Berriew C.P. School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
INDICATOR

Berriew
Welshpool
Powys
SY21 8BA
01686 640312
Pupils
84
Ages
3 - 11
Gender
Mixed
Type
Nursery, Infants & Juniors
4 1 1 2 3 4
NATIONAL AVG. 2.22
Estyn grade
(01/09/2019)
View Report
PRI

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.


Amber

NATIONAL AVG. 1
Support category
Green, yellow, amber or red
16.8:1
NATIONAL AVG. 22.0:1
Pupil/Teacher ratio
94.4%
NATIONAL AVG. 94.6%
Attendance during the year
English medium
Language of the school
MORE INFO
7.8%
NATIONAL AVG. 18.4%
Free school meals

School Description

Berriew Community Primary School is in Berriew, near Welshpool in Powys. The school has 88 pupils aged between 4 and 11. Pupils are taught in four classes, three of which are for pupils of mixed-ages. The school’s three-year average for pupils eligible for free school meals is around 8%. This is well below the average for Wales (18%). The school identifies that around 23% of its pupils have special educational needs, which is similar to the Welsh average (21%). Nearly all pupils are of white British ethnicity and come from homes where English is the main language. The headteacher took up his post in September 2015. The school’s last inspection was in 2014. 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 Berriew C.P. School September 2019 Summary The school is a friendly community that provides a caring environment for its pupils. Most pupils show positive attitudes towards learning and enjoy the broad range of experiences the school provides. Most make good progress in developing a suitable range of skills, particularly creative skills, which they apply confidently in their learning. Many pupils are developing well as resilient learners. They collaborate well with others and make valuable contributions to improving the school through a range of effective pupil voice groups. Teachers form positive working relationships with pupils. Many plan stimulating activities that motivate the interest of most pupils successfully. They support the development of pupils’ creative skills very effectively. Staff share a strong commitment to securing improvement, but the quality and effectiveness of school self-evaluation is not as robust as it could be. The school makes worthwhile use of valuable partnerships, including with the pre-school setting, to support individual pupils well and to enrich the curriculum. Inspection area Judgement Standards Good Wellbeing and attitudes to learning Good Teaching and learning experiences Good Care, support and guidance Adequate and needs improvement Leadership and management Adequate and needs improvement 2 A report on Berriew C.P. School September 2019 Recommendations R1 Address the safety issues identified during the inspection R2 Improve the quality of teaching to provide a consistently high level of challenge for all pupils R3 Rigorously address those aspects of the school’s work most in need of improvement R4 Improve the quality of pupils’ written work in key stage 2 What happens next The school will draw up an action plan to show how it is going to address the recommendations. Estyn will review the school’s progress.

Berriew C.P. 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
Source:
All attending pupils
Pupil Level Annual School Census 2019
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



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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