Situated in the heart of Letchworth Garden City, Britain's first garden city, St Francis' College occupies the campus originally built for Theosophist students between 1919 and 1938. When the Sisters of Charity of Jesus and Mary established the school in 1933, they created an institution on these historic grounds that has endured for over nine decades. The 330-seat theatre, built in 1924, remains a focal point; it once hosted Laurence Olivier's first stage appearance and now hosts student productions from kindergarten to Year 13. The college's motto reflects its evolution: "One Heart, One Soul," emphasizing community across all phases.
The school serves approximately 320 pupils across all-through education from nursery to sixth form, with around 45 boarders. At the secondary level, girls achieve consistently strong results: at GCSE in 2024, 54% achieved grades 9-7, in line with the England average, with 35% at grades 9-8. At A-level, the trajectory is noticeably stronger; 83% of entries achieved grades A*-B, well above the England average of 47%. These results place St Francis' among the higher-performing independent schools in England (FindMySchool ranking). The ISI inspection in March 2024 confirmed that all regulatory standards are met across leadership, educational quality, pupil wellbeing, and safeguarding.
For families considering the school, the main appeal lies in its integrated all-through environment, committed Christian ethos (though open to all faiths), extensive facilities, and boarding options from Year 6 onwards. A fee-paying independent school, costs range from around £4,300 per term for younger pupils to £7,867 for senior day students (2025-26), with full boarding fees at approximately £13,076 per term.
St Francis College in Letchworth Garden City, Letchworth has a clear sense of identity shaped by its setting and community. The red-brick Victorian and inter-war buildings, notably the middle school dating to 1919 with its cornerstone laid by Theosophist leader Annie Besant, sit alongside newly renovated spaces. The sixth form centre and dance studio reflect recent investment. The chapel, a defining feature from the Sisters' era, remains "serene" (per ISI observations) and continues to host regular music concerts.
Mrs Julia Spence assumed the headship in March 2025, bringing fresh momentum to the school at a moment of institutional transition. The college joined the Inspired Learning Group (a multi-school education trust) in May 2022, which has triggered a strategic refresh. The leadership team have articulated new core values under the acronym DREAMS: Determination, Resilience, Empowerment, Appreciation, Motivation. These values appear prominently in daily life, though the ISI noted in March 2024 that embedding them across all sections remained a work in progress.
The school presents itself as neither heavily selective nor purely academic. Staff describe a "warm and supportive community" where "every student is known." Class sizes are deliberately small; most classes contain fewer than 20 pupils in the prep and senior phases. This personal approach means that girls struggling academically receive targeted support rather than being left behind, whilst equally those with particular gifts (music, sport, art, STEM) have room to flourish.
The Christian character is genuine and pervasive, though carefully inclusive. Daily chapel attendance has ended, but weekly assemblies reinforce Christian principles, and older girls may use the chapel for personal reflection. The school welcomes students of all faiths and none, and explicitly describes itself as "multi-denominational" and "ecumenical in outlook." This means Christian values framework without requiring religious affiliation.
In 2024, St Francis' College achieved 54% of entries at grades 9-7 (FindMySchool data), matching the England average of 54%. At the highest level, 35% achieved grades 9-8. This positions the school as performing in line with national standards at GCSE, rather than exceptional. The school ranks 359 in England for GCSE outcomes (FindMySchool ranking), placing it in the top 8% and in the national high performance band.
Locally within Hertfordshire, the school ranks 1st among all secondary schools in the county for GCSE results, a significant distinction. This reflects both its independent school status (which allows selective admissions) and consistent teaching quality. The ISI inspection found that "pupils achieve well and make good progress compared to their starting point at GCSE."
The school has identified several factors driving performance. First, assessment is rigorous and consistent; teachers employ a "clear and robust framework" for measuring pupil work, progress and attainment. Second, senior school teaching in the prep (Years 7-11) benefits from specialist subject expertise. Third, girls with additional needs receive targeted support: approximately 128 pupils are on the SEND register, and the Individual Needs Department provides 1:1 or small-group sessions in English, Mathematics, study skills and organisational strategies.
At A-level, the story shifts markedly. In 2024, 83% of A-level entries achieved grades A*-B, compared to the England average of 47%. This represents genuinely strong performance. A quarter of all entries achieved A*, and a further 30% achieved A. The school ranks 145 in England for A-level outcomes (FindMySchool data), placing it in the top 5% and in the national high performance band, significantly above GCSE standing.
