Abermule Primary School
Catchment Area, Reviews and Key Information

School Guide Rating
Not Rated

SY15 6ND
01686 630240
3 - 11
Nursery, Infants & Juniors
4 1 1 2 3 4
Estyn grade
View Report

School level results for primary schools were not published by the Welsh Government in 2019. We give a summary star rating based on the last available data as a helpful indicator to parents. This is to be used as a guide only. You can view national level results including the percentage of pupils across Wales achieving the expected levels for the Foundation Phase (age 7) and at Key Stage 2 (age 11) here.


Support category
Green, yellow, amber or red
Pupil/Teacher ratio
Attendance during the year
English medium
Language of the school
Free school meals

School Description

Abermule Primary School is in the village of Abermule, about three miles north of Newtown in Powys. There are currently 53 pupils on roll aged 4 to 11. There is one class for pupils in the foundation phase and one class for pupils in key stage 2. The average proportion of pupils eligible for free school meals over the last three years is around 21%. This is above the national average of 18%. The school identifies nearly 19% of pupils as having additional learning needs. This is below the national average of 21%. All pupils come from a white ethnic background and speak English as their first language. Very few pupils speak Welsh at home. The headteacher took up her permanent post in April 2017, following two terms as acting headteacher. The last inspection was in December 2012. Further information is available from the Welsh Government My Local School website at the link below. http://mylocalschool.wales.gov.uk/Schools/SchoolSearch?lang=en 1 A report on Abermule Primary School January 2019 Summary The school has a warm family atmosphere and works closely with parents to ensure pupils’ wellbeing. As a result, nearly all pupils feel safe and enjoy coming to school. Older pupils support younger pupils very well. Teachers provide interesting learning experiences that engage pupils successfully in their learning. They take good account of pupils’ own ideas about what they would like to learn. There are purposeful opportunities for pupils to apply their speaking and listening, literacy and information and communication technology (ICT) skills in their work across the curriculum. However, there are too few opportunities for pupils to apply their numeracy skills in all areas of learning. The majority of pupils make sound progress as they move through the school, but a minority do not always achieve as well as they could. Pupils with additional learning needs make good progress from their starting points. The headteacher has established a clear vision for the school and has initiated a number of worthwhile changes since her appointment. These are beginning to have a positive impact on pupils’ progress. All members of staff collaborate effectively to work towards the achievement of identified priorities for improvement. Inspection area Judgement Standards Adequate and needs improvement Wellbeing and attitudes to learning Good Teaching and learning experiences Adequate and needs improvement Care, support and guidance Good Leadership and management Good 2 A report on Abermule Primary School January 2019 Recommendations R1 Raise standards in pupils’ writing R2 Improve pupils’ Welsh language skills R3 Ensure that learning experiences provide a consistently appropriate level of challenge for all pupils R4 Increase opportunities, and ensure progression, in pupils’ application of their numeracy skills across the curriculum R5 Address the safeguarding and health and safety issues identified during the inspection What happens next The school will produce an action plan to show how it is going to address the recommendations.

Abermule Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
All attending pupils
Pupil Level Annual School Census 2019
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

01597 826455

This School Guide heat map has been plotted using official pupil data taken from the Pupil Level Annual School Census collected by the Welsh Government. The data tells us where pupils lived at the time of the last Pupil Census (released annually in July).

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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