and effective, the College draws on external specialist advice, recruitment checks are thorough, and access to higher-risk areas of the site is monitored and protected. For boarders in particular, that consistency of oversight matters, and it is embedded in the boarding culture.

For a school its size, the co-curricular reach is wide, and music is one of its clearest strengths. Girls can sing in the Viva Voce and Bella Voce choirs, play in the orchestra and chamber groups, join the rock band, or take part in world-music workshops on Gamelan and steel pans, and the academic route runs right through with GCSE and A-level Music alongside A-level Music Technology and its studio-based production work. That breadth means a musical girl finds both a stage and a qualification, not just a lunchtime club.

Drama and dance are close behind. Two major theatrical productions go up each year, students work in a newly renovated dance and drama studio with a professional-standard stage, and LAMDA speech and performance lessons run from Year 4 through to Year 13, so confidence in front of an audience is built early. Dance classes cover tap, ballet and modern styles, and the College enters ISI drama competitions for those who want to compete.

Sport leans on strong facilities for a compact campus, led by a 20-metre indoor heated pool, a gymnasium and a fitness suite. The younger years play the traditional team games of netball, hockey, football and rugby alongside tennis, athletics and swimming, while Key Stage 4 and 5 open up an unusually varied menu: badminton, self-defence, racquetball, aerobics, golf, table tennis and aquatic activities including water polo. The intent is participation for life rather than first-team selection alone, which suits a school where not every girl arrives as an athlete.

Enrichment beyond the arts and sport is deliberately broad. The Duke of Edinburgh's Award runs at Bronze, Silver and Gold, Model United Nations and a debating society sharpen argument, and a current-affairs discussion group and a language club broaden it further. The science and technology end is covered by 3D printing and robotics, a maths puzzle club and a photography club. A dedicated Five Star Week clears the timetable each year for immersive trips and activities. The through-line is a curriculum that expects girls to try things, not simply pick a lane.

Fees are charged per term and rise by phase. Day fees for 2026/27 run at £5,103 for Reception to Year 2, £6,622 from Year 3 to Year 6, and £8,628 from Year 7 to Year 13. Boarding is charged on top at £4,840 per term for weekly boarding and £7,779 for full boarding. On an annual basis that puts senior day fees around £25,900 a year, though families should confirm the exact figure and any extras with the College directly.

Financial support comes in two forms. Means-tested bursaries, administered through the Inspired Learning Group, are available to parents who can demonstrate genuine need, assessed on the pupil's potential and a full financial evaluation. Merit scholarships are separate and awarded at Year 7, Year 9 and sixth-form entry, with the Arts Scholarship worth 10% of fees; only one scholarship is held per student. The College also applies practical discounts, including a 2% reduction for annual payment and additional discounts for Armed Forces and NHS families on production of evidence.

Boarding is a genuine part of College life rather than an afterthought, available from age 10 in full, weekly and flexi forms alongside day places, so families can choose anything from one or two nights a week to termly residence. The Boarding House aims for a homely, friendly atmosphere, staffed by experienced boarding staff and academic tutors who keep the evening routine steady. Inspectors found the accommodation welcoming and clean, with consistent staff oversight that is embedded in the boarding culture, which is exactly the reassurance parents at a distance are looking for.

The mix brings an international element to the roll, reflected in the College's separate arrangements for UK and overseas boarders. For local families, flexi and weekly boarding can also work as a practical release valve on long commutes and busy fixture weeks, without committing a daughter to full boarding.

The College runs a long day, and its day-boarding option stretches supervised hours from early morning into the evening, which helps working parents. Getting there is organised through StudentSafe, a minibus and coach service for prep and senior pupils with a booking app, real-time tracking and support through the working day, and College coach routes reach out towards Harpenden and Cambridge. Letchworth Garden City's rail links add a further option for older students travelling in. For nursery fee details and the government-funded hours available to eligible families, see the College website and our guide to nursery funding.

A small school is a small world. With around 287 girls across every phase, cohorts are tiny, which is the source of the close pastoral care but also its limit. Friendship groups are narrow, competition within a year group is light, and the top team or lead role may be easier to reach than at a larger school. Families who want a big, anonymous cohort should look elsewhere; those who want their daughter known will see the size as the point.

Christian ethos, gently applied. The College's Christian character is real and woven into its values and history, even though it is multi-denominational and welcomes all faiths. Families should expect that framing in assemblies and pastoral language rather than a neutral secular environment, and be comfortable with it.

Two areas the College is still working on. Its own inspection flagged inconsistency in some senior-school lessons and a careers programme that is not yet fully embedded, with younger senior girls and those not set on university wanting more guidance. Both are refinements rather than failings, but they are fair questions to raise on a visit.

Fees and the boarding premium. Senior day fees of around £25,900 a year, before boarding, extras or the international deposit, put the College firmly in the independent bracket. Bursaries and scholarships soften the entry point but do not change the underlying cost.

St Francis' College is a small, academically selective girls' school that performs like a much larger one: first in its Letchworth area and inside the top 5% of schools in England at GCSE, with an A-level record in the top 6.4% and a sixth form that reliably sends its students to university. What it offers is not scale but attention, a genuinely known education wrapped in strong pastoral care, a broad co-curricular programme in music, drama and sport, and flexible boarding from age 10. It is best suited to families who want their daughter to be an individual rather than a number, who value a gentle Christian ethos and small classes, and who can meet the fees. The main caveats are exactly those of size and cost: a limited social world, a real fee commitment, and a couple of areas, senior-lesson consistency and careers, the College itself is still tightening.