This A-level strength suggests that girls maturing through the sixth form show accelerated academic progress. The school offers 26 A-level subjects including Latin, Russian, History of Art, and Classical Greek, evidence of curriculum breadth beyond purely utilitarian sciences and languages. The availability of such subjects, combined with strong humanities and languages provision, indicates sophisticated curriculum planning aimed at developing intellectually creative minds.
England ranks and key metrics (where available)
A-Level A*-B
82.88%
% of students achieving grades A*-B
GCSE 9–7
54%
% of students achieving grades 9-7
The ISI inspection identified effective pedagogy in the prep school, where "resources are effectively used in teaching, lessons are well planned, supporting pupils to acquire new skills." Teachers use "a range of resources and teaching methods effectively" and employ "appropriate questioning which stimulates interest." In early years and prep, this translates to visible pupil confidence and engagement.
The senior school picture is more nuanced. The ISI noted that "planning and delivery of some lessons in the senior school is inconsistent and in these cases, pupil progress is slow." This candid finding reflects a school in transition. The previous inspection (2020) and educational quality inspection (2017) operated under different frameworks. Under the new ISI 2023 framework, the school met all standards, but the inspectors identified scope for greater consistency in senior school teaching delivery.
The school's curriculum philosophy emphasises breadth. Pupils study sciences separately from Year 7 onward. Languages include French and Latin, with Spanish and German options at GCSE. Subjects span traditional humanities (history, geography, religious studies, philosophy), creative arts (art, drama, music), sciences, mathematics and digital technology. The ISI praised the "well-planned curriculum which offers a broad range of subjects and activities to all age groups."
Learning support is embedded throughout. The school employs specialist staff trained in supporting English as an additional language (EAL); 102 pupils speak English as a home language other than English. Cultural and linguistic integration activities are explicitly built into boarding life. Staff training includes videos and blogs explaining how gesture, intonation, and grammar differ across cultures, a considered approach to supporting diversity.
In 2024, 89% of leavers progressed to university (measured from sixth form). This high percentage (from a cohort of approximately 9 students) indicates strong university aspiration and outcomes, though the small cohort size means percentages should be interpreted cautiously. The school reports that students achieve "100% of students achieving a place at a university of their choice" (per Inspired Learning Group marketing), suggesting comprehensive university support systems.
The school's most competitive outcome sits with Oxbridge. However, does not contain specific Oxbridge numbers for 2024. The school website does not prominently publish Oxbridge statistics (the FindMySchool database indicates combined Oxbridge ranking of 2008, placing the school outside the top tier for Oxbridge). This suggests typical Oxbridge entry rather than exceptional Oxbridge strength.
The sixth form emphasises careers education. Girls receive guidance through an online careers platform and attend careers convention days where they meet industry professionals. The ISI noted that "the school supports pupils appropriately with university applications," though inspectors also flagged that "provision for careers education is not always aligned with the policy and pupils do not consistently feel supported in making informed choices about their futures," particularly those not pursuing university pathways.
This is the most distinctive pillar of St Francis' College experience. The ISI confirmed that pupils access "an extensive range of recreational activities from which pupils gain a wide range of skills" and that "a large proportion of pupils take full advantage of these opportunities."
The school has strong traditions in music. The chapel's role extends beyond worship; it hosts regular music concerts featuring school ensembles. Pupils learn instruments through both curriculum (all prep pupils begin instrumental lessons; half continue into year 3+) and specialist tuition. Named ensembles include a Choir, Orchestra, and smaller instrument ensembles. Annual dance and drama productions held in the 330-seat theatre involve significant orchestral accompaniment, suggesting integrated creative programming.
Beyond formal lessons, specialist musicians receive targeted support through ensemble participation and performance opportunities. The music facilities include dedicated teaching spaces and practice rooms, though the school website does not detail a conservatory-standard facility.
The 330-seat theatre, built in 1924 and recently refurbished, anchors dramatic activity. Annual productions run from Kindergarten to Year 13, with significant choreography and technical elements. The ISI noted that the theatre is "used to help develop pupils' creative and speaking skills." Girls beyond the core drama curriculum participate through auditioned roles in major productions or technical support.
The school explicitly celebrates a "recycled fashion show" as a popular annual event, indicating creative sustainability focus. Additional performing arts scholarships at years 5, 9 and 12 underscore institutional commitment to dance, drama, music and art at competitive levels.
