SCHOOL PROFILE
The Steiner Academy Hereford: data, trends and context
The Steiner Academy Hereford is a all-through school in Herefordshire, County of. This page brings together its published attendance, behaviour, attainment, inspection and pupil-context information, alongside historical trends and comparisons with schools serving similar communities.
School identity
URN
135672
Phase
All-through
Establishment type
Academy sponsor led
Status
Open
Local authority
Herefordshire, County of
Region
West Midlands
Trust
STEINER ACADEMY, HEREFORD
Postcode
HR2 8DL
Gender intake
Mixed
Religious character
Does not apply
School website
Pupil and community context
Pupils on roll
345
FSM eligible
22.3%
EAL / First language other than English
2.3%
SEND (total)
18.6%
SEN Support
13.6%
EHCP
4.9%
White British
78.8%
Attendance and absence (2024/25)
Attendance rate
92.0%
Overall absence
8.0%
Persistent absence
24.1%
Severe absence
2.3%
Current benchmarks
No current DfE attendance benchmark is published for this school’s phase and local authority, so no comparison is shown.
Suspensions and permanent exclusions (2024/25)
Suspension rate
2.0%
Pupils with 1+ suspension
1.7%
Permanent exclusion rate
0.00%
Attainment and Progress 8 (2024/25)
Attainment 8
51.0
English & maths grade 5+
64.0%
English & maths grade 4+
80.0%
Historical trends
Historical trends
School trends over time
Loading historical data…
Data sources and last updated
- Published Department for Education and Ofsted data.
- Historical predecessor information is shown only where the DfE lineage record has been validated. It is clearly labelled as historical predecessor-establishment data.
- Missing or suppressed values are shown as gaps, never as zero.
- For interactive comparisons with 25 contextually similar schools, open this school in School DNA.
- Profile last updated: 2026-07-07.
Contextual comparison
See The Steiner Academy Hereford against 25 similar schools
The Steiner Academy Hereford is a all-through school in Herefordshire, County of. This page brings together its published attendance, behaviour, attainment, inspection and pupil-context information, alongside historical trends and comparisons with schools serving similar communities.