Facilities include a 20-metre heated indoor swimming pool, gymnasium, dance studio, fitness suite, and floodlit netball and hockey pitches. The prep school offers 10-15 different sports across the academic year, with representative teams in major sports from Year 3 onward.
Senior school offers competitive fixtures in hockey, netball, tennis, and fitness-based activities including aerobics and golf. Rugby fixtures are mentioned in general information, though the school's gender composition (girls-only senior and sixth form) makes traditional rugby participation unlikely; this may reflect co-curricular rugby touch competitions or visiting fixtures. The sports programme balances elite pathways (girls selected for county and regional teams) with recreational participation; not all girls pursue competitive sport.
The prep school enjoys "national tournament success in maths," indicating structured mathematical challenge beyond curriculum. This suggests a Maths Olympiad programme or similar competitive outlet. The school website indicates broad STEM provision but does not detail specific named clubs.
Named subjects in the A-level curriculum include Further Mathematics, Physics, Biology, Chemistry, Computer Science, and Business Studies, suggesting STEM breadth. However, the review lacks specific detail on STEM extracurricular clubs comparable to robotics teams, coding societies, or maker spaces found in some independent schools.
Beyond formal clubs, the school emphasises leadership development. Pupils elected as heads of school and form representatives serve the school community. Boarding prefects hold designated roles. The school council solicits pupil views on school operations (the boarding food committee's input influenced menu changes). Year 8 pupils with responsibility roles supported choreography in music productions, integrating leadership with artistic output.
The ISI confirmed that "democratic processes are encouraged and supported through the election of pupil heads of school and form representatives" and that "pupils are taught to value positive relationships and cultural diversity." Service to the broader community is embedded in curriculum (religious studies and PSHE cover global citizenship), though specific named charity partnerships or community service programmes are not detailed in the available materials.
The school website highlights: the West End-style theatre; 20-metre indoor heated swimming pool; gymnasium; dance and drama studio; fitness suite; state-of-the-art science laboratories; food and technology room; onsite chapel; sixth form centre (newly renovated); outdoor playing fields and gardens; and a dark room for photography work. The latter detail, a functional darkroom, reflects traditional photographic skill development now rare in schools.
The extracurricular offer is rich, well-resourced, and embedded into daily life. The ISI found that girls "engage enthusiastically" with opportunities, acquiring "a wide range of skills."
Day fees for senior pupils (Years 7-11) are approximately £7,867 per term in 2025-26, equating to roughly £23,600 per annum. Sixth form day fees are approximately £7,867 per term. Prep school (Years 1-6) fees are lower, ranging from around £4,730 to £5,738 per term depending on year group.
Full boarding fees are approximately £13,076 per term, or roughly £39,230 per annum. Weekly and flexi-boarding options are available at rates between day and full boarding.
Additional fees cover music lessons (if private tuition is arranged), trips, and specific curricular costs. The school website indicates that lunch is included in fees.
The school participates in the Orchard Funding scheme, allowing families to spread fees through installment credit plans.
For families eligible for government-funded early years provision (15 or 30 hours for 2-4 year olds), these funds can offset nursery fees. The school claims its fee structure as "affordable" relative to independent school averages, though independent education remains a significant investment for most families.
Fees data coming soon.
St Francis' College operates as a selective independent school. Admissions are managed through the school's own entrance examinations rather than the state system's coordinated admissions process.
Entry points are at Reception (for the co-educational nursery), Year 1, Year 3, Year 5, Year 7 (13+), and Year 12 (sixth form, for external and internal candidates).
For Year 7 entry, girls sit the school's entrance examination in January, typically consisting of English, Mathematics, and Non-Verbal Reasoning papers. Entrance tests assess comprehension, written composition, problem-solving, and logical thinking rather than specific curriculum knowledge. The school advises that practice papers are available but does not explicitly recommend tutoring.
The school is not oversubscribed in the way highly selective state grammars are; most girls who pass the entrance examination and whose family can afford fees will secure places. However, the school remains selective in character. Families should expect rigorous assessment and acceptance that the school seeks girls capable of engaging with its academic curriculum and breadth of activities.
At sixth form entry, girls must meet specified GCSE grades (usually 5s or 6s in intended A-level subjects) and complete an examination and interview. External candidates compete with internal progressions.
The school lists scholarships at entry points. Academic scholarships at Year 3, 5, 9 and sixth form are awarded 10-20% of fees. Sports scholarships (typically two per entry) and Arts scholarships in dance, drama, music and art (typically two to four per entry) are offered at 10% of fees, often paired with tuition in the scholarship discipline. The St Francis de Sales Award is reserved for daughters or granddaughters of old girls (alumnae).
Bursaries (means-tested fee reductions) are available at 11+, 13+ and 16+ entry points based on financial need. The school reports that bursaries can run concurrently with scholarships.
The school's non-selective admissions policy at prep/primary level contrasts with selective secondary entry, allowing families without selective entry experience to trial the school's approach before committing to senior education.
The ISI noted that "pupils' wellbeing is a high priority for leaders and governors" and that this manifests through "an emphasis on care and strong relationships between pupils and teachers."
Each pupil is assigned a form tutor who provides pastoral oversight and academic guidance. Older pupils serve as house representatives and peer mentors to younger girls. The school employs a qualified medical staff who manage a medical centre; first aid is administered through established routines, with competent oversight.
Mental health support includes a dedicated school counsellor, though the school website does not specify frequency or accessibility. The PSHE curriculum explicitly covers strategies for managing wellbeing, resisting peer pressure, and understanding healthy lifestyle and diet. Physical education is integrated as a wellness element rather than purely competitive sport.
An anti-bullying policy is actively enforced. Leaders monitor behaviour trends, maintain detailed incident logs, and pupils report confidence in staff response to bullying complaints. The ISI confirmed that "pupils feel that leaders deal effectively with any cases of bullying that arise."
Behaviour is exceptionally calm throughout the school. Boarders have a separate rewards and sanction policy; the ISI found that "pupils are courteous and respectful in their behaviours" and described interactions as "characterised by mutual respect."
For boarders, pastoral care extends to evening and weekend activities. Boarding accommodation is "welcoming, clean and in good condition." A range of staff, including the school nurse, are readily available throughout the day and overnight. Cultural and linguistic integration activities support those who speak English as an additional language, with staff emphasis on building confidence and mutual understanding.
Boarding is available from Year 6 onward. Approximately 45 girls board, representing roughly 15% of the school population. The boarding house is located on the main campus.
Most pupils board on a full-time basis, though weekly and flexi-boarding options exist. This flexibility suits UK-based families who may wish weekend contact. International families and those with boarding parents often opt for full boarding.
The boarding community is deliberately integrated with day pupils. Day girls are invited into the boarding house after school and at weekends, minimising the divide between day and boarding cultures. The ISI noted that "day and boarding pupils develop strong friendships across year groups and backgrounds."
Boarding girls participate in a structured evening programme offering clubs, trips, and social activities. They also have voice through a boarding food committee, whose recommendations directly influence menu choices. A separate rewards and sanction policy governs boarding conduct, communicated clearly through induction and pupil council forums.
Boarding prefects hold defined leadership roles. The ISI confirmed that staff meet regularly to listen to pupil views and act on suggestions.
Weekend exeats (periods home) align with school holidays, though the school website does not specify the exact frequency. Families should clarify exeat scheduling directly, as this affects both boarding suitability and family planning.
Non-Selective Sixth Form Entry: While competitive, sixth form is open to external candidates meeting GCSE grade thresholds. Families considering sixth form entry should be aware that the sixth form cohort is quite small (roughly 30-40 pupils) and that all entry is selective. This differs from state sixth form colleges with high intake and more diverse admission criteria.
Senior School Teaching Consistency: The March 2024 ISI inspection identified that "planning and delivery of some lessons in the senior school is inconsistent." Whilst this is not a failing, all standards are met, it signals an area the school is actively working to improve. Families should be aware that whilst the school's facilities and pastoral care are strong, some classroom experiences in Years 7-11 may be more variable than parents might expect from an independent school at this fee level.
Transition and Continuity: The school joined the Inspired Learning Group in 2022, and Mrs Julia Spence became head in March 2025. Both transitions bring opportunity and inevitable adjustment. The school is actively refining values, policies, and curriculum delivery under new leadership. This is not a concern for stability, but rather a period of evolution that engaged families should monitor. Open communication between parents and school is advisable during institutional transitions.
Limited Oxbridge Pipeline: The school does not market itself as an Oxbridge feeder. Whilst some students do gain Oxbridge places, this is not a defining strength. Families seeking intensive preparation for Oxbridge should research the school's specific support structures for competitive applications and not assume automatic pathways.
St Francis' College represents a considered approach to all-through independent education. It is neither a highly selective academic hothouse nor a recreational aftercare facility; rather, it sits thoughtfully between, seeking to develop "intellectually creative minds" whilst respecting individual development.
The school's greatest strengths lie in its all-through continuity (girls progress from nursery to Year 13 in a known community), its boarding option, its physical facilities (the theatre, pool, and grounds), and its pastoral approach. The ISI's March 2024 inspection confirmed that standards are met across leadership, educational quality, pupils' wellbeing, and safeguarding.
Academic results are solid and improving. GCSE performance matches England average; A-level performance is notably strong. The school combines this with genuine breadth: arts, sciences, humanities, languages, and physical education are all given significant space. Girls with additional needs (SEND, EAL) receive structured support.
The school is best suited to families seeking:
The main challenges are the admission cost (independent school fees require significant family investment), the relatively small sixth form cohort (limiting peer diversity at A-level), and some inconsistency in senior school teaching (an area the school acknowledges and is working to address).
For girls aged 11-18, families should visit the school, observe lessons, and discuss the senior school teaching strategy with school leaders to understand the consistency picture firsthand.
Yes. The school was evaluated by the Independent Schools Inspectorate in March 2024 and confirmed to meet all regulatory standards across leadership, educational quality, pupils' wellbeing, and safeguarding. At GCSE, 54% of entries achieve grades 9-7. At A-level, 83% achieve grades A*-B, well above the England average. The school ranks 359 in England for GCSE (top 8%, FindMySchool data) and 145 for A-level (top 5%, FindMySchool data). In 2024, 89% of leavers progressed to university. The ISI praised effective pastoral care, broad curriculum provision, and good progress by pupils from their starting points.
Day fees for senior pupils (Years 7-11) are approximately £7,867 per term (2025-26), or roughly £23,600 per year. Sixth form day fees are similar at approximately £7,867 per term. Prep school (Years 1-6) fees range from £4,730 to £5,738 per term depending on year group. Full boarding fees are approximately £13,076 per term (roughly £39,230 per annum). Weekly and flexi-boarding options are available at intermediate rates. Bursaries (means-tested fee reductions) are available at 11+, 13+ and 16+ entry points based on financial need. Academic, music, drama, dance and art scholarships offer 10-25% fee reduction and are awarded at multiple entry points.
The school is selective at secondary entry (Years 7 and 9) and sixth form, but non-selective at prep and primary level. Girls entering Year 7 sit the school's entrance examination covering English, Mathematics and Non-Verbal Reasoning. Most girls who pass the exam and whose family can afford fees will secure places; the school is not over-subscribed in the manner of selective state grammar schools. Sixth form entry requires specified GCSE grades (typically grade 5 or above in intended A-level subjects) plus examination and interview. The school welcomes internal and external candidates at sixth form.
The school occupies 3.1 hectares (7.66 acres) on its Letchworth Garden City campus. Key facilities include a 330-seat purpose-built theatre (built 1924, recently refurbished); a 20-metre heated indoor swimming pool; gymnasium; dance and drama studio; fitness suite; state-of-the-art science laboratories; food and technology room; a school chapel; sixth form centre; outdoor playing fields and gardens; and a functional darkroom for photography. The Victorian and inter-war buildings retain heritage character whilst modern facilities support contemporary education.
Girls may board from Year 6 onward. Approximately 45 girls board, representing about 15% of the school population. The boarding house is located on the main campus, allowing easy integration with day pupils. Full boarding, weekly boarding, and flexi-boarding (flexible nights) options are available. Most boarders opt for full boarding; some families use weekly boarding to combine independent education with family weekends. Boarding includes evening clubs, trips, and weekend activities. Day pupils are invited into the boarding house after school and at weekends, and boarding girls participate in school council forums to voice concerns.
The school's defining strengths are: (1) all-through education from nursery to sixth form in a single community, allowing continuity of relationships and pastoral care; (2) strong facilities including a purpose-built theatre, heated indoor pool, and grounds suited to outdoor learning; (3) genuinely small class sizes and form-based pastoral care; (4) strong A-level results (83% A*-B in 2024); (5) extensive extracurricular opportunities in music, drama, sports and academics; (6) integrated boarding option offering flexibility; (7) supportive pastoral environment with low behaviour concerns; and (8) inclusive Christian ethos welcoming pupils of all faiths and none.
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